TIME: 30
minute lesson
MATERIALS:
Pictures that represent types of weather
The song: En hiver
ACTIVITY:
Greeting and expressions+ Days of the week
Song: En hiver (In Winter)
En hiver, il fait très froid.
En hiver, on met le bonnet
En hiver, on met les gants
En hiver, il fait très froid
En hiver, on met l’écharpe
En hiver, on met les bottes
En hiver, il fait très froid
En hiver, on met le manteau
En hiver, on met le bonnet
En hiver, on met les gants
En hiver, on met l’écharpe
En hiver, on met les bottes
En hiver, il faut bien se couvrir et on aime ça.
The teacher or a student leads the song. At the end of each line, the
song leader holds up a picture of the item of clothing mentioned. The
other students must either sing or say the French word for the clothing
item, as part of the song. Repetition of the song provides practice in
learning these new French vocabulary words.
The weather forecasts (mini dialogue)
The journalist and the weatherman interpreted by 2 students.
J: Bonjour, comment ca va?
W: Ca va bien , merci.
J: Quel temps fait-il ?
W: Il fait chaud. Il y a du soleil, il pleut, il y a du vent ...
J: Et demain ?
W: Demain...
Game and expression.
All the students participate. The teacher gives a weather-related picture
to every student (the sun, the wind, the rain, the clouds). Students
with the same picture work together in a group to create movements that
interpret their picture.
Student sit in a circle. When one of the picture words is mentioned in
the weather report, that group stands up in the center and does it’s
movements for the class, then returns to their seats in the circle. This
repeats through the weather report, as a review of the terms. If time
permits, the group might finish with a collective “weather dance.”
To express the movement related to the theme
Faire le soleil (dessiner un soleil avec les bras, tourner en rond)
La pluie tombe (descendre, tomber, danser)Le vent souffle (imiter le
vent, bouger son corp (it must be an axial movement)
Il neige (imaginer la neige qui tombe, attraper les flocons, plier les
bras/jamnbes (axial or locomotor movement)
EVALUATION/ASSESSMENT:
Students will be assessed on their ability to identify the vocabulary
in French and reflect it in movement. The student must be able to understand
the question in French and give an answer. Two options will be acceptable:
the appropriate word and/or the interpretation of the word by movements.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
National Standards for Arts Education – Dance:
1 Identifying and demonstrating movement elements and skills in performing
dance/ mine
4 Understanding dance (or body expression) as a way to create and communicate
meaning.
Louisiana Arts Content Standards/Benchmarks:
D-CE- E1: Students should be able to do includes to use kinesthetic
knowledge, proper use of space to move safely
D-CE- E2: Students should be able to explore and demonstrate basic
movements and the elements of dance (space, time and speed)
D-CE- E3: Students should be able to recognize and explore dance as
a way to create and communicate ideas and feelings.
D-CE- E4: Students should be able to explore the process of making
a dance (improvisation and creation of dance phrase).
D-CE- E5: Students should be able to execute improvised and set movements
patterns with focus individually and in groups.
TEACHER'S
REFLECTION:
It was hard to get my students to dance by themselves (reflection of
the weather) without music. I decided to invite my colleague and a
few of his fifth grade students to play music. I then let my students
dance like the sun and the wind. They were surprised but they really
enjoyed it.
GALLERY
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