Professional Documents
Culture Documents
Grade: 2nd
appreciate holidays.
The importance of this learning is to show a way students can express
themselves during special occasions or holidays. I want students to understand
that dancing is a way to communicate through movements, use of space and the
elements of music.
Standard/Benchmark
Standard 4: DANCE: Understand and apply elements of dance, appreciate how dance
communicates meaning, and recognize its role across cultures and throughout history.
Benchmark:
FA.2.4.1- Apply the element of space and pathways to create simple movement
sequences.
o I can explore space while doing basic movements.
FA.2.4.2- Demonstrate the element of time, tempo, beat, duration, and rhythm.
o I can dance and show the elements of music.
**This is an introduction to the concept of space. A follow up lesson: students will create a
dance as a class.
Assessment
Students will perform a Halloween dance routine, which will demonstrate
understanding of time, tempo, beat, duration and rhythm.
Through the Halloween dance, students will show and execute simple movements
that emphasize the element of space and pathways.
Formative Assessment: I will use a checklist to assess of the students participation and
progress during the lesson. (See attached checklist)
Activities/Instructional Strategies
2 min.
1. Introduction
a. Gather students to the carpet area.
b. Greet and explain todays lesson (Today Im going to do a
read aloud and then were going to learn a dance.)
i. Dance helps us celebrate and appreciate holidays.
ii. You will be able to express yourselves through
dancing.
iii. Dancing is a good exercise and good entertainment.
c. By the end of the lesson
i. You will be able to do simple movements to follow a
dance.
ii. You will be able to perform basic steps, which uses
space and pathways.
10 min.
2. Building Background
a. Introduce the book Its Pumpkin Time! by Zoe Hall
b. Lets look at the cover and predict what this book will be
about. Predict means what you think the story will be about.
i. Call on a few students to share their thoughts.
ii. Teacher says Okay, lets begin to see if you are right!
c. Begin reading Its Pumpkin Time!
i. Nod your head if you know what holiday is coming up.
d. In the beginning, we predicted what this book might be about.
Now that I have read the story, lets do a confirmation, which
means checking if our predictions are correct.
e. Review students predictions and do a confirmation with the
whole class stating nodding if they agree that the predictions
were right and shaking head when predictions were wrong.
i. Ask students to nod their head if they agree with the
prediction.
ii. Ask students to shake their head if they disagree with
the prediction.
1. Ask students who disagreed to explain why.
f. I hope you all enjoyed the read aloud. Now lets move on to
our next activity.
45-50 min.
3. Main Lesson
a. Ask students:
i. How many of you like to dance?
1. Ask students to turn to their side-by-side partner
and explain why they dance.
ii. Ask individual students to share their answers.
b. Those are all good answers. Dancing is also another way to
c.
d.
e.
f.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
x.
xi.
xii.
xiii.
xiv.
teeth.
5. Ask students to put their hands up by their face
to indicate scary, scary.
6. Ask students to shake their body down and say
ahhh.
Model the 2nd part of the dance with steps above.
1. Ask students to perform the 2nd part together.
Model 3rd part of dance routine:
1. Ask students to jump in place.
2. Ask students to dance.
3. Ask students to spin.
Play dance video again and have students practice.
(Teacher will watch students as they practice and
assess each student)
When teacher sees most students know the routine,
they will perform the dance as a whole class.
Challenge students to perform the dance routine
without the video.
3 min.
4. Closure:
a. Use classroom attention getter to help settle the students
down.
b. Ask students to have a seat on the carpet.
c. Praise students: You all were wonderful dancers! Thank you
for participating. Im really impressed. Did you all have fun?
d. Ask students to turn to your side by side partner and talk
about each question:
i. What did they learn today about dancing?
1. Turn to your side-by-side partner and tell them
what you learn today about dancing.
ii. What do you need when youre dancing?
e. Call on students to share their responses.
f. Summarize learning by explaining: From this dance, you all
should have learned that:
i. You use a lot of space when you dance
1. What different ways did we use space? (e.g. Up
and down, sideways.)
ii. Dancing makes you move in different directions
iii. We had to do a series of movements to perform the
dance routine.
iv. We need to move to the music or a beat.
g. Reinforce students efforts: Again, Good Job Everybody!
Also, here is a handout that you can do at home. You can
create your own pumpkin and have your pumpkin do anything
that you want. You can have your pumpkin swim, play
basketball, anything. At the end, you can color and maybe you
can add it to the dance that we just did and perform it in front
of your parents, aunty, uncle, sister, grandma.
h. Pass out booklet as a reward for participating in the activity.
0 min.
E
Extended Activity/Homework
Pumpkin handout
o Students can create their own My favorite
pumpkin
o Students can draw eyes, nose, and mouth and have
their pumpkin perform an action that they choose.
o Student can color their handout.
o Student can add their own to the dance routine and
perform it to their family and friends.
Differentiation Plan
Identify the type of need (e.g., ELL/MLL, List the type of differentiation (learning
accelerated students, reading needs,
environment, content, process, or performance
504 students, struggling learners,
task) and tell how you will differentiate
enrichment)
504 Student
ELL Students
Name
Kulai
FA.2.4.2- Demonstrate
the element of time,
tempo, beat, duration,
and rhythm.
I can dance and show
the elements of music.
Elijah
Mariel
Darrellyn
Gabriela
Kim
Tajlyne
Tyler
Billy
Jahziah
Maomao
Ethan
Roselie
Kailani
Sonte
Rovi
Adrian
Axel
Brianna
Zion
Joseph
Melanie
Jayden
Cielle
Sara
Zayden
Tytus
Comment
-Sometimes wasnt
paying attention
-Kept getting
distracted by
another student
-Talking out of turn
-Parts of it he wasnt
dancing
***Revised
***Student Participation Checklist
*Kept getting
distracted.
Yes=
No=!
Sometimes=
Name
FA.2.4.1- Apply the element of space and pathways to create simple movement
sequences.
I can explore space while performing basic movements.
I used
I used space
I used
I used
I used pathways by
space
by placing my
space
pathways by
moving side to side.
through
hands over
through
spinning
jumping.
my head.
shaking
around.
down.
Kulai
Elijah
Mariel
Darrellyn
Gabriela
Kim
Tajlyne
Tyler
Billy
Jahziah
Maomao Denied Media Release
Ethan
Roselie
Kailani
Sonte
Media Release follow up
Rovi
Adrian
Axel
Brianna
Zion
Joseph
Melanie
Jayden
Cielle
Sara
Zayden
Tytus
Yes=
No=!
Sometimes=
Name
Kulai
Elijah
Mariel
Darrellyn
Gabriela
Kim
Tajlyne
Tyler
Billy
Jahziah
Maomao
Ethan
Roselie
Kailani
Sonte
Rovi
Adrian
Axel
Brianna
Zion
Joseph
Melanie
Jayden
Cielle
Sara
Zayden
Tytus