Snelgrovefinallesson

LESSON PLAN TEMPLATE
POETRY IN MOTION
By: Helen Snelgrove
hrsnelgrove@gmail.com
PLANNING FOR INSTRUCTION & ASSESSMENT

edTPA = No more than 4 pages
Lesson Grade 6th grade

Level(s):
Duration/Minutes: 60 min (2 Classes)
Central Focus: Artistic Processes: Creating, Performing, Responding

Core Artistic Processes
Supporting LMA Effort/Dynamics

Element(s):
Organizing Theme, Using verbal stimuli found in poetry to elicit dynamic/effortful movement.
Use dynamic/effortful movement to create a group movement phrase.
Concept and/or
Style/Artist
Exemplar:
NCAS Dance DA.CR.1.6c
Learning Standards: Create movement from a variety of stimuli (for example music/sound, observed
dance, literary forms, natural phenomena, current news or social events, personal
experience) that expands movement vocabulary and develops artistic expression.
Use movement to create an original dance study.
DA.PR.4.6c
Incorporate energy/effort and dynamics to technique exercises and dance
performance. Use energy and dynamics to enhance and project movements.
DA.RE.8.6a
Explain how the artistic expression of a dance is achieved through the elements of
dance, use of body, dance technique, dance structure, and context. Explain how
these communicate the intent of the dance using genre specific dance
terminology.
NJCCCS Dance 1.1.8.A.1

Learning Standards: Interpret the choreographic structures of contrast
and transition, the process of reordering and
chance, and the structures of AB, ABA, canon, call
and response, and narrative.
1.3.8.A.1
Incorporate a broad range of dynamics and movement
qualities in planned and improvised solo and group
works by manipulating aspects of time, space, and
energy
Learning By the end of the lesson, students will be able to:
Objectives: 1. Extend their range of movement while responding to verbal stimuli using
Copy & Paste from Unit poetry. (McCutchen, 2006;196)
Plan 2. Find movements to artfully express mood and feelings from verbal stimuli.
(McCutchen, 2006;156)
3. Move away from concrete gesture into abstract expressive movement.
(McCutchen, 2006;197)
4. Explore in movement the textures and qualities within words. Combine
several words to create movement sentences and studies. (McCutchen,
2006;197)
5. Use improvised movement from verbal stimuli to create a group dance
with a beginning, middle, and end.
6. Transform stimuli into appropriate actions. (McCutchen, 2006:197)
7. Explain how particular movements represented verbal stimuli from poetry.
Enduring • That you can use a variety of things to inspire movement.

Understanding (EU): • Words can illicit different feelings to each person.
Essential Question • Why do these words make me feel this way?
• How can these words help me choreograph?
(EQ):
21st Century Learning and Innovation Skills- Creativity and Innovation & Critical Thinking and
Problem Solving
Interdisciplinary
Skills:
Multiple Bodily-Kinesthetic Intelligence
Intelligences: Linguistic Intelligence
Intra-personal Intelligence
Resources/ Music: Ellie Goulding, Lights, Polydor Records

Visuals: White Board & Markers
Materials: Poems: Vennie Burns. Flower Mold.
Maria S. Raindrops Falling.
James Stephens. Check.
2
Lesson by: Helen Snelgrove. Lesson Template: Bashaw (2017) Rutgers Graduate Dance Education Program. http://
www.masongross.rutgers.edu/dance/programs-of-study/graduate
Vocabulary and Function:
SLO 1— Extend, Respond: Extend their range of movement while
Language Demands responding to verbal stimuli
SLO 2— Express: Express mood and feelings from verbal stimuli.
SLO 4— Explore, Combine: Explore in movement the textures and
qualities within words. Combine several words to create movement sentences and
studies.
SLO 5— Transform: Transform stimuli into appropriate actions.
SLO 6— Explain, Represented: Explain how particular movements
represented verbal stimuli from poetry.
Key Learning Task: Use verbal stimuli to illicit movement.
Vocabulary list: Dynamic, Effort, Illicit, Generate, Stimuli
Discourse:
SLO 4— Explore in movement the textures and qualities within words.
Combine several words to create movement sentences and studies. (McCutchen,
2006;197)
SLO 5— Transform stimuli into appropriate actions. (McCutchen,
2006:197)
SLO 6— Explain how particular movements represented verbal stimuli
from poetry.
Syntax:
SLO 4— Explore in movement the textures and qualities within words.
Combine several words to create movement sentences and studies. (McCutchen,
2006;197)
SLO 5— Use improvised movement from verbal stimuli to create a group
dance with a beginning, middle, and end.
Preparations: • Print out poems

