Unit 4: “Who am I in the World?

Unit Summary

This unit will focus on self-reflection through exploring self-description of non physical
aspects of the self. This unit can help students build consciousness and awareness about their
own learning and living. Through this unit, there will also be a continuation of an exploration
of self-reflection from students on their own learning (for example: strengths and challenges).
Students will be learning adjectives through movement concepts of shape and effort qualities.
Efforts will be reinforced as efforts have been learned in previous units, however shape will be
the layer of challenge. Shape in the body and its static nature cultivates decision making.
Shape will be combined with effort qualities (previously learned) for students to explore the
expression of themselves. Students will create drawings, posters, books, and movement
phrases that express themselves and what makes them their own self.

Rationale

Adjectives through teaching and learning English often have a focus of physical
adjectives and how to describe people, places, and things physically/ visually seems to take the
higher importance. Describing people, places, and things non physically can pose a challenge,
however the non visual aspect of the self is what connects us to who we are in the world and
what we can offer. Adjectives are important because without them, we could all be the same.
Description can enhance storytelling, and communication is enhanced as adjectives add detail.
Students will collaborate with the teacher to create the vocabulary list because this will give
them the power in choosing which words they want to learn and also what words describe
them. This unit will have a focus on independent practices to build independence in self esteem
and self identity. Also, collaboration will be a piece to this unit as students connect and
communicate differences between themselves and others, and why differences are important.

Vocabulary

Non Physical Adjectives:

Determined
Motivated
Smart
Valuable
Silly
Funny
Kind
Adventurous
Brave

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Helpful

*Chosen vocabulary from students to make packet with translation

Special
Different
Because

Grammar

I am ____

What are you like?

What is important about you?
How do you describe yourself?

I am special because...
I am different because...
Why is it important to be different than one another?
How are we similar?
How are we different?

Periods
Capitalization
Question marks

Advanced:
I like to plus verb
I want to plus verb

Critical Questions

1. How can you demonstrate and embody a shape concept in multiple ways?
(symmetrical, asymmetrical, linear, curved, angular, open, closed)
2. How can you combine the movement concept of shape with the movement concept of
effort to create movement?
3. How can movement choices be made to portray an idea or theme, how can you analyze
why your movement choices were made and how they relate to yourself?
4. How can you create a sentence in English that describes yourself? What English
elements go into making a sentence?
5. How can you identify and evaluate strengths and challenges in your learning?

Content Questions
1. What is an adjective?
2. What is a description?

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 3. What is a physical description?
4. What is a non physical description?
5. What is a shape?
6. What is a symmetrical shape?
7. What is an asymmetrical shape?
8. What is a linear shape?
9. What is a curved shape?
10. What is an angular shape?
11. What is an open shape?
12. What is a closed shape?
13. What is effort?
14. What is free flow?
15. What is bound flow?
16. What is strong weight?
17. What is light weight?
18. What is quick time?
19. What is sustained time?

Unit Student Learning Outcomes

1. Students will demonstrate shape within the body (symmetrical, asymmetrical, linear,
curved, angular, open, closed)
2. Students will create a movement phrase that combines effort qualities with shape
surrounding the theme of self description. (Students will identify the effort qualities
used and the types of shapes used).
3. Students will analyze why movement choices in their movement phrase were made and
how those choices represent or relate to their self.
4. Students will design a set of sentences in English that describe themself and their
characteristics.
5. Students will identify a strength and a challenge of the week, and analyze why this
was a strength and challenge.

Dance Concepts

Shape:
Symmetrical: same on body sides of the midline
Asymmetrical: different on both sides of the midline

Linear: makes lines in space

Curved: rounded quality
Angular: break in the lines

Open: reaching away from the midline

Closed: moving into the midline

Effort:

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What is the quality of movement?
What is the mover’s inner intentions towards movement?
This is the way the mover focuses energy
This coordinates the whole being in dynamic ways and is associated with mood and emotions

Effort Factor: Flow: Flow is about feeling alive. How do I keep going?
Effort Element: Free Flow: easy flowing, abandonment, outward flow
Effort Element: Bound Flow: holding back, controlled, careful

Effort Factor: Weight: Weight is about sensing our relationship to gravity What is my impact?
Effort Element: Light Weight: resisting gravity
Effort Element: Strong Weight: using gravity

Effort Factor: Time: time is about the attitude towards time, rather than simply the amount of
time. When do I need to complete the task?
Effort Element: Quick Time: urgent, instantaneous, staccato
Effort Element: Sustained Time: leisurely, lingering, prolonging

Unit Assessment
1. The class will be split in half, and one half of the class will stand in the front to perform
for the other half of the class. I will verbalize each type of shape, and allow the students
to all find stillness in the shape. I will take photos of the shapes students make for
further examination after the assessment.
2. Students will write a set of sentences that describe their self. The measure of the
movement phrase will be the recitation of the self descriptive set of sentences. The
students will speak their set of sentences while performing their movement. After, the
student will tell the class what type of shape and effort was used.
3. After all students have performed their movement, students will journal the answer to
the question: why does the shapes and efforts you chose represent yourself and your
description?
4. Students will write a set of sentences (three to seven) that describe themself, and can
either be simple sentences or complex sentences depending on the level of each
student. The sentences will be written on paper and I will assess my ability to
comprehend the sentences. I will look for capitalization to begin a sentence and a
period to end the sentence as well as the inclusion of an adjective in each sentence.
5. Students will journal and identify a strength and challenge of the week and explain why
this was a strength or challenge. This can be in either English or their native language.

