Riley Lathrop Unit 2: “My Feelings” Lesson 7 Date Taught:

July 1st, 2019

Lesson Overview
Lesson Description/Overview

I will greet students in the morning with “good morning,” “how are you today?” and introduce our new
teacher Miss Gigi. Students will then create new name tags for this new week, and so students have new
name tags before I leave. Students will then have the opportunity to ask in the front of the class to their peers
“how do you feel today?” based in the eight emotions. We will then have a few students come to the front of
the class to lead a clapping pattern. We will create a circle. We will play the name game in which each student
says their name with a movement for the class to repeat. We will then practice our group circle movement.
We will practice our high, middle, low pattern around the circle. We will then go around the circle and each
student will create a clapping pattern for the class to repeat based in the rhythm “1,2,3.” We will review all 8
emotions based in embodying and vocalizing them from reading them on the board. We will go around and
play emotions charades where each student will choose an emotion to embody without saying it and the
other students will guess which one they are embodying. We will then review proud, since we will be coloring
proud today and writing about being proud. We will go around the circle, and all embody “proud” and say
“proud” for the class to repeat. Students will then sit down, and color how it feels to be proud and write
about when they are proud. Before break, we will sing “head, shoulders, knees, and toes.” After break, we
will review body parts. To do this, I will have students think of a body part and I will write it on the board, and
then that student will move that body part. We will through this create a movement phrase, moving each
body part either two or four times. Students will answer the reflection question “what did I learn today?” and
then we will finish with singing “five little ducks” and our thank you, thank you song.

Rationale/Purpose

Today, we will review many of the circle exercises we have done because it is Monday and students will have
had a weekend away from class. We will also do this to introduce our new teacher to some of the structure
we have in class. We will be in a circle for the majority of the class because students can all see one another
and students are standing and engaged with their bodies rather than just their minds while sitting at their
desks. We will play emotion charades so students can work to identify emotions in others through focusing
on intrapersonal intelligence. We will focus specifically on embodying “proud” because this was the most
recent one we learned, and will be the focus of today’s coloring and writing. Students will embody one
another’s movements to learn about differences in one another and individuality in choices. This can also be a
way for students to move in a new way. We will review body parts through creating a movement phrase so
students can recall the body parts, move the body parts, and begin to work on memorizing a sequence of
movement. I will put them on the board to aid recall in reading and we can also work on the phonetics of the
words. Students will reflect on what they learned today so they can work on remembering what has
happened throughout the day.

Critical Essential Question (s)/Focus Questions

1
D. Dragon. Ph.D. Bridgewater State University 10/14
How can you apply a movement expression to each emotion (proud)?
How can you associate color with a feeling?
How can you draw and color what it looks like to be each emotion?
What does it mean to be happy?
What does it mean to be sad?
What does it mean to be excited?
What does it mean to be worried?
What does it mean to be surprised?
What does it mean to be angry?
What does it mean to be scared?
What does it mean to be proud?
How do you feel when you are happy?
How do you feel when you are sad?
How do you feel when you are excited?
How do you feel when you are worried?
How do you feel when you are surprised?
How do you feel when you are angry?
How do you feel when you are scared?
How do you feel when you are proud?
When do you feel happy?
When do you feel sad?
When do you feel excited?
When do you feel worried?
When do you feel surprised?
When do you feel scared?
When do you feel angry?
When do you feel proud?

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

1. Students will create a movement
to express how they feel when they
are proud
2. Students will identify three times
or reasons they are proud
3. Students will create a drawing and DA:Pr5.1.K b. Move safely in
coloring based on how they feel
when they are proud
DA:Cr2.1.2
b. Choose movements that
express a main idea or emotion,
or follow a musical phrase.
Explain reasons for movement
choices.
general space and start and stop
on cue during activities, group
formations, and creative
explorations while maintaining
personal space.
DA:Pr5.1.2 b. Move safely in a
D. Dragon. Ph.D. Bridgewater State University 10/14
1. We will go around the circle and
each student will express a
movement that represents proud
2. 3. Students will color in a body
outline based on their feelings for
proud. On the back, students will
write three reasons or times they
are proud (in Indonesian). This was
started yesterday with surprised
and angry and scared, however
many students did not complete
angry and scared. Once completed
with surprised, students will begin
angry, and then scared and then
2
 variety of spatial relationships proud.
and formations with other
dancers, sharing and maintaining
personal space.

*DA:Pr4.1.1 a. Demonstrate
locomotor and nonlocomotor
movements that change body
shapes, levels, and facings. Move
in straight, curved, and zigzagged
pathways. Find and return to
place in space. Move with others
to form straight lines and circles.
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
introduction to over and under through drawing and embodying
drawn over/under based on an example
drawn “my body, my space”
songs: “head shoulders knees and toes” “five little ducks” “twinkle twinkle”
name game repeating other’s movements

circle dance practice

High/middle/low pattern game

Key Concepts/Vocabulary/ Terms

3
D. Dragon. Ph.D. Bridgewater State University 10/14
Emotions:
Happy
Sad
Excited
Worried
Angry
Surprised
Scared
Proud

Relationships:
Over
Under
Through
In front
Behind

Level:
High
Middle
Low

Time:
Fast
Slow

Stillness vs movement
Stop
Go

Body Parts:
head
eyes
ears
mouth
ears
nose
shoulders
elbows
hand
knee
leg
foot
toes
fingers
4
D. Dragon. Ph.D. Bridgewater State University 10/14
arm

How do you feel today?