• Prepare white board before students enter classroom
• Download music
• Set up computer to play music
3
LESSON STRUCTURE
4. INSTRUCTIONAL STRATEGIES & LEARNING TASKS
Entering Procedure • The students will enter the dance classroom after being greeted at the door.
• Once the students walk into the classroom they will take their shoes and socks
off and leave them on the side of the dance floor along with their other
belongings.
• Once the students have done this they will take a spot seated on the floor in a
circle waiting for further instruction.
Routine Warm Up This routine warm-up will foreshadow the learning objectives by focusing on the
verbal stimuli. The teacher will use verbal cues to enhance or change the way that
(Prime) certain movements are done. For example, the teacher may tell the students to
walk as if they are moving through honey for four counts of 8 or lazily do jumping
jacks for four counts of 8.
Diagnostic • What does it mean to generate movement?

• Do you generate movement on your own?
Assessment of • Can you use tools to help generate movement?
students’ prior • Do you have any ideas on what type of tool can help to generate
understanding: movement?
(Learning about your • Can anything we learn in other subjects help generate movement?
learners)
(Prime) After going through this learning discovery the teacher will explain how we can use
verbal stimuli, specifically words found in poetry to generate movement.
Student Friendly The teacher will explain the lesson objectives, essential questions, and purpose to
the students by saying.
SLOs
(Frame) “Sometimes we can have a really hard time trying to think what to do next with
choreographing. Today we are going to work with using words found in poetry to
help inspire or create ways to move from emotions or mood. Many dances have a
theme behind them and by knowing the theme or mood of the dance the dancers
can see how they move effortfully and if that movement helps show the emotions
behind it. ”
Motivation To motivate the students the teacher will explain that

(Engage) • “Today we are going to pretend we are poem investigators”
• “Being a poem investigator it is really important to analyze words found in
poetry and see how it makes us feel”
• The teacher will explain that how we feel is the mood of the poem.
• The teacher will then ask the students if they are ready to start investigating.
4
Episode 1: 1. The teacher will ask the students to gather around in a circle in front of
(Acquire) the whiteboard after they completed their warm up routine. The students
will be called by the month of their birthday so that they arrive safely.
2. The teacher will then lead the students through a series of questions used
as a diagnostic assessment to introduce how they will be finding ways to
move using emotion and mood.
3. The teacher will then say to the students:

“Today we are going to pretend we are poem investigators. Being a poem
investigator it is really important to analyze words found in the poem and
see how it makes us feel”
4. The teacher will explain that how we feel is the mood of the poem.
5. The teacher will then ask the students if they are ready to start
investigating.
6. The teacher will then pass each student a piece of paper with the three
poems explaining that these will be the poems that they will be
investigating and working with today.
7. The teacher will then ask the students to raise their hands to volunteer to
read one of the poems.
8. After the teacher calls on a student to read the first poem the teacher will
ask the students to close their eyes and listen to the poem as the teacher
reads it. This time they listen to the poem however they will be looking for
words that make them feel a certain way.
9. The teacher will then ask students to take a moment to think about what
words stood out to them or made them feel a certain way.
10. The teacher will then ask the students to raise their hands to say a word
that stood out to them.
11. The teacher will then ask the students why it stood out to them, how it
makes them feel and what connections did they make to it?
12. As the students explain this the teacher will write each word on the
whiteboard.
13. The teacher will repeat this process for the next two poems.
14. The teacher will then explain to the class that we will be using verbal
stimuli to help bring emotions/mood to our movement.
Differentiation: Accommodate for students with any special needs: If the teacher notices a student
will special needs having a hard time they teacher can ask the student if he or she
liked a specific word and why? The teacher will ask the student if they liked it
because of the way it looked or the way it sounded or if they just liked the word
for what it meant.
Formative Informal Assessment:

