Riley Lathrop Unit: “My Body” Lesson 5 Date Taught:

June 10th, 2019

Lesson Overview
Lesson Description/Overview

After break, students will come into class and I will begin with clapping patterns to receive attention from
students. I will ask students to then stand up. I will show each body part vocab card for students to read, say,
and provide movement for that body part. I will then ask students to sit back down. Three at a time, students
will come up to the front of the class and I will show each group each body part vocabulary card and have
students say the vocabulary word and do the movement of that body part. After each group has been
assessed, I will introduce a new movement phrase into class of a shake down. I will teach students a
shakedown where they will move their bodies and count 1-8 moving their arms, legs, then whole body. To
introduce it, I will begin by having students repeat each movement I do. Then, I will write the question “what
did you learn today?” on the board and have students write the answer to it as an exit slip. We will end in a
circle and sing our “thank you thank you” song.

Rationale/Purpose

I will begin with clapping patterns to unify the class and build clarity that we are beginning class, since they
will have just come from break. I will review body parts with the entire class so students can have a review
before being assessed. I will have only a few students come up to the front of the class at once so I can assess
individual students more clearly. I will only show the three students the vocabulary word so the rest of the
class can not jump in and skew the results of seeing what each student knows. The rest of the class also will
be sitting down, and the ones standing up should have the attention because of their level in space and
placement in the room. This can build leadership in students since they are practicing leading the class.
Having attention from the class and performing will be done first in groups, so students can build comfort in
performance. I will introduce the shake down so we can practice a new transition that can be repeated
throughout multiple classes. We will end with “what did you learn today?” because this will be our new
Monday question. Students can answer based on the entire day, through the sections of both teachers. We
will end in a circle so closure and community can occur before leaving class.

Critical Essential Question (s)/Focus Questions

How can you read and recognize each vocabulary word?

How can you demonstrate each body part through movement?

Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

1. Students will demonstrate
movement of each body part
vocabulary word based in seeing and
1. 2. DA:Pr5.1.K c. Move body 1. In groups of three, students will
parts in relation to other body go up to the front of the room. I
parts and repeat and recall will show each group each body
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D. Dragon. Ph.D. Bridgewater State University 10/14
hearing the word
- Students will recognize the
vocabulary words based in
sight
movements upon request.
DA:Cr3.1.2
a. Explore suggestions and make
choices to change movement
from guided improvisation
and/or short remembered
sequences.
part vocabulary card in a random
order. The group will demonstrate
the body part by moving that body
part, and vocalizing that body part
based on reading the word.

Prerequisite Knowledge/Experience

“My name is _____”

introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
arm
toes
feet
hand
fingers

practiced spelling the vocabulary words

have seen the vocab words on cards before
have practiced movement based in hearing the vocabulary word
have practiced movement demonstration based in seeing the vocabulary word

Key Concepts/Vocabulary/ Terms

head
eyes
ears
mouth
ears
nose
shoulders
elbows
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D. Dragon. Ph.D. Bridgewater State University 10/14
hand
knee
leg
foot
toes
fingers
arm

Can you move your...

Where is your...

Resources/Materials/Technology/Tools/Pre-Preparation Needed

vocabulary cards

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review Clapping Pattern: clapping patterns with counting will be 2 mins
Warming up repeated as many times as it takes for students to become
focused.
Transition Can everyone please stand up? (stand up gesture) 1 min

2. Statement of Objective
Exploring the Concept
Independent practice
Transition
4. Assessment for Student
Outcomes,
NCA Standards
Performing-Responding-
Interconnecting
Review of Body Vocab: I will show each body part vocabulary 10 mins
word, and have all students read the body part together
vocally and move that body part.
I will repeat clapping exercises, and then ask students to sit 1 min
down.
Clapping patterns (adding knees, touching head, lifting arms,
etc).
Can you please sit down? “Duduk”
Body Part Assessment: Students will all be sitting at their 20 mins
seats. Three at a time, students will come up to the front of the
room. I will show just the three students each body part
vocabulary card. Students at the front will vocalize the body
part and move that body part. I may need to show them the
card, and then count 1,2,3 so there is clarity of when to say it
and to vocalize and move at the same time.
Students sitting will be encouraged to pay attention to those

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D. Dragon. Ph.D. Bridgewater State University 10/14
 up performing. I may need to use call and responses to get
everyone to have a focus on the performance.
Transition Shake down: 1 min
1-8 right arm
1-8 left arm
1-8 right leg
1-8 left leg
1-8 whole body
1-4 all parts
1-2 all parts
7. Closure/ Evaluation/Summary What did you learn today? 10 mins
Cool down-Centering written on the board in Indonesian
*as an exit slip!

We will end standing in a circle with our “thank you, thank

you” song

Back up activity/for next day:

Moving Body Parts: Locomotor/Circle around the room: Each student will choose a body part and we will
move with that body part around in a circle in the room.

Creating group movement phrase

Creating group machine
Creating arm bridges to go underneath
Reading preposition based book

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D. Dragon. Ph.D. Bridgewater State University 10/14