School/Grade Level- Evers/ 4nd grade

Name - Stephanie Grubbs

Date of Lesson- 10/28/2014

GOAL: Create a dance applying the elements of space and locomotive movements.
Lesson Title: Spaced Out
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. Explain how the different dances made them feel.

2. Describe what a planet is and how they are in space.
3. Demonstrate what an orbit is.

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

Basic kinesthetic and spatial awareness with others

Identifying and demonstrating movement elements

and skills in performing dance

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

Exemplary

Describe what a planet is and

how they are in space.

Know what a planet is

and can name them
all.

Knows that a planet is

something that is out in space.

Knows what a planet is.

Dont know what a planet

is.

Demonstrate what an orbit is.

Understand that
planets have orbits
and that they move in
circles around each
other.
They give many
examples of how
different songs and
movements that they
do make them feel.

Understands what a orbit is and

that planets have them.

Understand what an
orbit is.

Not to know that planets

have orbits.

Understands that our moods

contribute to how we move and
act and give examples to this.

Is able to understand
that our moods influence
everything that we do
and how people view us.

Isnt able to make any

connections to mood and
actions.

Explain how the different

dances made them feel

Proficient

Beginning

Also if they show a

understanding that
how we act and move
has a lot to do with
our moods. Knows
that your face when
you dance helps your
dance to be better.

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

Description

21st Century skills

/Cognitive (Blooms)

The teacher will have the kids sit in a circle and talk about what the
different things they did over the weekend that have to do with the
movements and rhythms that we had worded on Tuesday. The teacher
will then ask the kids what they know about space and planets.

Create

Phase 1

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

Know when it is appropriate to

speak/listen to others

Phase 2

Engage- 5
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

We will then do a small brain dance that focuses on breath, getting

their bodies loose and to incorporate levels with it. The teacher will
ask the kids if they remember the breaths that we did last class that
are good if you get angry. The teacher will then tell them we are going
to take deep breaths again to get ourselves all calm before the rest of
the lesson. We will then breath in and out to eight counts. We will also
experiment doing our breathing at different levels.

Analyze
Understand

The teacher will have the students explore space with their bodies and
that they are a planets. They will move slow and in orbits like planets
and they will do it in different directions. They will do this around each
other like they are their own solar system.

Create
Understand

The teacher will ask them to explain what rhythm is and then give an
example now that they have learned about it. The teacher will then
ask them what the best way to incorporate movements to these
rhythms is.

Evaluate
Apply
Remember

Think creatively

Phase 3

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

Utilize time/time management

Phase 4

Explain- 5
minutes
Through questioning
strategies, teachers probe
and facilitate student
discussion

Work Independently
Work productively

Phase 5

Elaborate- 5
minutes

The teacher will have the students close their and share with the class
their favorite fact about space.

Reflect critically on past experiences to

inform future progress

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

They will do a freeze dance to music using only the levels and
movements that we have worked on in addition to the orbits we
worked on today.

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

Apply
Remember

Evaluate
Apply
Understand
Remember
Extend idea creations

The teacher will have the students recap what they learned and why
that is important. Talk about why it is important to know about our
about planet and the ones around it. The teacher will have them come
back with a fun new fact they didnt know about space.

Apply
Remember

Extend idea creations

students to apply
knowledge

Resources & Materials: music, iPhone, and speakers

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

LESSON PLAN ANALYSIS

Grade__4th_________ School __Evers_______________________________________
GOAL:
Day
Theme
Movement
Movement
Cultural/Social
Date
Principles/Skills
Elements

11/4/2014

Space

Transfer of weight, turns,

breath, and core.

Turning in
circles around
each other
without
bumping into
each other.

Working with
each other to
make sure that
they do not
bump into each
other while they
are moving
around each
other.

Creative
Process

Performance

Appreciation

They will
choose which
way to turn in
their circles
and whom they
turn around.
They will also
choose if they
want to switch
things around.

They will show

off what they
learned today to
the rest of the
4th grade
classes.

They will each

demonstrate their
favorite thing that
we did in the last
class. While the
rest of the student
practice proper
audience
etiquette.