The teacher will actively observe for
Assessment: • Students responding to poetry by selecting words and explain why they chose that
specific word.
• Students making connections with words selected from poem and life experiences.
• Students not participating or explaining why they chose each word.
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Spectrum of Style Guided Discovery
Cued Response
Analysis:
Episode 2: 1. The teacher will ask the students to stand up and spread out in the space
(Elaborate) facing the white board.
2. The teacher will explain that each student should be able to spread their
arms to the side and not touch the person next to them.
3. The teacher will then ask for volunteers to raise their hand to pick a word
that was written on the board.
4. The teacher will then ask the whole class to move around to how that
word makes you feel.
5. The teacher will repeat step 3-4 several times.
6. The teacher will depending on the classroom environment choose to have

the students improvise to two words at the same time.
7. The teacher will then ask students to take a moment to think about what
words stood out to them or made them feel a certain way when they were
moving or one that they did not get the chance to move to.
8. The teacher will then ask for volunteers to share what they felt and why.
will special needs having a hard time the teacher can ask the students to pair
together in a partner to try moving to each word.
Formative Informal Assessment:

The teacher will actively observe for
Assessment: • Students responding to verbal stimuli through movement.
• Students moving concretely or abstractly to verbal stimuli.
• Students making connections with words selected from poem and life
experiences in movement.
• Students not participating or moving to verbal stimuli.
Spectrum of Style Divergent Discovery

Analysis:
6
Episode 3: 1. The teacher will then ask each student to pick a word that was picked
(Connect) from the poems and ensure the students it is okay if two people pick the
same word.
2. The teacher will then separate the students into three or four groups
depending on class size and environment of the day.
3. The teacher will then explain to the students that using the words that
each group member chose you are going to create a group of movements
or a movement phrase.
4. The teacher will explain to the students that the movement phrase should
have a clear beginning, middle, and end.
5. The teacher will ask the students if they have any questions and respond
accordingly.
6. The teacher will then give the students time to work and circulate the
room making sure that each student is contributing and making sure there
aren’t any questions that students did not want to voice to the whole
class.
7. Once the teacher sees that groups are done she will pair them with
another group and ask them to show each group their movement phrase
and try to guess some of the words that the group used.
8. If all the groups are done around the same time instead of the groups
pairing together each group will show the whole class.
will special needs having a hard time the
Formative Formal Assessment:

Teacher will assess each student in the class with a rubric grading their
Assessment: participation while creating their dances and how they work in their groups.
Spectrum of Style Divergent Discovery

