OBJECTIVES:
The student should be able to:
• Demonstrate an understanding of the opposites, fast and slow, through the use of appropriate movements.
TIME: 30 minutes
MATERIALS
Magnetic story visuals
Tortoise and hare picture cards
Drum
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will display both a tortoise and a hare visual on the magnetic board. She will ask the students, “What kind of animals are these? “What can you tell me about each?” “Who do you think would win a race?” She will inform the students that today’s lesson will be about opposites and she will ask them to listen for opposites in the story.
ACTIVITY:
Teaching Model: The teacher will read “The Tortoise and the Hare” using magnetic visuals. She will ask students to name any opposites mentioned in the story.
• HOTS – “Can you think of any other opposites?” “How did hare’s name-calling make tortoise feel?”
Guided Practice: The teacher will hold up a “tortoise” picture and demonstrate moving slowly. She will then show a “hare” picture and demonstrate fast movements. The class is then asked to stand and demonstrate the appropriate movement according to the picture displayed. The class is then informed that they will use their listening skills for the next activity. The students are asked to stand and spread apart from one another. The teacher will then beat a drum. Students move their bodies according to the beat they hear (slow or fast).
• HOTS – “Can you name something that moves fast/slow?
Independent Practice: The teacher and paraprofessional will have students pick a picture from a bowl. Each student will choose either a tortoise or hare. When the students’ name is called, he or she will move back to their original spot on the rug using movements associated with the animal picture that was chosen. The class then guesses if their classmate is a tortoise or hare.
• HOTS – “Which would you rather be, a tortoise or hare and why?”
Closure: The teacher will review the questions and answers from the set induction. A brief class discussion on opposites will end the lesson.
EVALUATION/ASSESSMENT:
The teacher will evaluate the students on the basis of the independent practice.
ART CONTENT/CONCEPTS:
Vocabulary: Students will need to use prior knowledge of opposites.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Standards for Dance Education (4 yr. olds) Performing: execute original or existing artistic dance movement or works of art using elements and skills of dance
GLEs: PK-CS-P3 demonstrate motion by using students’ own bodies
PK-LL-R1 listens to a story and state orally what the story is about
PK-LL-S3 answer simple questions about a story read aloud
PK-LL-L2 follows 1 and 2-step verbal and nonverbal directions
PK-CM-M3 use comparative vocabulary in measurement settings
PK-LL-L2 Follow 1 and 2-step verbal and nonverbal directions
MODIFICATIONS | ACCOMODATIONS:
Directions will be repeated and modeled if needed.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
All in all, I thought the lesson went very smoothly (no small feat in pre-k!). The children were all able to demonstrate an understanding of the opposites “slow” and “fast”. At one point, I mistakenly asked a child to move “quickly like a tortoise” back to her spot, and was promptly corrected by another student. The magnetic story and movement activities successfully held my students’ attention. The only weakness was that some students were confused by the fact that even though the hare was faster, he ultimately lost the race (“But Ms. Sally, he was fast, he should have won”).
REFERENCES:
Irby, B., Lara-Alecio, R., Schiller, P. (2003) The DLM Early Childhood Express
Teacher’s Resource Anthology. (pp. 320-321, 350-352) The Wright
Group/McGraw-Hill
http://www.pecentral.org/lessonideas/PrintL.asp?ID=5394
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