Riley Lathrop

Ubud, Bali IVHQ volunteer teaching project Ages 8-12/TBD

3 hour class length/ exact timing TBD 5 classes per week (4 classes week 1)

Unit 1: “My Body”

Unit Summary

Through creating, performing, responding, and connecting, students will explore their
physical bodies through discovering bony landmarks, locomotor vs non locomotor movement,
stillness vs. movement, and grow an awareness and application to their kinespheres. Students
will identify, demonstrate, and create movement as well as identify and apply English words
and create English phrases. Students will be pre-assessed for knowledge of the body and then
assessed at the end of the unit. Students will be assessed in movement and English skills, as
well as engagement in learning. Students will explore the body and body parts through reading
phrases and stories, writing, drawing, moving, problem solving, collaborating with peers, and
more. At the end of the unit, the goal is for students to comprehend the English vocabulary for
the body and apply the English skills to movement, as well as apply movement to English
skills. Students will explore the English vocabulary through writing, reading, and vocalizing.
Self-reflection will also be introduced, and self-reflection exercises will conclude each class
and students may write in their native language for self-reflection. This unit will set the
foundation for increasing complexity in movement exploration and body exploration as units
progress.

Rationale

Knowledge and awareness of body parts is crucial in becoming aware of the self as a
whole. Bony landmarks and knowledge of body parts will build a foundation to explore
various dance concepts. Students will learn body parts to elaborate on those body parts through
movement exploration. Often the body is a neglected area of study in elementary education,
despite the body being such a crucial aspect of the self. This unit will be sequenced as the first
unit because this will build a student knowledge foundation both in dance as concepts and
English skills surrounding dance. Once students have learned body parts, the concepts and
words can be used in future classes. This unit will create a map of the body for students to refer
to and expand upon. The knowledge of the body can help students sense, feel, and think
critically about their bodies. Students will learn about their kinespheres because this is
fundamental to building from the body into space and the surrounding area. Dancers will learn

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about themselves internally including aspects such as breathing and basic skeleton. Dancers
will learn about the kinesphere to grow a duel awareness of the internal self and the self in
greater space. The kinesphere also relates to classroom safety, as students can know when and
how to enter another’s kinesphere, and why it is important to have a kinesphere. Dancers will
learn locomotor movement, non locomotor movement, and stillness is this unit. Applying the
difference between stillness and movement can help dancers learn about their own movements,
their creation of shape, and their breath. Movement and stillness can also help students learn a
variety of English concepts, vocabulary terms, and grammar structures. For example, dancers
can embody movement to represent a sentence and stillness to represent a period. By
embodying this, dancers grow an awareness of themselves as human bodies in motion, as well
as learn cognitive English skills. The skeletal terms and locations will be added if the class is at
an advanced level of body part knowledge. Learning the body’s skeleton deepens the
understanding of why movement happens, and how movement happens. Through this unit,
students will be working towards the goal of being able to read, write, say, and embody
concepts. Reading, writing, and saying words is an expression of concept understanding that is
needed in society, and also needed to apply the English language. Students will be using the
multiple intelligences as well as the dance cornerstones to achieve the student learning
outcomes. Through the use of the multiple intelligences, students can explore their identity as a
learner and human. Students will be engaging in self-reflection in class to build self-identity
especially through a unit that is so focused on the physical body. Students will be using a
variety of tiers in the bloom’s taxonomy in the student learning outcomes. Students will need
to know the basic recall of their vocabulary lists in order to build the fundamental English
skills as well as have knowledge to apply to higher level critical thinking. Through dance
concepts, students will learn how to make choices as an independent producer of knowledge.
This is crucial in an English classroom because English is based in closed questions and
specific knowledge. Words have correct spellings, correct pronunciations, and correct
definitions. Open-ended inquiry in the classroom can empower students into building self-
identity and balance the standardized English words with individual expression and choice.