Analysis:
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Lesson Closure & • The teacher will ask the students to think of the words their classmates
used to generate their movement phrase.
Assessment • The teacher will then ask students to raise their hands to guess.
(Synthesize & Settle) • The teacher will repeat this for each group.
• As the students are guessing some of the words their classmates used the
teacher will ask why they thought they used that word?
• The teacher will then thank the class for being such critical poem
investigators and explain that the teacher saw them really trying to think
about why they felt a certain way with each word.
• The teacher will The teacher will then ask the class if using words was
helpful in generating or creating movement and why?
• The teacher will then explain to the class that using words or poetry is
only one resource to use when trying to create movement
• The teacher will then explain to the class that for homework the students
can create their own poem about anything that they want that is
appropriate for school and that they are willing to share with the class.
• The teacher will then tell the students that when they are writing the
poem to try and think about what mood they want readers to get from
their poems.
• The teacher will remind the students that when writing the poem to think
about how the critical skills they used today as poem investigators helped
them.
• The teacher will thank the students for all the hard work they did and
explain how she is excited to read the poems that they write for
homework.
Exit Procedure: • The teacher will tell the students what they are going to be doing next
class.
• The teacher will also assign the homework for the next class if any.
• The teacher will tell the students they can clear the space and go put their
shoes and socks on, on the side of the dance floor.
• The teacher will then allow the students to stand by the door and wait
until it is 9:52 or when class is officially over.
• At 9:52 or when class is officially over the teacher will dismiss the students
to go into the hallway to go to their lockers and their next class.
• The teacher will tell the students to have a good day.
Homework & Family See the Resources & Materials section for homework assignment.
Connections
(Rehearse &
Incorporate)
8
Video Link: https://youtu.be/P2J87mE0wjk
Video Description: This video clip showcases the first day of a two day lesson. This
lesson is the first lesson of my unit Poetry in Motion which allows
students to explore working with verbal stimuli and poetry to illicit
movement. In the video one will see the students complete the
routine warm up I developed as well as snippets of episode 1, 2, and
3. In episode 1, one will see the students reading poems and picking
out words that stood out to them and explaining why, in episode 2,
one will see the students improvising to some of the words that
they chose from the poems, and in episode 3, one will see the
students starting to work in groups to create a dance using words
they selected from the poems they read.
9
Raindrops Falling
Flower Mold
Raindrops falling
Blessings from heaven
Rain falling with all it's Like crystals continuous pouring
Patterns bestowed It’s like feast we’re celebrating
Watching ground targets
Seeds calling The sounds are soothing
Root pouting coves Feels like sleeping
Stretching limbs in weakness Melodies are breathtaking
Meeting beginnings Each drops like a hymn
Steepness By: Maria S.
Peeking trough
Descriptive stories told Check
The night was creeping on the ground;

By: Vennie Burns
She crept and did not make a sound
Until she reached the tree, and then
She covered it, and sole again
Along the grass beside the wall.
I heard the rustle of her shawl

As she threw blackness everywhere
Upon the sky and ground and air,
And in the room where I was hid:
 
But no matter what she did
To everything that was without,
She could not put my candle out.
So I stared at the night, and she

Stared back solemnly at me.
By: James Stephens
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Name: ___________________________________
Date:_____________________________________
Poem Investigators
Now it’s your turn! We investigated three poems in class that helped us generate or create movement. We
also talked about certain words that stood out to us and how those words made us feel or how the poem in
general made us feel. I want you to think of words that make you feel a certain way or create a certain
mood to help inspire your poem.
* Reminders for the writer: This poem has to be school appropriate and you have to be willing to share it
with the class.
HAPPY WRITING!
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11
STUDENT WORK SAMPLE 1
With Teacher Feedback
1 page 
Student Video Clip Link: https://youtu.be/UBMbEL2Pp0g

Teacher Feedback
In this video clip the teacher can see that the male student is on the lower end of achievement. This student is not
participating in the creation of his group dance and he is just following what the girls are doing. The student is also
not fully committing to any moves except the ones he likes such as the spin where he starts to smile and laugh.
12
WORK SAMPLE 2
1 page 

Teacher Feedback
In this video clip the teacher can see that the female student in the peach shirt is on the higher end of
achievement. This student is participating in the creation of her group dance and she is volunteering a lot of ideas.
She also is rehearsing the choreography they create so that she knows what she is doing and is not just following
along.
13
STUDENT WORK SAMPLE 3
1 page 

