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Name: Kristen Hamilton

School/Grade Level: Evers 2nd Grade

Date of Lesson 10/23/14


GOAL:
Lesson Title: Exploring Space
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:
1. explore the concepts of self-space and kinespheric space through performance in small groups of 3-5.
2. investigate big and small movements.
3. create pathways while integrating high and low levels.

Student Learning Standards: 2015 TEKS/National


Guidelines

K-8 Texas Dance

Basic Kinesthetic and spatial awareness with others: Apply


movement dynamics while traveling in a variety of directions
while maintaining awareness of personal and general space.
Experimentation: Create movement experience relating the
elements used in dance to elements of space, e.g. size, shape,
texture.

Assessment Rubric
Lesson Learner
Outcomes
Students will be able
to explore the
concepts of selfspace and
kinespheric space
through performance
in small groups of 3-5
Students will
investigate big and
small movements
Students will create
pathways while
integrating high and
low levels

Exemplary
Students can
clearly
demonstrate the
concepts of selfspace and
kinesphere in 4 or
more movements
Students can
effectively
demonstrate large
and small
movements
Student identifies 4
or more pathways
in which to create
high and low levels

Proficient
Students can partially
demonstrate the
concepts of self-space
and kinesphere in 3
movemnts
Student can moderately
demonstrate large and
small movements
Student identifies 3
different pathways in
which to create high and
low levels

Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands

Developing
Students can
partially
demonstrate the
concepts of selfspace and
kinesphere in 1-2
movements
Student can
vaguely
demonstrate large
and small
movements
Student identifies
1-2 pathways in
which to create
high and low levels

Beginning
Student is unable to
demonstrate the
concepts of sel-space
and kinesphere

Student needs
improvement in the
demonstration of
large and small
movements
Student identifies 1
pathway in which to
create high and low
levels

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills


/Cognitive
(Blooms)

Introduction: Hello my name is Ms Hamilton/playing the


name game
Question: Raise your hand if you think outerspace is
big/small?
What about stars... and the sun?
Has anyone ever seen a shooting star?
From here we will begin thinking about outerspace in
terms of breathe that will lead into the braindance in the
engagement section.
Students will: work with the first four parts to the
braindance breathe: start by 4 count breathes, then 6,
then 8, challenge with 10
tactile: shooting stars are falling on your skin, but now
you're in the milkway
core-distal: the stars vs the sun
high-low: going into outerspace and coming back down
with the upper and lower body
Once we have discovered the different ways of moving
our bodies in space we will transition to activities
allowing them to apply the concepts

Learning and Innovation


Skills: Communication /
Remember

7 Es/ Time
Phase 1

5 min

Elicit
Accessing and
ascertaining prior
knowledge and
understanding.

Phase 2 10 min

Engage

This part of the lesson


should capture
students attention,
and pique their
interest in the subject.

Learning and Innovation


Skills: Creativity and
Innovation / Understand

Phase 3

10 min

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

Phase 4

10 min

Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion

Phase 5

10 min

Elaborate
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.

Through guided improvisation students will explore selfspace and their kinesphere as well as small and big
movements by asking questions How can you move
small and now how can you move big? They will being
to investigate high and low levels How can you move
way down low or up way high all the way to the stars?
From here they will begin to explore pathways with
guiding questions How do shooting stars travel through
space without colliding into other shooting stars?
I will ask all of my shooting stars to come sit in a small
circle around the sun (me).
Questions: When do you use big/small movements in
your everyday life?
When do you use high/low levels in your everyday life?
When do you use pathways in your everyday life?

Learning and Innovation


Skills: Creativity and
Innovation, Collaboration /
Apply/Create

Learning and Innovation


Skills: Critical Thinking and
Problem Solving / Analyze

Self-space/Kinesphere:
When you're in class and you want the teachers
attention and you have raised your hand: do you use
small movements or large movements? Is your hand
raised high or is it low?
When you're in class and you see something on your
friends desk do you reach outside of your kinesphere to
grab what's on their desk?
When you're walking through the hall, do you follow the
pathway your teacher provides you or do you make your
own?

Learning and Innovation


Skills: Critical Thinking and
Problem Solving /
Analyze/Evaluate

Phase 6

5 min

Evaluate

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

Phase 7

5 min

Extend

Provide additional
challenges that
allow students to
apply knowledge

Students will be broken up into groups of 3-5 (subject to


change with class size) and will be asked to perform their
favorite movements from big/small, high/low and
pathways.
This will be guided, so that they can transition from each
section to the next all together.

When you go home tonight show someone in your house


(mom, dad, cat, dog, brother, sister, stuffed animal) the
different movements we explored today in class

Resources & Materials:


Instrument
Music: iPhone
Speakers

Learning and Innovation


Skills: Creativity and
Innovation, Critical Thinking
and Problem Solving, and
Communication and
Collaboration / Apply/Create

Learning and Innovation:


Critical Thinking and
Problem Solving,
Communication and Life and
Career Skills / Apply/Create

Bibliography & References


Anne Green Gilbert Brain-Compatible Dance Education