Vocabulary
Body parts/ bony landmarks
Body
Head
Shoulders
Arm
Elbow
Hand
Fingers
Core
Leg

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Knee
Foot
Toes
Eyes
Ears
Mouth
Nose

Heart
Lungs
Stomach
Breath/ breathing

Dance concepts
Kinesphere
Locomotor
Nonlocomotor
Stillness
Level (low, middle, high)

Advanced: bone introduction

Femur
Tibia
Fibula
Patella
Phalanges
Humorous
Radius
Ulna
Carpal
Tarsal
Spine
Ribs
Sternum
Pelvis

Self-Reflective Vocabulary
“I remember ____”
“I felt __________”
“A strength I had today was ________”

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“A challenge I had today was________”

Grammar
Where is _____?
How can you move your______?
I have _____
I am moving my ______
This is my __________
Here is my _________
I have _______

Capitalization to begin a sentence

Periods to end a sentence
Use of question marks

Dance Concepts

Bony Landmarks (elbow, knee, etc)

Kinesphere: It is your personal bubble, and it travels with you as you move through space
Locomotor: Locomotor is movement in space from one place to another
Non Locomotor: Non Locomotor movement is organized movement around the spine with the
feet or bottom point planted
Stillness: Stillness is the absence of movement

Critical Questions

1. How can you demonstrate the parts of the body through reading?
a. How can you demonstrate the parts of the body through writing?
b. How can you demonstrate the parts of the body through movement?
2. How can you embody locomotor movement, non locomotor movement, and stillness?
3. How can you build movement collaboratively with a peer?
4. How can you evaluate yourself as a learner throughout your experiences?

Content Questions
1. What is your body?
2. What/where are your (head, shoulders, arm, elbow, hand, fingers, torso/core, legs,
knees, foot, toes, eyes, ears, mouth, nose)?
3. What is your breath?
4. What is a capital letter?
5. What is a period?
6. What is a question mark?

Unit Student Learning Outcomes

1. Students will demonstrate their body part vocabulary through reading

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 a. Students will demonstrate their body part vocabulary through writing
b. Students will demonstrate their body part vocabulary through embodiment
2. Students will demonstrate locomotor, non locomotor, and stillness
3. Students will create a movement phrase using locomotor and nonlocomotor movement
with a peer
4. Students will evaluate their strengths and challenges in their experiences through the
unit?

Unit Assessment

Pre-Assessment:
1. I will give all students a set of body part images and ask them to write down any
images they know the name of.
2. I will verbally say body parts and ask students to move that body part.

Cumulative Assessment:
1. Students will receive images of body parts and will write in the name of the body part
(writing)
2. Students will receive the names of body parts written down, and will match the image
to the word (reading)
3. Students will hear and see the name of a body part, and they will either point to it or
move it in their own body (embodiment)
4. Students will move in pairs across the floor in a locomotor movement of their choice.
5. Students will move in pairs in place with non locomotor movement of their choice.
6. All students will find stillness in a shape of their choice together.
7. In pairs, students will perform a movement phrase which includes both locomotor and
nonlocomotor movement.

NCAS for Unit

DA:Cr1.1.PK Find a different way to do several basic locomotor and non-locomotor

movements.
DA:Cr1.1.1 Explore a variety of locomotor and non-locomotor movements by experimenting
with and changing the elements of dance.
DA:Pr4.1.2 a. Demonstrate clear directionality and intent when performing locomotor and
nonlocomotor movements that change body shapes, facings, and pathways in space.
DA:Pr5.1.2 b. Move safely in a variety of spatial relationships and formations with other
dancers, sharing and maintaining personal space.

Prerequisite Knowledge/Experience

Tbd

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 Student Learning Assessment Student Learning Assessment
Outcomes: English Outcomes: Dance
Language Concepts

1. Students will Each student will 1. Students will Students will move
demonstrate the point to or move a execute stillness and their body to music.
vocalization of their body part of their movement (How can When the music
vocabulary list (How choosing. I will write your body be still? pauses, students will
can you vocalize your the name of the body How can your body demonstrate stillness.
vocabulary words?) part on the board. I move?) I will observe the
will vocalize the body class to look for a
part, and then have lack of movement
the student repeat the when the music is
name of the body part paused and
vocally. movement when the
music is playing.

1. Students will A list of images and 1. Students will Students will travel
demonstrate the use correlating recognize their through the space
and comprehension of words/body parts will kinesphere (Where is with arms reaching
the phrases “How can be posted in front of your personal space?) continuously in far
you move your___?” the class. Students reach space. Students
and “I am moving will be in partners. will remain within
my___.” (How can There will be a their kinesphere and
you ask and answer partner A and a not physically touch
questions about partner B. Each other students.
moving body parts? partner will have a Students will also
How can you locate turn to ask the draw their kinesphere
these body parts? question and a turn to on an image of the
How can you move answer the question body.
these body parts?) with the body part of
their choosing. Each
pair will have a turn
to present the
conversation.