Can you move your...

Where is your…

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

whiteboard and whiteboard marker

emotions blank body templates
“My Many Colored Days” by Dr. Suess
reflection slips

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review How do you feel today? 5 mins
Warming up I will ask students how they are today, based on the emotions
we have learned. Students will then have the opportunity to
come to the front and ask their classmates how they are today.
Transition Circle please (circle in front of the room gesture) 1 min
1. Focus and Review Name Game: Since we have a new teacher today, we will play
Warming up a name game as a class, where each student will say their
name with a motion for the class to repeat.
1. Focus and Review Clapping Patterns: Student Led in Circle (1,2,3) 5 mins
Warming up After I begin a few clapping patterns for students, we will go
around the circle and each student will choose a clapping
pattern based in the rhythm 1,2,3 for the class to repeat.
1. Focus and Review Group Circle Movements: We will move as a group in a circle. 5 mins
Warming up in
out
in
out
high
low
high
low
fast
slow
fast

5
D. Dragon. Ph.D. Bridgewater State University 10/14
 slow
* NEW:
stop
go
stop
go
over
under
over
under
THROUGH: Hand on hip making a triangle shape, other hand
goes through.
(repeat)
1. Focus and Review High, Middle, Low pattern game: We will go around the circle 5 mins
Warming up and practice our high, middle, low pattern game as a class.
1. Focus and Review One, Two, Three Choice Movements: Around the circle, 5 mins
Warming up students will choose a movement/movements based in the
rhythm and vocalization “one, two, three” and the class will
repeat their movement.
Guided Practice: Introducing a Reviewing: Happy, Sad, Excited, Worried, Surprised, Angry, 5 mins
concept Scared, Proud
I will write all emotions on the board in both English and
Indonesian. To review, we will all say each emotion and
embody each emotion. I will show students a few emotions for
them to guess which one I am embodying. Then, a few
students will choose an emotion for the class to guess.
I will embody it and vocalize “proud” and then we will go
around the circle and each student will choose a movement
and embody and vocalize scared for the class to repeat.
Guided Practice: Introducing a Review: Proud: We will go around the circle and each student 5 mins
concept will embody and vocalize “proud” for the class to repeat
Guided Practice: Introducing a Emotion Charades: We will go around the circle and each 5 mins
concept student will embody an emotion without vocalization, and the
class will guess vocally the emotion that the student was
embodying.
Transition Can you please sit at your desks?
Guided Practice: Introducing a How do you feel when you are Proud- with coloring? 5-10
concept Students will color a body based on how they feel when they mins
are proud, and on the back identify three times they are proud.
Students who did not finish angry/scared will finish angry and
scared.
If finished with all emotions- body part wordsearch
Singing: Head, Shoulders, Knees, and Toes
Singing: Hands, Elbows, Legs, and Feet
***Break (reach space if time before break)

6
D. Dragon. Ph.D. Bridgewater State University 10/14
 Guided Practice: Introducing a
concept
7. Closure/ Evaluation/Summary
Cool down-Centering
Back up if extra time:
Wordsearch
Drawing fast and slow
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
Body Part Word Search
Fill in the missing letters of body parts
Body Review: Dance: I will choose a student to remember and 15
say a body part. The student will make a movement choice for mins
that body part. We will repeat that movement four times and
count to four. Next, another student will choose a body part
and a movement. Through this, we will be creating a
movement phrase that reviews body parts and is a cohesive
class dance for everybody to eventually learn.
What did you learn today? 5- 10
*as an exit slip to leave mins
Circle Singing:
Song: “Five Little Ducks”
Song: “Head, Shoulders, Knees, and Toes”
*trying on their own
ADDING NEW BODY PARTS:
New verse, same tune:
hand
elbows
legs
feet
arms
fingers
my whole body
this is my body
Alternative Songs
Song: “Five Little Ducks” (omitting words)
Song: “Twinkle, Twinkle Little Star”
Song: “If you’re Happy and You Know It”
7
D. Dragon. Ph.D. Bridgewater State University 10/14
Mirroring
Flocking
Bingo with body parts
BODY PART ASSESSMENT: all words written on board, just identifying body part I move through writing,
shows understanding of observation through visual input
ALSO: another assessment of full class all body part song to the tune of head, shoulders, knees, and toes
Personal Space Importance
- Personal space is the space around your body that belongs to you
- Personal space is important so we do not harm one another
written on board on Indonesian, and possibly explained by translator
Students will draw personal space again in their notebooks, and write about why it is important.
We’re Going on a Bear Hunt: because reading was attentive
Self Portrait with Descriptive word: On a yellow index card, students will draw their own self along with a
word that describes them.
Create a movement phrase with all eight emotions as a class
Near, Mid, Far Reach: We will grow from being close to our bodies to further away from our bodies. We will
draw the three zones also on the board. Then, we will add terminology of near, middle, and far as we grow.
Students will one at a time go into the middle of the circle and grow as we all say near, middle, and far (due to
lack of space)

8
D. Dragon. Ph.D. Bridgewater State University 10/14