EXPLORING SYLLABLES THROUGH DANCE 2-3

EXPLORING SYLLABLES THROUGH DANCE

EXPLORING SYLLABLES THROUGH DANCE

Learning Description

In this lesson, students will work in groups to identify and label syllable types in words. They will then arrange their words into a sentence or phrase and use the elements of dance to choreograph a syllable dance representing their sentence.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify syllable types.
  • I can use elements of dance to choreograph a dance sequence to represent a sentence or phrase based on syllable types.

Essential Questions

  • What are different long vowel syllable types?
  • How can you use your body and movement to represent different syllable types?

 

Georgia Standards

Curriculum Standards

Grade 2

ELAGSE2RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 

  1. Distinguish long and short vowels when reading regularly spelled one-syllable words. 
  2. Know spelling-sound correspondences for additional common vowel teams. 
  3. Decode regularly spelled two-syllable words with long vowels. 
  4. Decode words with common prefixes and suffixes. 
  5. Identify words with inconsistent but common spelling-sound correspondences.

 

Grade 3

ELAGSE3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 

  1. Identify and know the meaning of the most common prefixes and suffixes. 
  2. Decode words with common Latin suffixes. 
  3. Decode multi-syllable words.

Arts Standards

Grade 2

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

 

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

Grade 3

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD3.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

 

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

South Carolina Standards

Curriculum Standards

Grade 2

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

3.1 Use knowledge of r-controlled vowels to read.

3.2 Use knowledge of how syllables work to read multisyllabic words.

3.3 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.

3.4 Use and apply knowledge of vowel diphthongs.

3.5 Use and apply knowledge of how inflectional endings change words.

3.6 Recognize and read grade-appropriate irregularly spelled words.

 

Grade 3

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

3.1 Produce one-to-one letter-sound correspondences for each consonant.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

3.3 Read regularly spelled single-syllable words.

3.4 Distinguish between similarly spelled consonant-vowel-consonant patterned words by identifying the sounds of the letters that differ.

3.5 Read common high-frequency words.

3.6 Recognize grade-appropriate irregularly spelled words.

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

 

Key Vocabulary

Content Vocabulary

  • Syllable - A unit of pronunciation that typically contains a vowel sound, and may also include surrounding consonants
  • Open syllable - A syllable that ends with a vowel sound; the vowel usually has a long sound
  • Closed syllable - A syllable that ends with a consonant sound; the vowel usually has a short sound
  • Magic “e” syllable - A syllable that contains a single vowel followed by a consonant and an "e" at the end
  • Vowel team syllable - A syllable that contains two or more vowels that work together to produce a single sound

Arts Vocabulary

  • Position - The placement of the body or limbs in a specific arrangement
  • Closed position - A dance posture where the arms are typically held close to the body, often with the hands placed near the chest or waist, and the legs are usually together
  • Open position - A posture where the dancer's arms are extended away from the body, creating space between the arms and torso, and the legs may be apart
  • Choreography - The art of creating and arranging dance movements, sequences, and patterns to form a cohesive performance or routine
  • Body - The physical form and movements of the dancer, including posture, alignment, gestures, and overall expressiveness
  • Space - The area where movement occurs, including the dimensions, levels, pathways, and relationships between dancers and their surroundings

 

Materials

 

 

Instructional Design

Opening/Activating Strategy

  • Lead students in a dance warm up, modeling a variety of open and closed body positions. Have students copy the movements. Identify open versus closed positions as they are demonstrated.
  • As students demonstrate that they understand open and closed positions, invite a few students up to lead the class in different movements.