Teacher Feedback
In this video clip the teacher can see that the female student in the hot pink shirt is around the average
achievement. This student is participating in the creation of her group dance and is engaged however she is not
continuously volunteering ideas. The student is listening to her group members ideas before she states her own.
14
ROUTINE WARM-UP
By: [Helen Snelgrove]
Duration/ 3:32
Minutes:
Music: Ellie Goulding, Lights, Polydor Records
Spatial Set Up: Students will be scattered throughout the space so that they are able to have personal
space to move but will be continuously changing spacial patterns.
Movement • Students will randomly walk around the space for four counts of 8 to the beat of
Sequence: the music.
• Students will continue walking around the space while breathing in for 4 counts
and breathing out for 4 counts for four counts of 8.
• Students will resume the plain walking pattern for another four counts of 8.
• Students will stop and roll down where they are for 8 counts hold for 8 counts and
roll back up for 8. Students will repeat this again however they will roll down for 8
counts hold for 4 counts and do three plies each for 4 counts. Students will then
roll up for 8 counts. Students will repeat the second version of this again.
• Students will then skip to the beat of the music for four counts of 8.
• Students will stop where they are and do a side stretch to the left and right 4
times. The first side stretch right and left will take 8 counts to each side, the
second will take 4 counts, the third will take 2 counts, and the forth will take one
count.
• Students will resume the plain walking pattern for another four counts of 8
however they will be walking backwards.
• Students will then do jumping jacks for four counts of 8.
• Students will then resume the plain walking pattern for two counts of eight to the
beat.
15
Poem Investigator Rubric
Name: Super Star Poem Investigator Poem Investigator

Poem Investigator in training
3 Points 2 Points 1 Point
Create I am doing an awesome I am contributing with I am having a hard time

time creating a dance with sharing ideas and creating trying to think of and
my group members sharing a dance with my group share my ideas creating a
all the ideas that I think members. dance with my group
of. members.
Technique I went out of my way to I thought about ideas and I did not really think about
take into consideration moves we learned in dance ideas and moves we
ideas and moves that we class so that everyone learned in dance class so
learned in dance class so could participate. everyone would be safe.
that we would not get hurt
and everyone would be
able to participate.
Knowledge of I made sure that I knew I tried to make sure that I I only did the dance moves
exactly what I was doing knew what I was doing so that I liked because they
phrase so that my group members that my group members were awesome!
could feel that all their could feel that their dance
dance moves were moves were awesome!
awesome!
Relationships I participated fully in I participated in working I participated when I felt

working with my group with my group respecting like it in working with my
respecting each others each others opinions trying group and trying to respect
opinions and making sure to create a dance using their opinions to create a
we successfully created a verbal stimuli. dance using verbal stimuli.
group dance using verbal
stimuli.
16

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LESSON PLAN TEMPLATE

PLANNING FOR INSTRUCTION & ASSESSMENT

Lesson Grade 6th grade

Central Focus: Artistic Processes: Creating, Performing, Responding

Supporting LMA Effort/Dynamics

NJCCCS Dance 1.1.8.A.1

Enduring • That you can use a variety of things to inspire movement.

Resources/ Music: Ellie Goulding, Lights, Polydor Records

Key Learning Task: Use verbal stimuli to illicit movement.

Vocabulary list: Dynamic, Effort, Illicit, Generate, Stimuli

Preparations: • Print out poems

Diagnostic • What does it mean to generate movement?

Motivation To motivate the students the teacher will explain that

3. The teacher will then say to the students:

Formative Informal Assessment:

5. The teacher will repeat step 3-4 several times.

6. The teacher will depending on the classroom environment choose to have

Formative Informal Assessment:

Spectrum of Style Divergent Discovery

Formative Formal Assessment:

Spectrum of Style Divergent Discovery

The night was creeping on the ground;

I heard the rustle of her shawl

So I stared at the night, and she

By: James Stephens

Student Video Clip Link: https://youtu.be/UBMbEL2Pp0g

Student Video Clip Link: https://youtu.be/UBMbEL2Pp0g

Student Video Clip Link: https://youtu.be/UBMbEL2Pp0g

Name: Super Star Poem Investigator Poem Investigator

3 Points 2 Points 1 Point

Create I am doing an awesome I am contributing with I am having a hard time

Relationships I participated fully in I participated in working I participated when I felt

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