Riley Lathrop Unit 2: “My Feelings” Lesson 8 Date Taught:

July 2nd, 2019

Lesson Overview
Lesson Description/Overview

I will greet students in the morning with “good morning,” “how are you today?” 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 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 go around the circle, and all embody “proud” and say “proud”
for the class to repeat. We will introduce near, middle, far reach space again and students will embody with
me near, middle, and far reach space. I will explain personal space as the space that you can farthest reach
your limbs away from your center. Students will them draw near, middle, and far reach space and write about
why personal space is important to them. Before break, we will sing “head, shoulders, knees, and toes.” After
break, we will create a circle and students will create a pattern of moving fast and slow around the circle.
Then, on one side of an index card students will draw “fast” and on the other side they will draw “slow.”
Students will answer the reflection question “what was your favorite part of today?” and then we will finish
with singing “five little ducks” and our “thank you, thank you” song.

Rationale/Purpose

Students will have the opportunity to come to the front of the class and ask their fellow students how they
feel so they can practice the actual phrase “how do you feel today?” and so they can practice gaining
confidence with performing in front of the class. We will play the name game again today because our new
teacher is still learning names, and this name game also gives students the creative freedom to move their
body in a way that is authentic to them. Embodying the movements of others also practices spatial
awareness. To copy the movement of others requires visual skill and also bodily awareness of movement and
action. Our circle dance is something we have been working on for many weeks and it is something students
are embodying and vocalizing on their own, meaning there is a level of memorization along with
demonstration from students in multiple concepts. Students will go around and create a clapping pattern for
the class to repeat based on the rhythm 1,2,3 so students can further practice embodying other’s movements
and generating movement based in the same rhythm. When the entire class is based in the same rhythm, this
can be an organizing method and can unify the class through practicing skills in observation, listening,
vocalizing numbers, and embodying and generating movement. Reviewing the emotions based in a game of
charades dives into the students’ intrapersonal intelligence, and students need to utilize observation skills
and relate to their own feelings and embodiment of the feelings to identify the feelings of others. Students
here also are learning how different people can express emotions in different ways. We will review proud and
embody proud because it is our newest addition to the emotions. We will review and introduce reach space
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D. Dragon. Ph.D. Bridgewater State University 10/14
because we will be focusing on personal space through drawing and writing today. We will embody near,
middle, and far reach space and draw it on the board so students can feel and see their zones of space. I will
explain that far reach space is their zone of personal space because

Critical Essential Question (s)/Focus Questions

How can you identify why personal space is important?

Why is personal space important?
What/ where is near reach space?
What/where is middle reach space?
What/ where is far reach space?

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

1. Students will identify through
writing why personal space is
important.
2. Students will demonstrate
personal space through embodying
near reach space, middle reach
space, and far reach space.
DA:Cr2.1.2
b. Choose movements that
express a main idea or emotion,
or follow a musical phrase.
Explain reasons for movement
choices.
DA:Pr5.1.K b. Move safely in
general space and start and stop
on cue during activities, group
formations, and creative
explorations while maintaining
personal space.
1. Students will draw near, middle,
and far reach space and write a
reason why personal space is
important.
2. Based in hearing verbalizations
and observing a demonstration
from the teacher and a drawing on
the board, students will show all
three reach spaces with their
body, and demonstrate their
personal space through far reach
space.

DA:Pr5.1.2 b. Move safely in a

variety of spatial relationships
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 _____”

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D. Dragon. Ph.D. Bridgewater State University 10/14
introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
arm
toes
feet
hand
fingers

over
under
through
in front
behind

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, under, through, in front, behind through drawing and embodying
drawn over/under/through/in front/behind based on an example
drawn “my body, my space” and answered why it is important
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

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

How do you feel today?

Can you move your...

Where is your…

Resources/Materials/Technology/Tools/Pre-Preparation Needed
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D. Dragon. Ph.D. Bridgewater State University 10/14
whiteboard and whiteboard marker
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 Good Morning! 5 mins
Warming up How are you today?
How do you feel today?
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: We will play a name game as a class, where each 5 mins
Warming up 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
slow
* NEW:
stop
go
stop
go
over
under
over
under
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D. Dragon. Ph.D. Bridgewater State University 10/14
 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.
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.

Proud Review: 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 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.
Guided Practice: Introducing a Near, Middle, Far Reach Space: Your personal space is the 5 mins
concept space you can farthest reach your arms and legs away from
your center. You can reach near (embody with students), or
middle (embody with students), or far reach space (embody
with students).
Guided Practice and Assessment Near, Middle, Far Reach Space: Students will embody and 5 mins
vocalize each reach space, still with the help from the teacher
through demonstration. Then, students can try embodying the
reach spaces without visual demonstration from the teacher.
Transition Can you please sit at your desks?
Independent Practice and Drawing: Reach Space & Writing: Why is personal space 5-10
Assessment important?: Students will receive an index card, and on one mins
side students will draw and label the three zones of reach
space. On the other side, students will write about why
personal space is important.
Singing: Head, Shoulders, Knees, and Toes
Singing: Hands, Elbows, Legs, and Feet
***Break
Transition Please create a circle (circle gesture)
Guided Practice: Introducing a Fast/slow pattern: In a circle, students will create a pattern of 5 mins
concept fast/slow. One student will move fast, and the next student
will move slowly. During the embodiment, the students will
vocalize the word “fast” and “slow.”
Fast/ slow drawing: On one side of a card, students will draw 5-10
“fast” without an example of a drawing of fast, and on the mins

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D. Dragon. Ph.D. Bridgewater State University 10/14
 other side students will draw “slow” without an example of a
drawing of slow.
7. Closure/ Evaluation/Summary What was your favorite part of today? 5- 10
Cool down-Centering *as an exit slip to leave mins

Circle Singing:
Song: “Five Little Ducks”
Song: “Head, Shoulders, Knees, and Toes”
*trying on their own
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”

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

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