2. Students will There will be a body 2. Students will Students will

locate their body diagram poster. Each demonstrate demonstrate the
parts based on student will have a locomotor and difference between
verbalization of the turn hearing the nonlocomotor locomotor and
vocabulary list (What vocalization of the movement (What is nonlocomotor
do the body parts word, and they will the difference movement by playing
sound like? How can stick a star sticker between locomotor “red light, green
you identify body onto the body part and non locomotor light” through the
parts based on they just heard. movement?) space.
hearing the word?)

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3. Students will Each vocabulary 3. Students will Students will create a
locate their body word will be posted create a movement movement to perform
parts based on visible to all students. phrase travelling across the floor with a
reading their Students as a whole across the floor using partner. I will be
vocabulary list class will move or locomotor movement looking for in each
point to that body and focusing on one performance: did the
part. (This uses the or two body parts students travel from
zone of proximal (How can your body point a to point b?
development). move from point a to The pair will teach
As an independent point b in different their movement to
portion to the ways? How can you another pair.
assessment, students create a repeatable
will pull a body part pattern?)
name out of a hat and Ex: moving across
signal that body part with your elbow,
by pointing to it or what does that look
moving it. like?

3. Students will 3. Students will create

create a movement movement to perform
phrase using non with a partner that is
locomotor movement non locomotor. When
(How can your body observing, I will look
move in one place in for the students
various ways? How anchoring their body
can you create a in one place, and
repeatable pattern?) staying in one point
in space. The pair will
teach their movement
to another pair.

4. Students will 4. Each student will 4. Students will 4. Students will

demonstrate the receive a piece of create a movement perform a phrase with
ability to write their paper. I will show the phrase using a partner to a set
vocabulary words body part by pointing locomotor and non piece of music. I will
(How can you write to it and moving it on locomotor movement observe, and look for
and spell your my body, and I will (How can your body a use of locomotor
vocabulary words?) also show an image. use both locomotor movement and a use
Students will write and nonlocomotor of non locomotor
down that body part. movement in a movement.
movement phrase?
How can you create a
repeatable pattern?)

4. Students will 4. I will compare my

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explain a strength own observations of
and challenge of the student
theirs in the unit. assessment of the
Students will journal self, but also consider
at the end of each that my observation is
class based on the not correct but one
following prompts perspective. Students
about the day: will be evaluated on a
“I remember ____” scale of depth to their
“I felt __________” thoughts and ability
“A strength I had to identify
today was ________” information about the
“A challenge I had self. Students will get
today was________” into small groups, and
*can be written in share one aspect they
native language with found about themself
translation involved from the week.

Unit Scope and Sequence: Description of Each Lesson

UNIT 1: LESSON 1
1. Call and Response: To begin, we will set up a call and response as a class using
clapping patterns. I will begin by creating various clapping patterns and prompting the
class to repeat them. Students will then have the opportunity to create a clapping
pattern themselves for the class to repeat. This creates a connection between myself and
students as well as students with other students to build a community and structure
within class in a nonverbal way. This will help in setting the class to be based in a
nonverbal way to enhance verbal communication. How can we build communication
nonverbally? How can we create communication between others without the limits of
spoken language?
2. Name Game: We will make a circle, and introduce names. We will first, go around the
circle saying our names with a movement that uses the whole body to accompany the
name. The rest of the class will repeat the name and movement. This utilizes the peer
education method of embodying another’s movement. Beginning with the first
verbalizations in class being one’s own name can build trust and comfort with students
since their name is something they each may have complete confidence with.
3. Name Game with Body Parts: Next, we will repeat the name game with a focus on
different body parts moving different body parts. “Let’s say our names using only our
arms” How can we move our arms in different ways? We will repeat this call and
response name game moving only legs.
4. Open Discussion (Pre-Assessment): Since this is the first class, the first hour will be a
slow transition through learning about one another and myself. To begin learning about
their English skills, I will ask open-ended questions including but not limited to: (How

