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

 

Back to Modules

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

        Moving Shapes 2-3

        MOVING SHAPES

        MOVING SHAPES

        Learning Description

        These activities will allow students to discover the concepts of geometry through shape exploration and the creation of choreographic sequences.

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can identify shapes and attributes of shapes  that a dancer makes when performing movements. 
        • I can copy the movements of a dancer to make shapes using my own body. 
        • I can perform movements so that other people can see shapes in my body when I dance.

        Essential Questions

        • How can I create shapes by moving my body?

         

        Georgia Standards

        Curriculum Standards

        Grade:2

        MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

        MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

        MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

        Grade 3:

        MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category

        (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

        MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

        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.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer. 

        ESD2.PR.4 Understand and apply music concepts to dance.  

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

        ESD2.CN.2 Recognize connections between dance and wellness. 

        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.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

        ESD3.PR.4 Understand and apply music concepts 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.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

        2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts.

        2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

        Grade 3:

        3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other 4-sided shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a larger category (e.g., quadrilateral). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

        3.G.2 Partition two-dimensional shapes into 2, 

        3, 4, 6, or 8 parts with equal areas and

        express the area of each part using the same unit fraction. Recognize that equal parts

        of identical wholes need not have the same shape.

        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

        Curved Shape - Shape with no angles or vertices. 

        Angular Shape - Shape with one or more angles. 

        Two-dimensional - Flat figure or shape that does not have any thickness.

        Three-dimensional - A figure or shape that has length, width, and depth.

        Position - The place where something or someone is located

        Arts Vocabulary

        Choreographer - A person who creates dances.

        Beat - Basic unit of musical time; can be heard as a regular pulse underlying music.

        Locomotor - Movements that travel through space. 

        Non-locomotor - A movement that does not travel through space.

         

        Materials

        • Music recordings
        • Method of playing the recordings including speaker, Bluetooth, HDMI, mp3 
        • Printed images of shapes 
        • Projector (to show images of shapes if they are not printed)

         

        Instructional Design

        Opening/Activating Strategy

        • Project a selection of dance photos, and ask students to name shapes that they see in the photos
        • Warm-up with students for approximately three minutes
        • During dance warm-up, use movements that convey shapes that can be identified using mathematical vocabulary related to geometry. Include movements that can be divided into parts of two, three, or four, and ask students to make those movements with you. 
        • Use a handle question to prompt students to look for similar attributes in shapes as they dance and then identify them when the warm up is completed.

         

        Work Session

        PROCESS

        • Discuss and explore the attributes of shapes, including number of sides, faces, angles. Ask students to group the shapes based on similarities of attributes among shapes, and then ask students to demonstrate the attributes using their bodies. 
        • Divide students into groups and have them create “shape dances” in which they create a select number of shapes, emphasizing the attributes that shapes share.
        • Ask students to select one of the shapes from their dances. Ask them to partition the shape and create a dance that reflects the partitions.
        • Students will then perform their “partition dances” for the class. 
        • During the performances, the audience will identify shapes presented with a rationale to substantiate their answers. 

         

        Closing Reflection

        • Ask students to name the body parts they used to create shapes and how those body parts moved to create the shapes.
        • Ask students why they chose the shapes that they selected to show with movement.
        • Ask students to describe the connection between math and dance that they experienced in this lesson.
        • Ask students to describe what a choreographer does.
        • Ask students to explain how they worked as choreographers during this lesson.

        Assessments

        Formative

        • Students perform/move to a steady beat. 
        • Students’ dances match shape criteria (first shared attributes and second partitions) appropriately. 
        • Students identify the partitions being performed.

         

        Summative

        • Students identify shapes that dancers, including their peers, make when moving their bodies.
        • Students create shapes using their own movements, including pathways, and optional partnering.
        • Students create and remember a short choreography.
        • Students perform choreography clearly showing shapes in movement.
        • Students move to the beat of a musical rhythm.

         

        Differentiation

        Acceleration: Ask students to work on different planes (sagittal, vertical, horizontal) to create shapes.

        Remediation: Ask students to name, describe, and demonstrate their shapes, shared attributes, and/or partitions.

        ADDITIONAL RESOURCES

        Classroom Tips:  Clear desks to have an open space and be tolerant of noise and excitement- it is “working noise”! 

        *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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        Haiku Choreography K-1

        HAIKU CHOREOGRAPHY

        HAIKU CHOREOGRAPHY

        Learning Description

        In this lesson, students will explore and understand the structure of haiku poetry by using the structure of haiku to create choreography.

         

        Learning Targets

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

        Download PDF of this Lesson

        "I Can" Statements

        “I Can…”

        • I can create movements/choreography to beats and patterns.

        • I can create choreography to the structure of haiku poetry.

        • I can communicate meaning through movement.

        Essential Questions

        • How can I show the structure of haiku through dance and choreography?

