TIME: One
70 minute period
MATERIALS:
- Reading Basal
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
Lesson Overview: The students will read the weekly basal story with the
teacher. Afterwards, the teacher will divide the students into groups to
create movements depicting the characters’ emotions throughout the
story and the objects that caused these emotions. The groups will perform
their movements as the story is listened to again
.
Task Focus: The teacher will walk in the front of the classroom making
movements of being hot and drained from the heat. Without making a sound
the teacher will begin to act “cool” and “comfortable”.
ACTIVITY:
Lesson Presentation: The teacher will read the story, “Cool Ali,” to
the class and discuss the feelings of the characters in the story. The
teacher will explain to the students that, in the story, something made
the mood and feelings of the characters change. The teacher will stop
frequently in the story to ask the students about the causes of the emotions
and why the emotions of the characters changed. The teacher will explain
about cause and effect in the story.
Guided practice: The teacher will demonstrate some feelings that people
may have and then, the things that may cause these feelings to change.
The teacher will illicit ideas from the students about cause and effect.
The teacher will explain to the students that the author will use cause
and effect in a story to enhance the story. The teacher will then divide
the students into four groups (heterogeneous groups to assist lower students).
Two groups will create movements depicting the emotions that the characters
felt throughout the story. The two other groups will create movements
depicting the objects that made the characters’ emotions change.
The teacher will monitor the students and assist where needed.
Independent Practice: The students will stand in front of the class (two
groups at a time) while the teacher reads the story aloud. As the teacher
reads, the students will “perform” their movements. The teacher
will ask two groups to perform at one time, and there will be two readings
of the story. If time permits the students will ALL stand in the front
of the class, and the teacher will read the story as all the students
perform.
Review: The teacher will ask a student to identify a feeling
of a character in the story. The teacher will then ask another student
to identify what
caused the character to feel this way. This will be repeated until all
students are firm on the concept. Finally, the teacher will explain again
that the author uses cause and effect to enhance his/her story.
.
EVALUATION/ASSESSMENT:
Informal assessments are conducted throughout the lesson. The teacher
is observing the students as they independently work in groups, and the
teacher will observe the “performance” of each student in
his/her own group. A formal test on cause and effect is be administered
later on in the week to all the students.
MODIFICATIONS/ACCOMODATIONS:
Students needing special education services do not need any technical equipment.
The modifications needed for the lesson is placing the students in certain
groups to have special education students assisted by higher academic
achievers. The teacher will also stand next to the students that need
assistance as the story is being read aloud. No other modifications are
necessary for this lesson.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Louisiana 2nd Grade Language Arts GLEs:
:
20a Apply basic reasoning skills including: discussing the relationship
between cause and effect
National Standards for Arts Education – Dance:
#3 Understanding dance as a way to create and communicate meaning
#7 Making connections between dance and other disciplines
VARIATIONS/ENHANCEMENTS:
An added emphasis on movement may be conducted during the lesson. Have
the students adjust the pace of the movements. Have the wind “slow” in
movement or speed up in movement. This small adjustment will create
enhance understandings of cause and effect. Ex. “What if the
wind was stronger? How would that look? What affects would a stronger
wind cause?” The other movements that could be effected include
the movements of the water or the ripple into the gutter. The polar
bear movements could change to create an angry bear or a loveable or
baby bear. These movements are only a few examples that would change
the emotions or the reactions of the characters in the story.
TEACHER'S REFLECTION:
My movement lesson was taught in two different second grade classrooms.
The lesson had the students read the basal story and move into groups
in order to create movements imitating actions or reasons for the actions
in the story. The groups were given a specific amount of time to create
their movements before “performing” them in front of the
class. The beginning of the lesson went extremely well in both classrooms.
The students of both rooms worked very well together, and the students
were constantly engaged and on task. In the first class, I read the story
to the students as the groups acted out their movements. This proved
to be difficult because I could not constantly watch the students performing
their movements. A minor adjustment was made for the second class. I
played the tape that accompanied the basal series instead of reading
the story aloud. I was able to watch the students and assess more effectively
as the students perform. The students worked well, and enjoyed the lesson.
By not limiting them, their creativity was evident.
They were actively engaged in the “project” and were discussing
many aspects of the story besides the movements they were to perform.
Like my students, I thoroughly enjoyed the lesson and plan on implementing
it again next year.
GALLERY
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