Prerequisite Knowledge/Experience

Students have worked in partners, collaboration

Bony landmarks, body parts
Level
Kinesphere
Efforts
Locomotor, non locomotor

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Stillness, movement
Relationships

Student Learning Assessment Student Learning Assessment

Outcomes: English Outcomes: Dance
Language Concepts

1. Students will 1. Students will write 1. Students will 1. I will observe

assemble self- a minimum of five demonstrate open students in shape
descriptive adjectives non physical and closed shapes in creation based in
and vocalize them. adjectives and draw a their bodies (What is demonstrating shape
picture of the word, an open shape? What when music pauses. I
engaging in abstract is a closed shape? will be looking for
translation since the How can you create stillness in the body
words will all be non closed and open and whether the
physical adjectives. shapes in your body? student is opening
The process of What does an open away from the
collecting the and closed shape feel midline or closing
vocabulary words like?) into the midline based
could come from on which shape I
students generating have told them to
words that describe create. Because
them in their native students are still, I
language and then will be able to
translating them to observe all students’
create their own shapes before the
vocabulary list. motion will start
Students will vocalize again.
their vocabulary list
one on one with the
teacher

2. Students will 1. Students will write 1. Students will 1. Students will stand
execute the writing three self-descriptive identify open and in a circle. There will
and vocalization of sentences on paper closed shapes in be a card with “open”
three sentences that and draw the other’s bodies (How written on one side
are centered on the sentence, creating an can you identify a and “closed” written
structure “I am” plus abstract translation. In closed and open on the other. The first
adjective (How would assessing, I will look shape in a body?) student will hold the
you describe for three components card and the student
yourself? How can to the sentence: “I” to their right will
you write self- “am” and an create a shape. The
descriptive adjective. The student with the card
sentences?) students will show the will hold out the card

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 class their sentences to face either “open”
and drawings while or “closed” and say
vocalizing the verbally whether the
sentence. I will look shape is open or
for in pronunciation closed, and then the
the distinction student will pass the
between the three card to their right.
separate words, and
my understanding
without looking at the
sentence.

3. Students will 2. In pairs, students 2. Students will 2. One student will

demonstrate the will perform a demonstrate angular, choose either angular,
vocalization of the conversation to the curved, and linear curved, or linear
question in class, with as much shapes in their bodies shapes in the body
conversation of “what detail and and verbally express
is important about personalization as it, while a small
you?” and “how are they can. (*aim for group of students will
you different?” as without reading demonstrate the shape
well as reply with “I prompt) with their bodies.
am…”

4. Students will 2. Students will All students will

create a book of “I identify angular, receive three index
am” phrases as well curved, and linear cards with
as addressing the shapes in other’s
prompts “I am bodies
different because…”
and “I am special
because…”

3. Students will 3. Students will stand

demonstrate in a circle, and as a
symmetrical and class we will create a
asymmetrical shapes pattern of
in their bodies (What symmetrical and
is the difference asymmetrical shapes.
between symmetrical I will begin with a
and asymmetrical symmetrical shape,
shapes? How can you and then the person to
embody symmetrical my right will then
and asymmetrical create an
shapes in different asymmetrical shape.
ways?) We will hold our
shapes until we have

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 reached around the
full circle. Then, we
will repeat the
exercise but I will
begin with an
asymmetrical shape.

3. Students will Each student will

identify symmetrical complete an
and asymmetrical independent practice
shapes in other’s of creating a shape
bodies (How can you that will be either
recognize a symmetrical or
symmetrical and asymmetrical. Each
asymmetrical shape student will receive a
in another’s body?) sheet of paper. When
each student shows
their shape to the
class, the rest of the
class will write the
student’s name, and
then write whether
the shape is
asymmetrical or
symmetrical next to
the student’s name.

4. Students will 4. Each student will

create a movement create a set of five
phrase of self self descriptive
description using sentences. With a
shapes (How can we partner, one student
express our identity will read the person’s
using shape?) self descriptive words
and the student will
perform their five
shapes that they
created to each
sentence.

5. Students will 5. Students will 4. Students will 4. Students will create

explain a strength journal in their books identify the shapes a poster to
and challenge of throughout the week and efforts used in accompany their
theirs in the unit. and on our final day, their movement movement phrases
Students will journal students will discuss phrase that identifies the
at the end of each and communicate shapes and efforts

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class based on the with a partner about used
following prompts their strengths and
about the day: challenges. Students
“I remember ____” will then each share
“I felt __________” one piece about their
“A strength I had process this week and
today was ________” one piece about how
“A challenge I had their process has
today was________”

5. Students will 5. Students will create 5. Students will 5. In either their

design a set of a book of phrases analyze why the native language or
sentences in English with illustrations shapes and effort English, students will
that describe themself describing their self. I qualities used in their write about their
and their will look for sentence movement phrase movement phrase and
characteristics. structure, use of represents their self- its connection to
vocabulary, description. themself.
punctuation, and
capitalization.

Unit Scope and Sequence: Description of Each Lesson

Ideas:
● Drawing nonvisual adjectives/ abstract translation
● Moving like someone you admire, what does that look like?
● Drawing interests within a self portrait outline
● I wish, I hope, I believe posters and presentations
● I am proud of myself because…
● Drawing each vocabulary word
● Embodying one another’s shapes of description
● “I can…” and a movement
● Pulling positive affirmation from hat and creating movement from it
● Self-esteem journals (I am good at... I am unique because…)
● Exploring differences between characteristics and emotions

Materials

● Markers
● Paper
● Self identity related books