Work Session

  • Tell students that they will be identifying multiple syllable types, with mixed vowel sounds. They will use their body and dance positions to represent the syllables within a sentence/phrase. 
  • Review the syllable types including closed syllables, open syllables, magic “e” syllables, and vowel team syllables.
  • Discuss “body” as an element of dance. Remind students of the open and closed positions from the opening strategy.
  • Practice identifying syllable types in individual words and adding a body position/movement to represent it. 
    • Encourage students to think about how a closed versus open position could represent different types of syllables.
  • Divide students into groups of three to five. 
    • Provide each group with a set of word cards. 
    • Students should label each word card, marking vowels with a dot, splitting the syllables, and noting the syllable type. 
    • Next, students should arrange several of the word cards to form a sentence or phrase. Students will glue their labeled word cards onto a sentence strip. 
  • As a group, students will choreograph a dance that represents their sentence and demonstrates the different types of syllables through body positions. 
    • The dance movements and body position should coordinate with the open, closed, or magic “e” syllables.
    • As students choreograph their dance, they should be aware of body shape, positions, and space to accurately represent their sentence.
    • Play instrumental music for groups to practice their syllable choreography.
  • Invite groups to perform their syllable choreography for an audience (the class).
    • Discuss appropriate audience participation with students.
    • Ask the class if they can identify the types of syllables based on the movements.

 

Closing Reflection

To close, students will reflect on their syllable choreography through the use of the student self-reflection rubric. Students should mark the appropriate emoji to share how they feel about their learning experience.

 

Assessments

Formative

Teachers will assess student learning by observing students’ use of open and closed positions in the opening strategy, students’ discussion about syllable types, students’ participation in the choreographic process, students’ ability to work with group to identify syllable types in words, and students’ ability to work with group to arrange their words into a sentence or phrase.

 

Summative

CHECKLIST

  • Students can demonstrate total control of both open and closed body positions.
  • Students can accurately identify open, closed, and magic “e” syllables.
  • Students know and perform all of the movements to their choreography.

*See teacher rubric.

 

Differentiation

Accelerated: 

  • Students write their own sentence (rather than word cards being provided by the teacher).
  • Apply similar music integration to identify open and closed syllables before choreographing a dance.
  • Students search in texts for words to represent different syllable types and use those words to choreograph a dance.

 

Remedial: 

  • Provide side-coaching as students choreograph.
  • Complete the entire syllable analysis and choreography process as a class before students work in small groups to create their own choreography.
  • Provide pre-written phrases or sentences for students.
  • Analyze the same sentence as an entire class. Groups will create their choreography based on the same sentence.
  • Provide dance movement cards to accompany open and closed body positions.

 

 ADDITIONAL RESOURCES

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Tara Mande

Revised and copyright:  May 2024 @ ArtsNOW

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GEOMETRY GROOVE K-1

GEOMETRY GROOVE

GEOMETRY GROOVE

Learning Description

In this lesson, students will use movement to understand types of shapes and their attributes. First grade students will then create movement phrases to demonstrate partitioning and combining shapes.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and create different types of shapes.
  • I can create a movement using my whole body that demonstrates a type of shape. 

Essential Questions

  • How can dance/movement aid in comprehension of shapes?

 

Georgia Standards

Curriculum Standards

Kindergarten:

K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

 

Grade 1:

1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

 

Arts Standards

Kindergarten:

ESDK.CR.1 Demonstrate an understanding of the choreographic process.

ESDK.CR.2 Demonstrate an understanding of dance as a form of communication.

ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

ESDK.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 1:

ESD1.CR.1 Demonstrate an understanding of the choreographic process.

ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

ESD1.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

Grade 1:

1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color).

1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape. 

1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.

1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Geometric shape - Mathematical figures with a fixed structure that are precise and regular 
  • Angle - A figure that is formed by two rays or lines that shares a common endpoint
  • Side - The line that connects two points of a shape

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Formation - The placement of dancers in a performance space

 

Materials

  • Sound source and music with a steady beat
  • Markers or crayons
  • Printed copies of dance photography

 

 

Instructional Design

Opening/Activating Strategy

      • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
      • Turn on instrumental music with a steady beat.
      • First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.).
      • Next, bring students’ awareness to the rhythm of the music by having them walk in place to the beat of the music. Once students are walking to the beat, ask them to begin gently swinging their arms by their sides. 
      • Now, direct students create shapes with their bodies; use geometric language such as curved or straight lines, angles, etc. to direct students. 
      • Have students return to their seats or the carpet.Classroom Tips: Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.
      • Begin the lesson by engaging students in movement that introduces students to a few of the Elements of Dance: Body, space and time.

