Name

- Stephanie Grubbs







School/Grade Level- Evers/ 2nd grade








Date of Lesson- 10/27/2014

GOAL: Create a dance applying the elements of space and locomotive movements.

Lesson Title: Beaching

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) Demonstrate the ability to travel from one spot to another while keeping their bubble.
2) Respectfully analyze what both their peers and the teacher have to say without interruptions.
3) Control their movements while moving at different levels to their new formation.

Student Learning Standards: 2015 TEKS/National

Identifying and demonstrating movement elements

and skills in performing dance

K-8 Texas Dance Guidelines

Basic kinesthetic and spatial awareness with others

Demonstrate awareness of personal and general space while changing
speeds and directions.




Dance movement skills

Understanding dance as a way to create and

communicate meaning

Demonstrate body control while jumping and landing for height and
distance using key elements for creating and absorbing force.

Assessment Rubric

Developing
Lesson Learner Outcomes

Demonstrate the ability to

travel from one spot to
another while keeping their
bubble

Exemplary

The student is aware

of every movement
that can be made,
such as straight,
horizontally, and
sideways. They are
also aware that
everything can also be
done backwards it just
isnt as easy. They can
travel from one spot
to the next without
running into anyone.

Proficient

The child is able to come up

with movements that are
straight, backwards, and
sideways. The child is able to
travel with only bumping in
to children a couple of times.

Beginning

The child able to only

come up with
movements that involves
going straight. They are
still bumping into people
as the travel, but they are
not running into
someone every time that
they move.

The child is not able to

come up with different
directions to move in or
directions by themselves.
They also are not able to do
all their movements
without bumping into
someone else.

Respectfully analyze what

both their peers and the
teacher have to say without
interruptions.

Control their movements

while moving at different
levels to their new formation.

The child is able to

listen to what is being
said while they are
moving and are able to
change their
movements without
pause as they are told
to. They also keep
their bubble in their
mouth through the
whole process.
The child is able to
come up with their
own movements and
different levels to go
with those movements
by themselves. They
also do all of this
without loosing their
balance,

The child is able to listen to what The child is able to half

is being said and understand it
way listen to what the
while they remain quiet.
teacher is saying. They
have a very hard time
staying still and keeping a
bubble in their mouth.
They struggle with doing
anything they are
instructed to do because
they want to do their
own movements.
The child is able to combine
The child is able to
movements with levels while
movements at a low and
mostly being able to keep their
middle level, but is still
balance.
having a hard time with
keeping their balance at
the high level.

The child is unable to listen

to direction or to the ideas
of their peers. The child is
very disruptive and has
issues with focusing.

The child is unable to

combine movements with
levels while they are
traveling to a new spot.
They also are unable to
keep their balance while
they attempt these
movements and they fall a
lot.

Differentiation/Modification Strategies: If I have any children with disabilities I will make sure that I know what
their abilities are and modify what the other children will be doing to fit their needs. I will try and keep what
they are doing as close to what everyone else is doing as I can to insure that they feel like equals.





Instructional Sequence: Include transition between phases and activities

7 Es/ Time
Phase 1

Elicit- 5
minutes
Accessing and ascertaining
prior knowledge and
understanding.

Phase 2

Engage- 8
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Phase 3

Explore- 5
minutes
The next part of the lesson
should allow students time
to explore the concept
being covered.

st

Description

21 Century skills
/Cognitive (Blooms)

The teacher will have the kids sit in a circle and then will explain all of
the rules to the children. The rules are to keep our ears open, and
when the teacher says to catch a bubble that means that we are being
to loud and need to quiet down. Lastly that the area around us is our
bubbles and if you get to close to someone else your bubble will pop
and that we dont want that to happen. If that doesnt work we will
hold out a time out sing and when the teacher does that everyone
copies and stops talking. The teacher will then ask the students to
slowly stand up and move in all different types of directions, doing
different movements and using different levels to eight counts.

We will then do a small brain dance that focuses on breath, getting
their bodies loose and to incorporate levels with it. First we will have
to blow up are floats so that we can go out in the water to float and
look around. When all of the sudden we see a blow fish. Then we are
going to use a beach as the theme of the brain dance and for the
breath part of the dance will interpret what they think a blow fish
looks like when it is scared and when it isnt to four counts.

Create

Know when it is appropriate to
speak/listen to others

They will do a mirroring activity where they will take turns practicing
different levels and limb extensions. At first I will tell them which
movements to make so they can get an idea of what to do. Then I will
let them come up with their own movements.

Create
Understand

Utilize time/time management

Analyze
Understand

Think creatively

Phase 4

Explain- 5
minutes

The teacher will ask them to tell demonstrate all of the different
movements that they did today. They will then each take a turn if they
would like to show everyone what their favorite move that day was.

Evaluate
Apply
Remember

Work Independently
Work productively

The teacher will have the children pretend that we are back at the
beach and that we see a crab walking from side to side at a low level.
We will then all walk like a crab. The teacher will then ask them what
else they can think of that involves using levels in their everyday life
like the crab does. After they come up with some ideas we will
demonstrate how those moves would look.

Apply
Remember


Reflect critically on past experiences to
inform future progress

They will do a freeze dance to music using only the levels and
movements that we worked on today. They will have a new song after
every time the teacher stops the music.

Evaluate
Apply
Understand
Remember

Extend idea creations

Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate- 5
minutes
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

Evaluate- 5
minutes
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

Extend- 2
minutes

Provide additional
challenges that allow
students to apply
knowledge

The teacher will then ask the student to look for the movements that
we talked about during our elaborate time frame from the time that
they leave me until the teacher sees them again the next week. The
teacher will tell them that we will start our next class repeating the
different movements that they saw.

Apply
Remember


Extend idea creations

Resources & Materials: music, iPhone, speakers

Bibliography & References: Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible
Dance Education. Reston, VA: National Dance Association, 2006. Print.