OBJECTIVES:
The student should be able to:
•Act out addition stories using movement. (Application)
• Use concrete objects to model simple real-life ADDITION and subtraction problems. (Application)
• Use operational vocabulary (ADD, subtract, JOIN, remove, take away, PUT TOGETHER) to explore sets of objects. (Application)
• Model and act out story problems, physically or with objects, solve whole number sentences with sums less than or equal to 6. (Application)
LA Arts Content Standards:
• Use kinesthetic awareness, proper use of space and the ability to move safely. (Application)
• Recognize and explore dance as a way to create and communicate ideas and feelings. (Application)
• Explore the process of dance; improvise to create a dance phrase
• Recognize that there are many possibilities and choices available in the process of creating a dance. (Analysis)
• Recognize universal themes in dance and how dance communicates a universal language. (Analysis)
TIME: 30 minutes
MATERIALS
Book - Tap and Rap
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
All week long we have been discussing adding and joining objects, who remembers what we did when we added and joined the objects? Here are 2 groups of insects, can someone come up and add/join them together to make a new group? (Discuss what the student is doing) Do you think we could incorporate movement when we add/join groups together? Today we will work more on adding/joining groups together by using dance and movement to create a new group.
ACTIVITY:
Teaching/Modeling (Lesson Presentation): The teacher will begin by reading the story, Tap and Rap. (Rigby series) The teacher will point out how the characters move/dance to join their groups together. The teacher will follow with a short discussion about how dance and movements are used to create and communicate meaning and is a universal language. The teacher will also review safety measures of dance and movement. (No falling down, watching out for others, etc.) Following the discussion the teacher will model adding/joining 2 groups with story problem that requires movement or dance. (Ex. The teacher will call a volunteer to pretend he/she is jumping roping. The teacher will tell a story problem and add/join herself to the jump by jump roping over to the student to create a new group.)
Guided Practice: The teacher and students will use story problems and movement/dance to add/join groups together to create a new group. The teacher will tell the story problem and students will move/dance. Volunteers will tell stories and the teacher will join in with the movements/dance.
Independent Practice: The students will be divided into groups to create a story problem and movement/dance to add/join their group together.
Closure: When groups have completed their story problems and movement/dance, each group will present their creation to the class.
EVALUATION/ASSESSMENT:
The students will be assessed through their creativity, use of different movement/dance, and application of adding/joining groups, by using the rubric. (See Attachment #1)
ART CONTENT/CONCEPTS:
Language Arts: GLE 39 (listen to & recite short poems and stories for an audience – ELA-4-E5)
GLE 34 (express feeling, needs, and ideas in complete sentences – ELA-4E1)
GLE 35 (give and follow 1- and 2- step verbal and nonverbal directions without interrupting- ELA-4-E2), GLE 22 (create simple text using prior knowledge by drawing, dictating, and/or writing using inventive spelling – ELA-2-E3)
Social Studies/Science: GLE 3 (demonstrate and understanding of directionality, position, and size by correctly using and responding to words such as left, right, first, last, big little – G-1A-E2)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
GLE 9 –TSSBAT use concrete objects to model simple real-life ADDITION and subtraction problems. (Application)
GLE 10 – TSSBAT use operational vocabulary (ADD, subtract, JOIN, remove, take away, PUT TOGETHER) to explore sets of objects. (Application)
GLE 12 –TSSBAT model and act out story problems, physically or with objects, solve whole number sentences with sums less than or equal to 6. (Application)
LA Arts Content Standards:
D-CE-E1 –TSSBAT use kinesthetic awareness, proper use of space and the ability to move safely. (Application)
D-CE-E3 –TSSBAT recognize and explore dance as a way to create and communicate ideas and feelings. (Application)
D-CE-E4 – TSSBAT explore the process of dance; improvise to create a dance phrase
D-AP-E4 – TSSBAT recognize that there are many possibilities and choices available in the process of creating a dance. (Analysis)
D-HP-E5 –TSSBAT recognize universal themes in dance and how dance communicates a universal language. (Analysis)
Language Arts: GLE 34 (express feelings, needs, and ideas in complete sentences – ELA-4-E1) GLE 35 (Follow one- and two-step verbal and nonverbal directions without interrupting – ELA-4-E2) GLE 33 (initiate & sustain normal conversation on a specific topic with the teacher- ELA-4-E1) Math: GLE 1 (count by ones 20 – N-1-E & N-3-E), Dance: D-AP-E5 (develop a basic understanding of the processes of creating, performing, and observing dance), D-HP-E4 (recognize careers in dance and identify roles of dancers in various cultures and time periods), 5 (demonstrating and understanding dance in various cultures and historical periods), 6 (making connections between dance and healthful living), and 7 (making connections between dance and other disciplines)
MODIFICATIONS | ACCOMODATIONS:
For students will individual needs, the teacher will place them in a group with higher level peers to assists/model for them. For students with other diversities, the teacher will assist them by discussing ways they could create a story problem and dance/movement that could reflect their culture or heritage.
TEACHER'S REFLECTION:
Reflecting back on my dance/movement lesson, I felt everything went according to the plans. The children really seemed to enjoy role-playing movements/dance to add/join groups. I was impressed how the children work together in small groups to come up with their own addition story problem to include
One problem with this lesson was that several of the children were embarrassed or hesitated to perform a movement/dance. The class and I did some encouragement to get the student(s) to perform, but once they felt comfortable they joined in and had a great time.
Even though the lesson went over well, I think the next time I teach this lesson; I will make it a two day lesson. This will give me time to help everyone to become more comfortable and creative with the dance/movement activities.
I plan to use this activity again in the years to come. I would also like to take this concept and use it throughout the school year in different lessons such as playing Charades with words that begin with a certain letter sound, role-playing a story, and etc. I also plan on using other dance/movement techniques introduced in this class on other projects.
Rubric:
Names: _____________________________________________
Date: _________________________ Total: ____/4
Rubric Checklist for Addition Dance/Movement Story Problem
(Assessed as a group or 4 or 5)
1. Creativity. _____
2. Use of a Dance or Movement to join group. ______
3. Application of adding/joining group._____
4. Telling of addition story.______
RESOURCES:
Irons, Calvin, and Marina McAllan. Tap and Rap. Hong Kong: Mimosa Publications Pty, 1990
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