 

Work Session

 

  • Discuss with students how they used their bodies to create shapes, lines and angles. 
  • Project different types of shapes on the board. Ask students to engage in a “seated dance” by making the shape with their upper bodies. Model how to do this and discuss how students can make angles, straight lines and curved lines with their bodies.
  • Divide the class into partners. 
  • Pass out printed copies of dance photography to students. 
    • Ask students to trace all the straight lines, curved lines, and angles they see in the photos. Ask students to trace any shapes that they find.
    • Project images of the photography on the board and allow time for students to share what they identified in the photos. 
  • Next, randomly pass out note cards with a type of shape written or drawn on it.
  • Students must create that shape with their bodies. 
    • Students can choose to each make the movement with their bodies individually, or can combine to make one large shape together. 
  • Now, tell students that dancers move to the beat of music. Students will have four beats to perform their movement. Tell students that by the count of four, they should be showing their shape with their bodies and should freeze in the shape. 
    • Practice a four count to the beat of the music with students.
    • Allow time for students to practice using a four count to perform their movement.

 

Grade 1 Extension: 

  • Pass out an additional shape to students. 
  • Have students create a movement phrase (more than one movement) that demonstrates either combining the two shapes to make a composite shape or partitioning one of the shapes.

 

Closing Reflection

  • The students will perform their movements for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience should be able to identify the shape and its attributes.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify types of shapes, and collaborative choreography.

 

Summative

CHECKLIST

  • Students can identify, classify, and define similes, metaphors, hyperbole, and personification in a story.
  • Students can change their voices and bodies to convey the meaning of examples of figurative language.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to create a movement phrase that transitions from a two-dimensional shape to a three-dimensional figure that uses that shape (i.e., triangle to pyramid).
  • Challenge kindergarteners to do the first grade extension.

Remediation: 

  • Scaffold the lesson by choosing a type of shape to create a movement for as a class. Then, have partners create a movement for their individual shape. 
  • Create movements for several types of shapes together as a class. Have students participate in brainstorming how to do this. After the class has established a movement to show a shape and the class has practiced it, ask if anyone has ideas of a different way to show the same shape. Bring students who are struggling with grasping the concepts to help as assistants to the demonstrations so that they can benefit from participating.

 

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Ideas contributed by: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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DANCING THROUGH SENTENCE STRUCTURE 2-3

DANCING THROUGH SENTENCE STRUCTURE

DANCING THROUGH SENTENCE STRUCTURE

Learning Description

This lesson allows students to explore sentence structure through movement and choreographicsequences. Discover how to integrate dance into your language arts curriculum and engage yourstudents in a brand-new way!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify types of sentences.
  • I can identify parts of speech.
  • I can use movement to express the intent of a sentence, i.e., strong emotion, a question, or a command.
  • I can choreograph a dance based on a given structure.

Essential Questions

  • How can movement help us identify parts of speech and sentence type? 

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2L1 Demonstrate command of the conventions of standard English 

grammar and usage when writing or speaking.

 

ELAGSE2L2 Demonstrate command of the conventions of standard English 

capitalization, punctuation, and spelling when writing.

 

Grade 3: 

ELAGSE3L1 Demonstrate command of the conventions of Standard English 

grammar and usage when writing or speaking.

 

ELAGSE3L2 Demonstrate command of the conventions of Standard English 

capitalization, punctuation, and spelling when writing.

 

Arts Standards

Grade 2:

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD3.PR.1 Identify and demonstrate movement elements, skills, technique, and terminology in dance

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

 

South Carolina Standards

Curriculum Standards

Grade 2:

2.W.MCC.4.1 Use collective nouns. 

2.W.MCC.4.4 Form and use the past tense of frequently occurring irregular verbs. 

2.W.MCC.4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified. 

2.W.L.5.2.a Use periods, question marks, or exclamation marks at the end of sentences.

