PROJECT: ACTION VERB MOVES

TEACHER: MELISSA BABIN

SCHOOL: W.S. LAFARGUE ELEMENTARY SCHOOL

CONTENT: Language/Movement

GRADE LEVELS: 3rd

OBJECTIVES:
The student should be able to:

• Students will apply knowledge to parts of speech in writing focusing on adjectives with less than one error. (Cognitive, knowledge)

• Students will demonstrate origination in creating movement to given text with no more than two mistakes. (Psychomotor, origination)

TIME: 60 minutes

MATERIALS
poem
powerpoint
computer
projector
camera
worksheets
pencils
jump ropes
tape of BINGO

SUMMARY: NONE

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Teacher will bring in jump ropes and give them to all the students. Teacher will warm the students up by doing some leg stretches before jumping rope.  The students will be asked to start jumping rope. If some students can not jump rope the teacher will have them put the rope on the ground and jump over the rope. The teacher will give the students a pre-test on different dance terms. Teacher will tell the students today we will be learning about verbs that show action or movement.

ACTIVITY:
The teacher will:

1a. Students will view a PowerPoint on action verbs, explaining what an action verb is and when we use it, examples will be given. 

1b. Students in heterogeneous partnerships will demonstrate an action and their partner will have to write the action verb that they demonstrate on index cards. Teacher will walk around and check the index cards for the correct action verbs. (summative assessement)

1c. Students working independantly will complete a worksheet on action verbs. Teacher will pick up and check. (Formative assessment)

2a. Teacher will show a PowerPoint on movement, definitions such as action, elements, improvisation, style, loco motor movement, and warm up. Teacher will sing the poem action verbs to the tune of BINGO and create movements to the words of the song.   

2b. Students and teacher will do movements to the action verb poem together creating different movements for each part of the poem. Teacher will assist and monitor.(summative assessment) 

2c. Students will be given a copy of the poem to create their own movements to different parts of the poem. Teacher will check each student to look for movement to each part of the poem.(Formative assessment)

Closure: Teacher will give back out the jump ropes; the students will jump rope as they say action verbs that they learned. Teacher will talk to the students about jumping and how this movement can help stimulate the body and also that this word is an action verb.  The teacher will give a post test on different dance terms. 

EVALUATION/ASSESSMENT:
1. Objective 1 will be assessed in 1c. (formative assessment)
2. Objective 2 will be assessed in 2c. (formative assessment)

ART CONTENT/CONCEPTS:
D-CE-E3 recognizes and explore dance as a way to create and communicate ideas and feelings.

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE: 32 apply knowledge to parts of speech.
D-CE-E3 recognizes and explore dance as a way to create and communicate ideas and feelings.

MODIFICATIONS | ACCOMODATIONS:
To accommodate language impaired students the student will be assigned a peer to read or sing the poem to the student. 
To accommodate the learning impaired a peer tutor will be assigned.

VARIATIONS | ENHANCEMENTS:
The classroom projector and computer will be used to integrate technology into the lesson. The students will have to read the poem integrating reading comprehension into the lesson. 

REFERENCES:
Harcourt Trophies, Language Handbook, page 139.

www.lessonplans.com 

DOWNLOAD ACTION VERBS WORKSHEET

DOWNLOAD PRE AND POST TEST

ACTION VERB SONG LINK

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