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 are you all today? Can you tell me about yourselves? What is your favorite thing to do
in school? What is your favorite thing to do?) If the conversation needs stronger
facilitation, we will create a protocol as a class for hand raising. This open discussion
will help me receive a sense of their English skills and let the English they know come
forward. I will set open questions so students can express their knowledge. Since the
questions will be open-ended, various levels of English skills may present themselves
between students yet each student can feel like they can contribute.
5. Who are you?: Students will have the opportunity to make “all about me” nametag
posters in which they must include their name in the poster, but everything else drawn
is up to them. We will share the posters with one another as a group.
6. Intro to Kinesphere: Where is your body? I will show a photo of personal space
bubble. I will show students my personal space by moving my body within my
kinesphere. Can we move around the room without touching one another? I will move
with my arms moving to show how we can remain within personal space while moving
our body parts, and encourage students to join in. I will observe students for physical
connections with others or staying within their personal space. We may use sound
effects when someone is entering into another’s personal space to signify that that
person is in their personal space. I will then write the word kinesphere on the board,
and students will receive a photo of a body, and they will be asked to draw the
kinesphere of that person.
7. Can I enter your Kinephere? Can I touch you?: We will experience the braindance to
acknowledge our bodies and there will be an emphasis on the tactile portion of the
braindance. We will explore asking to touch certain body parts in a partner.
8. Informal Pre-Assessment of Body Parts: I will begin an informal pre-assessment of
the body to keep the class physically moving in the beginning, and continue to build
nonverbal communication comfort in students. I will ask as we stand in a circle: Where
is your head? Where are your arms? Where are your legs? Where are your shoulders?
Where are your elbows? Where is your knee? Where are your feet? (etc.). I will
observe how students respond.
9. Introducing the Written Word: After I have asked students and assessed their pre-
knowledge, I will say the word “head,” and point to and move my head to signify this is
what body part the word is referring to. I will ask, “How can you move your head?”
followed by demonstrations of various ways to move my head, encouraging students to
join in. We will go to the board and I will write the word “head” on the board, and then
each student will have the opportunity to write the word on the board, by copying the
word I have written. We will return to our movement exploration by repeating the
exploration with another body part, and then with a set of body parts depending on the
class’s level. We will not introduce the entire vocabulary list, but five to seven body
parts.
10. Freeze Dance: To explore stillness as a concept, students will move around space while
music plays, and freeze when the music pauses. To further enhance their exploration,
students will, after a few rounds of freezing however they want to, freeze while
pointing or touching their own body part that is called out. Each student will have a
chance to call out a body part for the class to focus on when frozen.
11. Creating Group Embodied Symbols for Vocabulary: Now, a list of body parts will be
written on the board and we will have just explored moving all of them. As students

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 have just explored moving all of their body parts on their own, we will create a
movement that correlates with each body part English vocabulary word. In small group,
each group will create a movement for one body part. Once the group has the
movement, they will teach it to the class. This will help the class to create a full
movement set. We will add each movement to the previous group’s movement. At the
end, we will have a movement phrase that we will perform as a class while saying the
words of the body part we are using. If a student has a tune to offer, we can sing a song
as we move through our class phrase. This class creation can help to set a common
ground and reference for the body part vocabulary that was introduced, but the
information for the phrase came from student ideas.
12. Body Part Conversations: Students will explore how to demonstrate the use and
comprehension of the phrases “How can you move your___?” and “I am moving
my___.” (How can you ask and answer questions about moving body parts? How can
you locate these body parts? How can you move these body parts?) A list of images and
correlating words/body parts will be posted in front of the class. Students will be in
partners. There will be a partner A and a partner B. Each partner will have a turn to ask
the question and a turn to answer the question with the body part of their choosing.
Each pair will have a turn to present the conversation.
13. What Did We Learn Today? Students will receive an individual journal and students
will write about what they remember from the day. This journal will become their
reflection journal for deeper evaluation and reflection as the units progress. After
students have written on their own, we will return to a circle. Just as class begun, we
will all create one movement and the class will all repeat the movement.

Ideas:
● Students will identify their favorite body parts
● Students can “paint” in the air using different body parts
● Students will color code their body parts through drawing
● Students will explore feelings and sensations within their body parts
● Students can create posters of body parts
● We can sing body part songs such as “head shoulders knees and toes” but with various
body parts to the same tune
● Students can play body pictionary
● Monster making with dice (roll a number and roll a body part) and create a drawing
● Connecting body parts game (how can you connect your hand and leg? How can you
connect your foot and arm?, etc)
● Students can create a machine together by connecting to one another and announcing
the body parts that are connecting
● Freeze dance
● Locomotor movement activity with various modes of transportation (move like a car,
like a bike, like an airplane, etc) images can be shown if the English word is not known
● Label a body with sticky notes of body parts
● Body part bingo

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 Materials

● Body part cards

● Music
● Stickers
● Body images
● Paper
● Markers
● kinesphere/ personal space photo

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