 

Grade 3:

3.W.MCC.4.1.a When writing show knowledge of the function of nouns, pronouns, verbs, adjectives, and adverbs;

 

Arts Standards

Grades 2-3:

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

 

 

Key Vocabulary

Content Vocabulary

Sentence Types

  • Interrogative - A sentence that asks a question and ends with a question mark.
  • Imperative - A sentence that gives a command or makes a request. 
  • Exclamatory - A sentence that shows strong emotion and ends with an exclamation mark. 
  • Declarative - A sentence that makes a statement and ends with a period.
  • Punctuation - Marks used in writing to separate words and numerals.

Arts Vocabulary

  • Locomotor - Movement that travels from one location to another in a pathway through space
  • Non locomotor - Movement that occurs without the body traveling from one point to another point.

Energy Qualities 

  • Percussive - A quality of movement characterized by sharp starts and stops, staccato jabs of energy.  
  • Suspended - A quality of movement that occurs in a moment of resistance to gravity, such as the instant in which a dancer hangs in space at the top of a leap.  
  • Sustained - A quality of movement that is smooth and unaccented. There is no apparent start or stop, only a continuity of energy.  
  • Swinging - A quality of movement established by a fall with gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum.  
  • Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements, like a jitter. 

 

 

Materials

  • Sound source (CD player, iPod) and speaker  
  • Audio recording 
  • Cards with printed sentences 

 

Instructional Design

Opening/Activating Strategy

  • As a group, lead students in a warm up that includes these dance elements:
    • Movement energy qualities, including percussive, suspended, sustained, swinging, and vibratory. 
    • Locomotor and non-locomotor movements.
    • Identify these dance elements so that students learn dance vocabulary.

 

Work Session

ELA Discussion

  • Ask students to identify different sentence types (declarative, interrogative, exclamatory, and imperative). 
  • Ask students to match a movement quality of their choice to each sentence type. 
  • Ask students to identify the following parts of speech: verb, noun, pronoun, adjective, and adverb. 

Small group choreography 

  • Divide students into groups and ask each group to create a movement/shape for each part of speech. Each group will create five movements. 
  • Now, give each group a card with a sentence on it. The members will need to identify the underlined parts of speech and the sentence type. 
  • Group members choreograph a short movement phrase that demonstrates the correct order of the underlined parts of speech as they appear, as well as the movement quality that matches the overall sentence type. 

Presentation

Once students have completed their choreographies, each group will present its sentence, identify the parts of speech, and present their choreography to the class. Option to choose music for each dance.

 

Closing Reflection

Ask students to explain, using dance vocabulary, how a movement of a peer group expresses a certain part of speech.

 

Ask students to explain why they chose certain movements to express certain parts of speech.

 

 

 

Assessments

Formative

  • Students engage in collaborative discussion about movement choices and parts of speech.
  • Students correctly use dance vocabulary during discussion.

 

Summative

  • Students correctly identify parts of speech and sentence types. 
  • The form and sequence of a group choreography correctly matched the sequence of the assigned sentence. 
  • Movements were correctly performed.

 

 

Differentiation

Acceleration: 

Add layers to the choreographic process to:

  • Include transitions
  • Vary movements to show a clear beginning, middle, and end expressed in terms of movement (as opposed to simply following the order given by the sentence).

 

Remediation:

As a class, identify the underlined parts of speech and the sentence type and then assign groups to match movements with parts of speech.

 

 ADDITIONAL RESOURCES

As part of the standards discussion but not standards themselves, the statements below reflect the connection between the choreographic process and the writing process and are interesting to consider while implementing this lesson. 

 

Fundamentals of Writing  

Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting.  

 

Interact and collaborate with peers and adults to develop and strengthen writing.  

 

Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. 

 

Fundamentals of Communication  

Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting.  

 

Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience.  

 

Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information.  

 

Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed.

