Name Camillia Holman

School/Grade Level Evers Park Elementary

Date of Lesson 10-30-14

GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space, and
time.
Lesson Title: Energy and Motion
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
Demonstrate high and low energy upon request.
Differentiate high and low energy movement qualities in discussion.
Recognize high and low energies performed by peers.

Student Learning Standards: 2015 TEKS/National

Standard 6: Performing
a. Dance for others in a space where audience and performers
occupy different areas.

K-8 Texas Dance Guidelines

A. Perception: The student develops an awareness of the body's movement,

using sensory information while dancing.
The student is expected to:
3. Dance etiquette Demonstrate respectful listening skills and movement
directions in class.

Assessment Rubric
Lesson Learner Outcomes
Students will be able to
demonstrate high and low
energies upon request.

Students will be able to

differentiate high and low
energy movement qualities
in discussion.

Student will be able to

recognize high and low
energies performed by
peers.

Exemplary
Students will be able
to demonstrate both
high and low energies
upon request and
quickly change
between the two.
Student will clearly
state attributes
pertaining to the use
of high energy and
the use of low
energy.
Student will be able
to accurately
recognize high and
low energies
performed by peers.

Proficient
Students will be able to
demonstrate high and low
energies upon request.

Student will clearly state

attributes pertaining to the use
of either high energy or the
use of low energy.

Student will be able to

recognize high and low
energies performed by peers
with little error.

Developing

Beginning

Students will be able to

demonstrate either high
or low energies upon
request.

Students will not be able

to demonstrate high or
low energy.

Student will give

ambiguous statements
of attributes pertaining
to the use of high
energy and the use of
low energy.
Student will be able to
recognize high and low
energies performed by
peers with some
confusion.

Student will not be able

to state attributes
pertaining to the use of
high energy and the use
of low energy.
Student will not be able
to accurately recognize
high and low energies
performed by peers.

Differentiation/Modification Strategies:
The teacher will need to focus on keeping children engaged who may not feel mentally engaged with the activities, and this can be
done by varying the level of activity (low level of activity, to high level of activity, etc.), use of voice to get students attention, and by
continuing to observe the children to see what methods work and which methods do not. (peer work, etc.)
Fine Arts for All Students. Cedfa.org

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills

/Cognitive (Blooms)

Who remembers some of the things we worked on Tuesday?

-Take a few answers
-You all had a lot of great energy during that exercise! I would love to
play with using different energies today.

Communication

7 Es/ Time
Phase 1

Elicit
3 mins
Accessing and ascertaining
prior knowledge and
understanding.

Phase 2

Engage
10 mins
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Knowledge: Tell

Energies are the ways you can do a movement.

-Can somebody show me a low energy arm swing?
Lets all try that.
-Can somebody show me a walk?
Lets all try that.
You guys seem to be really good at this already!

Collaborating communicating

Apply: Demonstrate

Phase 3

Explore
8 mins
The next part of the lesson
should allow students time
to explore the concept
being covered.

Phase 4

Explain
4mins

Analytical Thinking, Problems-solving

Students will:
Be put into groups and given three motions to do with a high energy
and a low energy.
Which one do you like better?
Essential Questions:
How does the low energy phrase make you feel?
How does the high energy phrase make you feel?
When you do a low energy I see a lot of loose movement and when
you do a high energy I see a lot of stiff movements.
-Do you think you could do the opposite?
Loose high energy or stiff low energy?

Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate
12mins

Evaluate
During Phase 6, students
demonstrate their
understanding through
products or performances.

Finding and Evaluating Information

Analyze: Connect

Creating and Innovating, Analytical

Students will
Thinking
Be in groups of three and each student will make up one movement for
the group and apply one of the energies weve talked about.
-Can your classmates tell what your energy was?

Students are encouraged to

apply their learning to new
situations, use the new
terms, and deepen their
understanding of the
subject matter through
questions and activities.

Phase 6

Understand: Differentiate

Create: Integrate

A student who understands at a high level of mastery will be able to

immediately respond to the prompts given in phase 5. They will be
able to clearly show differences between the different types of energy.
A student who understands at a medium level of mastery will be able
to demonstrate some things asked of them, but will need help from
other peers or the instructor for clarifications of what is being asked of

Students should understand

the rubric by which they are
being evaluated. Ideally, the
student and teacher will go
over the rubric at the outset
of the lesson.

them.
A student who understands at a low level of mastery will be able to
demonstrate energy as it is modeled for them, but not yet ready to
manipulate and explore energy on their own.

Communicating

Phase 7

Extend
3mins
Provide additional
challenges that allow
students to apply
knowledge

Students will
Be asked if they can do both high and low energies at the same time,
maybe low energy in their arms and high energy in their legs or vice
versa.
Understand: Identify

Resources & Materials:

Music

Bibliography & References

Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible Dance Education. Reston, VA: National Dance

Association, 2006. Print.

The Partnership for 21st Century Skills. N.p., n.d. Web. 2 Oct. 2012. <http://www.p21.org/overview>.

Fine Arts for All Students. Cedfa.org (posted on blackboard in Documents)