OBJECTIVES:
The student should be able to:
• Identify easily observable variations within types of plants and animals (Farm Animals) (LS-E-A4) (Knowledge)
• Imagine and clearly describe characters, their relationships, and their environments (Theatre Content Standard 2a) (Comprehension)
• Create a short dance to music, a song, or a story with original movements that communicate a personal interpretation of the music, song, or story and perform it for peers
(Arts Education 2-b-1) (Application)
• Demonstrate the ability to work effectively alone and with a partner (National Standards Content Standard 2e) (Synthesis)
• Observe or perform dance and describe movements using dance terminology (Arts Education 3-1-a) (Analysis)
• Present their own dances to peers and discuss their meanings with competence and confidence (National Standards Content Standard 3c) (Evaluation)
TIME: 45 minutes
MATERIALS
Chart Tablet
Bubble Map/Tree Map
Markers
Old MacDonald had a Farm book
Paper
Rubric
Pencils/Crayons
Computer/TV
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will review the previous day’s lesson with students by asking students to recall what they have learned about farms and farmers (Refer to Bubble Map Appendix A). After review, the teacher will display picture slideshow of farm animals as well as pictures of types of farms found in Louisiana. The teacher will ask the students what is the same/different about each of these animals? (Objective 1) Today we will learn about the different animals and how they move.
ACTIVITY:
Teach/Model: The teacher will read Old MacDonald had a Farm. The teacher and students will discuss pictures and recall the animals in the story (Pre-Test) The teacher will display a tree map (Appendix B) labeled Farm Animals and as students are recalling the animals in the story and characteristics of each animal, the teacher will list responses under the different branches of the tree map (Objective 2)
Guided practice: The teacher will review locomotor/non-locomotor movements and have students move as the teacher states a movement (Dance/Theatre Formative Assessment) The teacher will then place the students in pairs. The student pairs will come up to the front of the classroom, pick a slip of paper with farm animal name printed on it (Appendix C) After the pairs have chosen their farm animal, each pair will practice to prepare for performing farm animal movement dance for classmates (Dance/Theatre Formative Assessment) (Objectives 3 & 4)
Independent practice: The students will work with partner and perform farm animal movement dance for classmates as the teacher monitors for understanding (Objectives 5 & 6) (Dance/Theatre Summative Assessment)The teacher will use rubric for assessment/evaluative purposes (Appendix D) The students will work with partner and draw and color picture of chosen farm animal (Content Post-Test)
Closure: The teacher will name a locomotor/non-locomotor movement and ask students to perform that movement ( Dance/Theatre Summative Assessment). The teacher and students will recall types of movement.
EVALUATION/ASSESSMENT:
The students will share their artwork with classmates and state which animal they drew and how it moves (Content Summative Assessment)
Objective 1 will be assessed/evaluated by use of student recalled facts on Bubble Map (Appendix A)
Objective 2 will be assessed/evaluated by use of student recalled facts on Tree Map (Appendix B)
Objectives 3 & 4 will be assessed/evaluated through teacher observation and questioning during practice for performance
Objectives 5 & 6 will be assessed/evaluated by teacher observation and questioning as well as peer critique and rubric developed by teacher
ART CONTENT/CONCEPTS:
none listed
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
none listed
MODIFICATIONS | ACCOMODATIONS:
To accommodate the special needs students in the classroom, the teacher will pair special needs students with a peer student at a higher level for activities. The special needs students will also be seated at a table where the paraprofessional and teacher can provide one-on-one instruction as needed. Also, special needs students will be seated with their peer partner in the front of the class close to the teacher.
TEACHER'S REFLECTION:
not listed
INTEGRATION | CORRELATION OF CONTENT:
Computer and TV will be used to provide picture slideshow of farm animals to assist students in determining farm animals and how they move as well as types of farms in Louisiana.
ONGOING PROCESS:
Arts Education 1-c-2 maintains audience interest by using a variety of the elements of movement
Theatre Content Standard 2 acting by assuming roles and interacting by improvisations
RESOURCES:
Louisiana Arts Content Standards Louisiana Department of Education Revised Edition June 2003
National Standards for Arts Education MENC The National Association for Music Education Rowman & Littlefield Education 2007
Lafourche Parish School District Curriculum Mapping May 2005
TO DOWNLOAD APPENDIX A FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD APPENDIX B FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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