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed and updated by: Melissa Dittmar-Joy and Julie Galle Baggenstoss

 Revised and copyright:  August 2022 @ ArtsNOW

 

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PATTERNS IN MOTION 2-3

PATTERNS IN MOTION

PATTERNS IN MOTION

Learning Description

Understand the structure of pattern and sequence through the elements of dance and choreography using movements that represent geometric shapes!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: DANCE & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can recognize the difference between a pattern and a sequence in shapes, rhyming words, and movements.
  • I can use dance and rhyming to decode single-syllable words.
  • I can create choreography to represent a pattern or sequence.

Essential Questions

  • What are different ways we can represent sequence and patterns through movement?
  • How can we use dance and rhyming to decode single-syllable words?
  • How can I create choreography to represent a pattern or sequence?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2RL4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

 

ELAGSE2RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

 

ELAGSE2SL1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 

Grade 3: 

ELAGSE3RF3 Know and apply grade-level phonics and word analysis skills in decoding words

 

ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

 

Arts Standards

Grade 2:

ESD2.CR.1 Demonstrate an understanding of the choreographic process.

ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

ESD2.RE.1 Demonstrate critical and creative thinking in dance.

ESD2.CN.3 Identify connections between dance and other areas of knowledge.

 

Grade 3:

ESD3.CR.1 Demonstrate an understanding of the choreographic process.

ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

ESD3.PR.1 Identify and demonstrate movement elements, skills, technique, and terminology in dance

ESD3.RE.1 Demonstrate critical and creative thinking in dance.

ESD3.CN.3 Identify connections between dance and other areas of knowledge.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING - Literary Text (RL) 

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.

 

COMMUNICATION (C)  

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

 

Grade 3:READING - Literary Text (RL) 

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds. 

Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words. 

 

COMMUNICATION (C)  

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

 

 

Arts Standards

Grades 2-3:

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

Anchor Standard 5: I can describe, analyze, and evaluate a dance.

Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers.

 

 

 

 

Key Vocabulary

Content Vocabulary

    • Pattern - A set of elements repeated in a predictable manner
    • Sequence - A series of elements arranged with intention and does not always follow a pattern
    • Rhyming scheme - The pattern of rhymes at the end of each line
    • Rhyme - The similarity in sound between words or the ending sounds of words

    Arts Vocabulary

    • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
    • Choreographer - A person who creates dances
    • Body shapes - Forms that the entire body or body parts take when making movement

     

     

    Materials

      • Music source and speakers
      • Cards printed with shapes
      • Cards printed with groups of shapes in patterns or sequences
      • Cards printed with groups of one-syllable words in patterns or sequences
      • Cards printed with poems

       

       

      Instructional Design

      Opening/Activating Strategy

      • Play music with a strong beat. As a class group, lead students in a warm up that establishes the beat of the music such as marching or clapping.
      • Next, lead them in making movements that have obvious geometric qualities using vocabulary from The Elements of Dance to describe body shapes. Examples include straight lines using arms and legs, rounded shapes using arms, etc.

       

      Work Session

      Movement discovery

      • Show students cards with geometric shapes printed on them and ask them to move to the beat to represent the shape of the card until you show a different card. Repeat this several times until students have discovered/created several different movements.

      Establish pattern versus sequence:

      • Continue the discovery activity holding the cards up for shorter periods of time and in patterns, ABAB at first and then more complicated. Open a handle question: How am I arranging the cards? How am I arranging your dance steps?
      • Ask students to explain the arrangement of the dance steps. They should arrive at the concept of patterns.
      • Repeat two previous steps using a sequence instead of a pattern.

      Choreographic process

      • Divide students into small groups. Give each group a card printed with a pattern or a sequence represented in shapes. Without sharing with other groups, students identify whether their card shows a pattern or sequence.
      • Students create dances based on the order of shapes on their cards and the dance movements that they discovered during previous segments of the lesson. Encourage students to use movements from the warm-up or create movements using the movements from warm-up as inspiration.
      • Allow students time to practice their dance.

      Performance

      • Peers identify whether the performing group is showing a sequence or pattern. When a pattern is performed, peers describe the pattern in terms of shapes represented by the dance movements.

