Materials Needed: Halloween Dance Video Lyrics of the song on a construction paper Pumpkin handout Its Pumpkin Time by Zoe Hall My favorite Pumpkin booklet Laptop Space Set-up: My lesson will occur in my field classroom in front of the class where the students have class discussions. I will ask them to stand on the carpet with enough spaces in between their classmates to move around. (Some tables might have to pushed back to allow enough space for each student)
Plans for Videotaping: The video camera will come from my field advisor, Jennifer Padua. She will allow us to borrow her video camera and will be the person videotaping the lesson.
Context for Learning: Based on my Context for Learning Survey, about half of the class expressed that they become nervous when performing. To accommodate these students, the class will perform the dance together therefore the students are more comfortable instead of performing alone.
Performing Arts Content Area: Dance Music Drama HELDS Creative Domain
Integrated Content Area: Language Arts Math Science Social Studies Health Visual Arts Not Integrated
Performing arts strategy, elements, skill, or knowledge: Students will learn the Elements of Dance: Body, Energy, Space and Time. This is useful because the art form of dance is everywhere therefore learning these elements will give students a better understanding of elements to consider when performing a dance or observing/watching a dance routine.
Big idea, understanding, and/or essential question: The purpose of my lesson is to exhibit how dance helps us celebrate or 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 express yourself. Its a good exercise and good entertainment. i. Entertainment is something that people do to have fun. A circus, watching television shows are good examples of entertainment. c. I will be showing you how to do a pumpkin dance. So dancing is also a good way to celebrate holidays like Halloween. d. Place lyrics of song (handwritten in a poster) in front of students. i. Explain lyrics to students. Lyrics are sets of words that make up a song. 1. Read lyrics to model rhythm and pronunciation. 2. Teacher says, When you see (x4) it means you have to repeat the lines 4 times. a. Teacher models This is my favorite pumpkin (x4) 3. Ask students to read lyrics to make sure they understand what (x4) means. ii. Ask students to read the lyrics together. e. Explain directions on how to follow along with the lyrics. f. Play the music for students to hear the tune and beat of the song. i. Tune is the melody of a song. Melody-when you hum a song. ii. Beat is the pulse that makes up the music.
g. Ask students to sing the song together. h. Before I show you ladies and gentlemen the dance video, lets look over our Standard and Benchmark. i. Read Standard and Benchmark. i. Standard 4:DANCE: Understand and apply elements of dance, appreciate how dance communicates meanings, and recognized its roles across cultures and throughout history. ii. Apply the element of space and pathways to create simple movement sequences. 1. I can explore space and pathways while doing basic movements. j. Explain in simple words: This means that when we are dancing, we are using a lot of space and we move in different directions to create a series of movements in order to make a dance routine. k. Explain the second benchmark: Demonstrate the element of time, tempo, beat, duration and rhythm. And the second benchmark basically means that you all can dance with the beat of the music. l. Show students the Halloween Dance Video. m. Model the dance routine. n. Okay, are you all ready to learn the dance routine? o. Practice hand motions while students are sitting down. p. Model hands on hips then have students duplicate the motion. q. Model arms in a circle above their head then have students duplicate the motion. r. Model pointing at their nose then have students duplicate the motion. s. Model pointing at their eyes then have students duplicate the motion. t. Model pointing at their teeth then have students duplicate the motion. u. Now lets practice the other steps. i. Mirror Modeling: Ask row 1 to stand up and stretch your right arm out. ii. Mirror Modeling: Ask row 2 to stand up and stretch your right arm out. iii. Mirror Modeling: Ask row 3 to stand up and stretch your right arm out. iv. Mirror Modeling: Ask row 4 to stand up and stretch your right arm out. v. Remind students to be safe and be aware of others around them. vi. Ask students to keep their hands to themselves at all time before, during and after the dance, and if they are not following the rules then they will get a warning or will be asked to take a seat. vii. Model each part of the dance routine: (modify the steps depending on the different type of students that is present in the classroom) 1. Ask students to put their hands on their hips. 2. Ask students to move side to side. (Offer a different step if you have disabled students) 3. Ask students to put their hands up and make a circle while moving side to side. viii. Model the 1 st part of the dance with the 3 steps above. 1. Ask students to perform the 1 st part together. 2. Put thumbs up if you got it and thumbs downs if you want us to do it again. ix. Model 2 nd part of dance routine: 1. Ask students to touch their nose. 2. Ask students to count their nose. 3. Ask students to touch and count their eyes one by one. 4. Ask students to count to 3 and point to their 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. x. Model the 2 nd part of the dance with steps above. 1. Ask students to perform the 2 nd part together. xi. Model 3 rd part of dance routine: 1. Ask students to jump in place. 2. Ask students to dance. 3. Ask students to spin. xii. Play dance video again and have students practice. (Teacher will watch students as they practice and assess each student) xiii. When teacher sees most students know the routine, they will perform the dance as a whole class. xiv. 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, accelerated students, reading needs, 504 students, struggling learners, enrichment) List the type of differentiation (learning environment, content, process, or performance task) and tell how you will differentiate
504 Student
Student will be given ample space to move his wheelchair forward and backward instead of side to side with the rest of the students. Provide alternate move. (For jumping, student can raise hands to the sky just like pushing something up) ELL Students
Repeat directions to clarify and give enough time to process what they have to do. Model steps. Show visuals
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. FA.2.4.2- Demonstrate the element of time, tempo, beat, duration, and rhythm. I can dance and show the elements of music. Comment Kulai -Sometimes wasnt paying attention Elijah -Kept getting distracted by another student Mariel Darrellyn -Talking out of turn Gabriela Kim Tajlyne Tyler Billy Jahziah -Parts of it he wasnt dancing Maomao Denied Media Release Ethan Roselie Kailani Sonte Media Release follow up Rovi *Got pulled out of class (ELL) Adrian Axel Brianna Zion Joseph Media Release follow up Melanie Jayden Cielle Sara *Kept getting distracted. Zayden Tytus
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 space through jumping. I used space by placing my hands over my head. I used space through shaking down.
I used pathways by spinning around. I used pathways by moving side to side. 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 FA.2.4.2- Demonstrate the element of time, tempo, beat, duration, and rhythm. I can dance and show the elements of music. I can dance along to the beat and rhythm. I can follow the steps of the dance. I know when to stop and the dance is over. 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
My Favorite Pumpkin Lyrics
This is my favorite pumpkin (x4) It has 1 scary nose (1 nose) 2 scary eyes (1, 2) 3 scary teeth (1,2,3) Scary, scary, ahhh!!
This is my favorite pumpkin (x4) My pumpkin can jump (jump, jump) My pumpkin can dance (dance, dance) My pumpkin can spin (spin, spin) Scary, scary, ahhh!!!
This is my favorite pumpkin (x4) It has 1 scary nose (1 nose) 2 scary eyes (1, 2) 3 scary teeth (1,2,3) This is my favorite pumpkin (x4)