Name : Cami Holman

School/Grade Level: Evers Park Elementary/1st

Date of Lesson: Oct. 23, 2014

GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space, and
time.
Lesson Title: Dancing Bodies
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:
Remember small movements created by classmates
Duplicate small movements created by classmates
Combine learned BrainDance concepts

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

NDEO:Standard 5- Move safely in general space through a range of

activities and group formations while maintaining personal space.

K-8: Perception.
Dance Etiquette- Demonstrate respectful listening skills and movement
directions in class.

NDEO: Standard 1- Explore movement inspired by a variety of stimuli

(for example, music/sound, text, objects, images, symbols, observed
dance, experiences) and identify the source.

K-8: Creative Expression

Dance Composition Elements- Explore levels, shapes and varied pathways using
basic locomotor and non-locomotor movement.

Assessment Rubric
Lesson Learner
Outcomes

Exemplary

Proficient

Developing

Remember small
movements created by
classmates

Student will be able to

remember at least 10
movements created by
classmates.

Student will be able to

remember at least 6-9
movements created by
classmates.

Student will be able to

remember at least 4-5
movements created by
classmates.

Duplicate small
movements created by
classmates

Students will be able to

duplicate small
movements created by
classmates with 90%100% accuracy.
Students will be able to
combine at least 5-6
concepts of the
BrainDance.

Students will be able to

duplicate small movements
created by classmates with
80%-70% accuracy.

Students will be able to

duplicate small
movements created by
classmates with 60%50% accuracy.
Students will be able to
combine at least 2-1
concepts of the
BrainDance.

Combine learned
BrainDance concepts

Students will be able to

combine at least 3-4 concepts
of the BrainDance.

Beginning
Student will be able to
remember at least their
own movement and 2-3
movements created by
classmates.
Students will be able to
duplicate small
movements created by
classmates with at least
40% accuracy.
Students will be able to
combine concepts of the
BrainDance with constant
guidance.

Differentiation/Modification 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

Instructional Sequence: Include transition between phases and activities

Description
7 Es/ Time

Students will be in a whole group work setting for the duration

of the class period.

Communicating

Phase 1

Elicit
Accessing and ascertaining
prior knowledge and
understanding.

21st Century skills

/Cognitive (Blooms)

Who has danced before?

Who likes to dance?
Who doesnt like to dance?
What types of dance do you know of?

Knowledge: tell

Creating and Innovating, Collaborating

Phase 2

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

Shake It Up Name Game

Introductory Game for students and teacher to get to know each
other.
Students will:
-Do a movement for each syllable in their names.
-Repeat and mimic everybodys name and movement as a group.
Transition: Okay students I am so glad to learn all of your names in a
fun way! I have another question for you, who likes bubbles!

Create: compose

Phase 3

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

Students will be led through a Bubble BrainDance.

Students will:
Learn to use their breath, tactile, core-distal, head-tail, upper-lower,
body-side, cross-lateral, vestibular.
What essential questions will you use to encourage student
exploration and focus ideas?

Problem-Solving, Communicating,
Creating and Innovating

Knowledge: reproduce

Problem-Solving

Phase 4

Explain
Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

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.

What are the clarification questions you will use to explain the concept
to students?
How fast can the bubbles pop on your skin?
How far up can you stretch to pop the bubbles?
How far out to the sides can you reach to pop the bubbles?

Create: modify

List the new terminology (along with definitions) to be introduced

during this phase.
Isolation- moving one body part while keeping all other unneeded
body parts still.

Describe additional activities that will allow students to apply their

new learning and deepen their understanding.
Students will
-Be asked about their favorite parts of the Bubble BrainDance.
-Coming up with more ways to explore movements within the Bubble
BrainDance.

Creating and Innovating, Collaborating,

Communicating

Understand: discuss

Analytical Thinking

Phase 6

Evaluate
During Phase 6, students

Students that understand the concepts should show signs of

embodying the movement. Students that understand will be able to
discuss concepts being done and questioned. The teacher will
conclude class by talking about all the body movements done for the

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.

day during the Bubble BrainDance.

Phase 7

Teacher will open up the floor for students to explore combining two
to three concepts of the BrainDance at once.
Who thinks they do breath and cross-lateral at the same time?
Are there any other concepts that you can do at the same time? Raise
your hand.

Extend
Provide additional
challenges that allow
students to apply
knowledge

Apply: demonstrate

Creating and Innovating,

Communicating, Collaborating

Create: combine

Resources & Materials:

N/A

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)
www.kidsplayandcreate.com/name-and-icebreaker-games/