      Poetry connection

      • Give each group a card with rhyming words that are arranged in a pattern or sequence, such as CAT, FROG, BAT, LOG (ABAB pattern) or CAT, FROG, LOG, BAT (ABBA sequence). Students determine the pattern or sequence.
      • Give each group a short poem and ask students to identify the rhyming scheme, which will be a sequence or a pattern.  

      Final dance 

      • Students create dances based on patterns or sequences that they identified in the previous step. They use the dance movements that they discovered during previous segments of the lesson. 
      • Allow groups to present poems and dances.

       

      Closing Reflection

      • Groups explain why they chose certain movements to express certain shapes. 
      • Students explain how looking for patterns versus sequences in shapes and dances is like looking for patterns versus sequences in poetry rhyming schemes.

      Assessments

      Formative

      Teachers will assess understanding through: 

      • Student engagement in collaborative discussion about movement choices, math concepts, and ELA concepts.
      • Students’ use of dance vocabulary to describe body shapes during discussion.
      • Students’ progress toward a finished choreography during collaborative group work period.

       

       

      Summative

      CHECKLIST

      • Students can present choreography that accurately portrays their assigned pattern or sequence. 
      • Students can recognize the difference between a pattern and a sequence in shapes, rhyming words, and movements.
      • Students can explain why they chose certain movements to express certain shapes.
      • Students’ choreography demonstrates that they can use dance and rhyming to decode single-syllable words.
      • Peers/audience can accurately identify the pattern or sequence expressed in peer choreography.

       

      Differentiation

      Acceleration:

      • Ask students to rearrange the final words of the poem to turn the sequence into a pattern (select a poem that is intrinsically flexible for this task).
      • Create a dance in small groups to express the rhyming scheme.
      • Use two-syllable words instead of single-syllable words in poetry connection.

       

      Remediation:

      • Use one poem to work with as a class rather than multiple poems.

       

       ADDITIONAL RESOURCES

      • Classroom Tips: Set up chairs and tables in a circular format to maximize students’  engagement and ability to see their peers during the activity and  performance. Also establish parameters for acceptable movement choices and discuss audience  behavior/etiquette with students.
      • The Elements of Dance

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy

      Revised and copyright:  August 2022 @ ArtsNOW
      Back to Modules

      PATTERNS IN MOTION K-1

      PATTERNS IN MOTION

      PATTERNS IN MOTION

      Learning Description

      Understand the structure of pattern and sequence through the elements of dance and choreography using movements that represent geometric shapes!

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: DANCE & MATH
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can recognize the difference between a pattern and a sequence in shapes and movements.

      • I can create choreography to represent a pattern or sequence.

      • I can create movements to represent geometric shapes.

      Essential Questions

      • What are different ways we can represent sequence and patterns through movement?

      • How can I create choreography to represent a pattern or sequence?

      • How can I use movement to represent geometric shapes?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.

       

      K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

       

      Grade 1: 

      1.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.

       

      1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

       

       

       

       

      Arts Standards

      Kindergarten:

      ESDK.CR.1 Demonstrate an understanding of the choreographic process. 

       

      ESDK.CR.2 Demonstrate an understanding of dance as a form of communication. 

       

      ESDK.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

       

      ESDK.RE.1 Demonstrate critical and creative thinking in dance.

       

      ESDK.CN.3 Identify connections between dance and other areas of knowledge.

       

      Grade 1:

      ESD1.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

       

      ESD1.RE.1 Demonstrate critical and creative thinking in dance.

       

      ESD1.CN.3 Identify connections between dance and other areas of knowledge.

       

       

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten:

      K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

       

      K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

       

      Grade 1:1.ATO.9 Create, extend and explain using pictures and words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns); b. growing patterns (between 2 and 4 terms/figures).

       

      1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

       

       

      Arts Standards

      Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

      Anchor Standard 2: I can choreograph a dance.

      Anchor Standard 3: I can perform movements using the dance elements.

      Anchor Standard 5: I can describe, analyze, and evaluate a dance.

      Anchor Standard 7: I can relate dance to other arts disciplines, content areas, and careers. 

