PROJECT: Author’s Purpose/Poems/Movement

TEACHER: JESSICA M BREAUX

SCHOOL: THIBODAUX ELEMENTARY

CONTENT: Language Arts/Dance

GRADE LEVELS: 4th

OBJECTIVES:
The student will be able to:

• Recite, from memory, their chosen poem. (Comprehension)

• Perform the movements he/she added to express the meaning of their chosen poem. (Knowledge)

TIME: 3 days

MATERIALS:
none

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will surprise her students by reciting her own memorized poem and by performing the movements she added to the poem that expresses the meaning of the poem

Day 1 and 2: The teacher and students will discuss the four purposes for an author’s writing (inform, persuade, entertain, and express).  The main focus will be on the author’s purpose of expression.  Expressive writing comes mostly through poetry.  The teacher and students will read several poems (from several books) and discuss what is being expressed in each.  The teacher will then bring in the idea of movement/dance as a form of expression (discussion of these concepts will follow).  To conclude day 1, the students will then be asked to find a small poem, one they can memorize.  The students will be told that on April 20, they will be expected to present their poem in front of the classroom, movement included.
For day 2, the students will be given class time to memorize their poems and choreograph their movements.

Day 3:  (Observation Day) The student will recite, from memory, their chosen poem. (Comprehension)
The student will perform the movements he/she added to express the meaning of their chosen poem. (Knowledge)

ACTIVITY:
Teaching/Model:  The teacher will remind students that authors write with one purpose in mind (inform, entertain, persuade, or express).  When an author writes a poem the purpose is to express.  The teacher will inform the students that today they will recite their own poems and perform the movements they added to the poem that expresses the meaning of the poem.

Guided and Independent Practice:  The students (one by one) will present their poem and movements to the class.

Closure:  The students will be thanked by the teacher for their presentations.  They will be praised for their bravery, their imagination, and their creativity.

EVALUATION/ASSESSMENT:
Formative: Students will be monitored throughout the guided and independent practice.
Summative:  The students’ performances will be scored on memorization, movements, and creativity. The score will be added to a written test that the students will take on author’s purpose.

GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE(s):
(D-CE-E1) Use kinesthetic awareness, proper use of space and the ability to move safely; (1, 2, 5)
(D-CE-E2) Explore and demonstrate basic movements and the elements of dance (space, time, and energy);  (1, 2)
(D-CE-E3) Recognize and explore dance as a way to create and communicate ideas and feelings; (1, 4)

MODIFICATION | ACCOMODATIONS:
Students identified will be able to have a copy of the poem in hand.  They will be given a choice of memorization or not

TEACHER'S REFLECTION:
I feel the lesson went very well.  The students thoroughly enjoyed finding and memorizing their poems.  95% of the class was able to completely memorize their chosen poem.  I do feel that if I was to do the lesson over again, my higher students would be given longer and more detailed poems.

My students were very unsure of themselves for the movement section of the assignment.  They were hesitant to perform in front of the class.  However, after I presented my poem and movement, they seemed to feel better about the assignment.  They did very well with their presentations.  As more students presented, the students started realizing how many more movements they could have used for their poems and their peers’ poems.  I will try this assignment again, but I will pair my students next time.  I will also give them longer poems to memorize since it is two to a poem.  I also expect more movement. 

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