Name : Shana Jeter Date of Lesson: October 24th, 2013 Lesson Title: Shift, Bend, Lift!

School/Grade Level: Evers Park Elementary School/2nd Grade

Goal: Students will be able to create performances in dance through the use of both set and improvised choreography focusing on the directional use of weight shifts. Lesson Objectives (Leaner Outcomes)
(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: Define pli as lowering weight and bending knees after audibly hearing and exploring the definition as given throughout the lesson. Define relev as lifting weight & rising onto ball of foot after audibly hearing and exploring the definition as given throughout the lesson.
Compare and contrast pli and releve with a partner after watching and executing teachers demonstration of both movements.

Demonstrate bending knees before jumping, hopping or leaping.

Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)

National Standards
National Standard 2: Understanding the choreographic principles, processes, and structures

K 8 State Guidelines
K-8: Creative Expression 2. The student will explore choreographic principles as a way to create and communicate meaning through movement and dance styles. The student is expected to: Create movement into ordered sequences to selected accompaniment. K-8: Creative Expression. 4. The student will demonstrate and identify various musical elements. The

National Standard 7: Making connections between dance and other disciplines

Assessment Rubric
Lesson Learner Outcomes
Define pli as lowering weight and bending knees after audibly hearing and exploring the definition as given throughout the lesson. Define relev as lifting weight and rising onto ball of foot after audibly hearing and exploring the definition as given throughout the lesson.
Compare and contrast pli and releve with a partner after watching and executing teachers demonstration of both movements.

High Level of Mastery

Students are able to repeat back the definition with no prompting.

Acceptable Level of Mastery

Students are able to repeat back definition with the group prompting.

Low Level of Mastery

Students are able to repeat back definition with teacher prompting.

Students are able to repeat back the definition with no prompting.

Students are able to repeat back definition with the group prompting.

Students are able to repeat back definition with teacher prompting.

Demonstrate bending knees before jumping, hopping or leaping.

Students are able to give multiple examples of both similarities and differences in plies and releves. Student can demonstrate bending plies before jumping without hesitation, consistently.

Students are able to give on example of both similarities and differences in plis and releves. Student can demonstrate plies before jumping with hesitation.

Students are able to give an examples of either a similarity or a difference in plies and releves. Student can demonstrate plies before jumping when reminded.

Differentiation 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 (posted on blackboard in Documents)

Instructional Sequence

7 Es/ Time

Description
(include how to change formations, select partners, etc.) the teacher will begin by asking questions such as: What do you think lets us jump? How do we jump higher? Transition: Teacher will say: Lets play a game to see if we can figure out the most important thing we need when jumping. Rules of this game are to keep voices quiet and hands to ourselves. Teacher will say: Were going to play Follow the Leader! Teacher will: do hand gestures, crawling, stand up. Hop on one foot, jump on both feet, hop on the other foot, back down to crawling, sitting. Teacher will ask: Turn to your partner and see if you can come up with the most important thing we need to jump. Transition: Ask question, how did we start off our game?

21st Century skills /Cognitive (Blooms)

Reason effectively Think creatively

Elicit
Accessing and ascertaining prior knowledge and understanding.

Remember: describes

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

Collaborate with other Adapt to change

Apply: discovering

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

Explain
Through questioning strategies, teachers probe and facilitate student discussion

Teacher will explain: We started at low level then went to medium, and high. We came back down to medium and ended back at low. Students will: stand up and try jumping without bending knees Students will: jump with bending knees Teacher will ask: Which one felt better? Which one let you jump higher? How could you jump even higher? Transition: Now that we have experimented with jumping, lets learn some jumping words! Students will repeat after teacher several times to memorize: Bend your knees, lower your weight, pli pli pli HEY! Rise up on to releve, balance your weight so you can stay! Students will also follow teacher in plies and releves with definition.

Be self-directed learners Demonstrate initiative to advance skill levels Reason effectively

Analyzing: demonstrating

Be self-directed learners Guide and lead others

Remember: Define

Teacher will: Write these words out on poster and explain these words are not English, they are French. Transition: Our brains have new information, lets give our bodies some more new information. Be flexible Solve Problems

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.

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.

Teacher will demonstrate: hopping on one leg from one side of room to center. Then other leg from center back to side. Students will perform this. Teacher will demonstrate: jumping on both legs from side to center then back to the side. Students will perform this. Teacher will demonstrate center combo in first position: pli, straighten, relev. X 3 jump, jump, jump. (2 8 counts) repeat this in second position. Students will follow along and perform. Transition: I need 4-5 volunteers! Teacher will: choose half the class to be first group (volunteers) to perform the combination while other group is audience. Students will: look for how many jumps and plies there were as an audience member. Teacher will: switch the groups so everyone is a performer and audience member. Teacher will: facilitate a discussion about what the audience members saw, asking questions such as how many plies did you see? How many jumps? What did you enjoy about performing? Transition: still in discussion, teacher will ask What other directions could we move our weight other than down or up? Lets try those!! Im going to play a song and you can move your weight in any direction youd like to. Try to use all the ones we names, Up, Down, Left, Right, Back, Front, etc.

Applying: demonstration

Reflect critically on past experiences to inform future progress Know when it is appropriate to speak/listen to others

Evaluating: summarizes

Extend
Provide additional challenges that allow students to apply knowledge

Extend idea creations

Creating: generates ideas, improvising

Transition to end class: Turn off music, teach the students the end clap = clap, clap, hands hit ground.

Resources & Materials:

IPod IPod dock

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)