       

       

       

      Key Vocabulary

      Content Vocabulary

      • Pattern - A set of elements repeated in a predictable manner
      • Sequence - A series of elements arranged with intention and does not always follow a pattern
      • Geometric shape - A figure that is defined by mathematical properties and is measurable

       

       

      Arts Vocabulary

      • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
      • Choreographer - A person who creates dances
      • Body shapes - Forms that the entire body or body parts take when making movement

       

       

      Materials

        • Music source and speakers
        • Cards printed with shapes
        • Cards printed with groups of shapes in patterns or sequences

         

         

        Instructional Design

        Opening/Activating Strategy

        • Play music with a strong beat. As a class group, lead students in a warm up that establishes the beat of the music such as marching or clapping.
        • Next, lead them in making movements that have obvious geometric qualities using vocabulary from The Elements of Dance to describe body shapes. Examples include straight lines using arms and legs, rounded shapes using arms, etc.

         

        Work Session

        Movement discovery

        • Show students cards with geometric shapes printed on them and ask them to move to the beat to represent the shape of the card until you show a different card. Repeat this several times until students have discovered/created several different movements.

        Establish pattern versus sequence:

        • Continue the discovery activity holding the cards up for shorter periods of time and in patterns, ABAB at first and then more complicated. Open a handle question: How am I arranging the cards? How am I arranging your dance steps?
        • Ask students to explain the arrangement of the dance steps. They should arrive at the concept of patterns.
        • Repeat two previous steps using a sequence instead of a pattern.
        • Discuss the difference between a sequence and a pattern.

        Choreographic process

        • Divide students into small groups. Give each group a card printed with a pattern or a sequence represented in shapes. Without sharing with other groups, students identify whether their card shows a pattern or sequence.
        • Students create dances based on the order of shapes on their cards and the dance movements that they discovered during previous segments of the lesson. Encourage students to use movements from the warm-up or create new movements using the movements from warm-up as inspiration.
        • Allow students time to practice their dance.

        Performance

        • Peers identify whether the performing group is showing a sequence or pattern. When a pattern is performed, peers describe the pattern in terms of shapes represented by the dance movements.

        Closing Reflection

        • Groups explain why they chose certain movements to express certain shapes. 
        • Students discuss their understanding of the difference between a sequence and a pattern.

        Assessments

        Formative

        Teachers will assess understanding through: 

        • Student engagement in collaborative discussion about movement choices and math concepts.
        • Students’ use of dance vocabulary to describe body shapes during discussion.
        • Students’ progress toward a finished choreography during collaborative group work period.

         

         

        Summative

        CHECKLIST

        • Students can present choreography that accurately portrays their assigned pattern or sequence. 
        • Students can recognize the difference between a pattern and a sequence in shapes and movements.
        • Students can create dance movements that represent geometric shapes.
        • Students can explain why they chose certain movements to express certain shapes.
        • Peers/audience can accurately identify the pattern or sequence expressed in peer choreography.

         

        Differentiation

        Acceleration:

        • Have groups create their own patterns using movements that represent geometric shapes and lines.
        • Incorporate ELA concepts by having students use rhyming words to create a pattern (example: ABAB - Cat, fox, hat, box) and then create choreography to represent the pattern.

        Remediation:

        • Create choreography as a whole class to the same pattern or sequence. Then, break students into groups to create their choreography to their assigned pattern or sequence.
        • Establish certain movements for shapes as a class that all students will use in their pattern or sequence choreography. Once students demonstrate mastery of the pattern or sequence using movements established as a class, allow students to create or choose their own movements for their pattern or sequence.

         

         ADDITIONAL RESOURCES

        • Classroom Tips: Set up chairs and tables in a circular format to maximize students’  engagement and ability to see their peers during the activity and  performance. Also establish parameters for acceptable movement choices and discuss audience  behavior/etiquette with students.
        • The Elements of Dance

        *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

        Ideas contributed and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy. Updated by Katy Betts.

         

        Revised and copyright:  April 2024 @ ArtsNOW
        Back to Modules