OBJECTIVES:
The student should be able to:
• Create patterns (ABAB, AABB, ABBA, AAB) through the use of movement.
TIME: 45 minutes
MATERIALS
Inflatable ball
Pattern strips (ABAB, ABBA, AABB, AAB)
Rubric (Appendix A)
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher and learner will play a short P.E. game. The learner will stand in a straight line. The teacher will instruct the students to pass an inflated ball over one’s head and through one’s legs, until the ball reaches the end of the line. The learner willW say “over” and “under” as the ball is passed. Once the activity is completed, the teacher and learner will discuss what pattern was created during the activity, and what would come next in the pattern. The teacher will review patterns, how they are created, and types of patterns.
ACTIVITY:
Teaching Model: The teacher will review AABB, ABBA, ABAB, and AAB patterns using different movements. The teacher will assign a movement for the letter A and a different movement for the letter B. (example: A – arms up, B – squat down) The teacher will have student volunteers come up and demonstrate a pattern with teacher direction. The teacher and learner will discuss pattern created, how to extend the pattern, and how to change the pattern. The teacher will continue until each type of pattern is demonstrated using movement and discussed with the students. During explanation, The teacher will make a connection with creating patterns using movement to dancing or creating a dance. When dancing, dancers use different movements over and over again.
Guided Practice: The teacher will explain that the class will work together to create a dance using movements in a pattern. The teacher will have student volunteers come up with the movements for a pattern and demonstrate it for the class. The learner will discuss what pattern was created and how to extend the pattern. The teacher will explain the instructions for the independent practice.
Independent Practice: The learner will be grouped heterogeneously into groups of four. The learner will either be given a pattern to create or will be allowed to create their own. (depending on the group’s abilities) Each group will have to work together to come up movements to complete a pattern discussed throughout the lesson. The learner will share their pattern while the rest of the class identifies and extends the pattern they created.
Closure: Each group will share their created patterns using movement with the class. The class will identify the pattern created and extend the pattern as well.
EVALUATION/ASSESSMENT:
Informal assessment: Students will be assessed through teacher observation throughout the lesson. The teacher will observe students ability to create patterns (ABAB, ABBA, AABB, AAB) through the use of movement.
Formal assessment: Students will be assessed with a group rubric (appendix A) as well as individually assessed at the end of a unit for report card purposes.
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
D-CE-E1: Use kinesthetic awareness, proper use of space and the ability to move safely.
D-CE-E2: Explore and demonstrate basic movements and the elements of dance (space, time, and energy).
D-CE-E5: Execute improvised and set movement patterns with concentration and focus individually and in groups.
1-P-1 − Performs locomotor and non-locomotor skills at a basic level, progressing to simple sequences utilizing shapes, levels, directions, pathways, and ranges.
1-P-4 − Performs basic rhythmic skills alone, with a partner or within a group.
6-P-1 − Recognizes the importance of seeking out, participating with, and showing respect for people of like and different physical abilities.
6-P-2 − Interacts with others regardless of personal differences (e.g., gender, ethnicity, disability).
MODIFICATIONS | ACCOMODATIONS:
For the groups with students who may not be developmentally or academically ready to create a pattern on their own, pattern strips will be provided to them.
Students will also be grouped heterogeneously so all students will be given an equal opportunity to learn and a fair learning environment..
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
The lesson flowed well due to the amount of activity throughout the lesson. The students were engaged and active throughout the entire lesson. This helped to activate the students’ interest since that day the students were not allowed to go outside at all due to weather conditions. This lesson allowed the students to release some pinned up energy. The task focus went very well and the students understood what we would be working on that day. This activity could be adapted to any other pattern lesson in the future. Even though the teach/model and guided practice provided the students with ample amount of modeling for the independent practice, one group did not work well together. During the independent practice, some students copied off of others in their group instead of giving their input. This observation allowed me to realize that these students need additional practice on creating a pattern on their own also they could have been overly stimulated and could not focus on what was asked of them. I also feel the lesson was a little long for the end of the day for my students because some students expressed how they were ready for a nap.
In the future, I would shorten the lesson a little bit. Sometimes during the teach/model and guided practice you want them to get the concept so badly that you spend a lot of time practicing in these areas. I would definitely shorten these areas in the future. This is a change I need to adapt to all lessons I teach. Even though this lesson flowed well in my opinion, I would separate the activities into two different lessons in the future. I feel the activities were good and productive activities but together it might have been too much or too over stimulating.
REFERENCES:
Louisiana Comprehensive Curriculum for Kindergarten Mathematics
Lafourche Parish Math Work Plans for Kindergarten
Harcourt Math Series Teacher’s Edition
DOWNLOAD RUBRIC
DOWNLOAD CLASS VIDEO
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