         

        Georgia Standards

        Curriculum Standards

        Kindergarten:

        ELAGSEKRL5 Recognize common types of texts (e.g., storybooks, poems).

         

        ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 

        1. Count, pronounce, blend, and segment syllables in spoken words.

         

        Grade 1: 

        ELAGSE1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

         

        ELAGSE1RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

        1. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

        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:

        ELA.K.F.3.7 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words

         

        ELA.K.AOR.5.1 Identify and describe the basic characteristics of literary text to include narrative, drama, and poetry. 

         

        ELA.K.AOR.8.1 Determine the effectiveness of an author’s use of words and phrases in literary, informational, and multimedia texts: 

        1. identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.

         

        Grade 1: 

        ELA.1.F.3.7 Read a two-syllable word by breaking the word into syllables. 

         

        ELA.1.AOR.1.2 Identify and explain the purpose of forms of figurative language to include alliteration and onomatopoeia, as well as descriptive phrases and words, and imagery.

        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.

         

        Key Vocabulary

        Content Vocabulary

        • Poem - A genre of literature

        • Line - A sequence of words arranged in a specific order, typically forming a complete thought or phrase
        • Beat - The rhythmic pattern or meter of a poem
        • Theme - The underlying message, central idea, or insight into life that a story, poem, or other work of literature conveys
        • Imagery - The descriptive and figurative language an author uses to create vivid mental pictures and sensory experiences for the reader
        • Haiku - A traditional form of Japanese poetry consisting of three lines with a syllable pattern of 5-7-5

        Arts Vocabulary

        • Choreographer/Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece

        • Beat - The rhythmic pulse or pattern of the music that dancers move to
        • Form - The overall structure or arrangement of movements, sequences, and choreography within a dance piece
        • Levels - The vertical positioning of the dancer's body in relation to the floor (high, mid, low)
        • Shape - The visual configuration or arrangement of the dancer's body or limbs in space
        • Tempo - The speed or pace of the music to which dancers perform
        • Energy - The quality, intensity, and dynamic force behind movement

         

        Materials

        • Several examples of haiku poetry
        • Music
        • Crayon, colored pencil, or marker–anything that shows color and has a name

         

        Instructional Design

        Opening/Activating Strategy

        • Place one feeling word in each corner of the classroom. 
        • Give each student a crayon, colored pencil, or marker–anything that shows color and has a name.
          • Tell students to move to the feeling word that they think their color name best fits. Allow students to discuss why they selected that word.
        • Next, divide students into partners. Have partners create a movement to show their feeling word. Encourage students to use their whole bodies.
          • Now, have students stand in a circle. Students should be standing next to their partner. 
          • Turn on music. Allow each pair to say their feeling word and show their movement. This will make one class “feeling dance”. 
        • Debrief the activity with students discussing how students used movement to communicate an idea. Tell students that dancers and choreographers also communicate meaning through dance.
          • Ask students to share observations about how feelings were expressed differently.

         

        Work Session

        INTRODUCE BEAT IN DANCE

        • Discuss beats and how dancers and choreographers use beats. Show students a video to demonstrate. 
        • Choose one movement from each feeling word from the activator. Without music, have students follow your movements as you put them together to make one dance. 
        • Now, add music. Count as you perform the movements. Have students follow along with you.

         

        INTRODUCE LEVELS AND ENERGY IN DANCE

        • Engage students in a movement exercise that will allow them to learn about and explore levels in dance.
        • Play music with a steady beat. Help students find the beat by tapping their toes on the ground or patting their legs. 
        • Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
        • Tell students that they will play a movement game in which they should make a movement that corresponds to the word that they hear.
          • Demonstrate using the word “mountain”. Start by standing tall and straight with arms by your sides. Then, slowly lift your arms away from your body, away from your sides, until they meet above your head in a point.
            • Ask students how you showed the idea of a mountain using your body. 
            • Now, crouch down low and bring your hands together into a point just above your head. Ask students if this movement is the same. They should say that in one you stood tall and in one you crouched low. Ask them which is a better movement for “mountain”. 
            • Tell students that dancers use levels to communicate meaning just like standing tall for “mountain”.
          • Allow students time to explore movement using levels by saying different nature-related words and allowing students time to respond with movement.

        LEARN ABOUT HAIKU

        • Share the origin of haiku poetry and read an example.
          • As students listen to the poem, invite them to close their eyes and visualize the images in their mind.
            • Ask them what images come to mind. Discuss as a class.
          • Draw student’s attention to the structure of haiku poetry. Help students count the syllables in each line of the haiku. 
          • Conduct the same process with another example. Ask students if they notice any patterns emerging. 
          • Discuss how all haikus follow a 5-7-5 syllable structure.
        • Discuss how dancers/choreographers can use poetry structure as a base for choreography. 
        • Display a haiku poem for students to see. Ask students, “If a dance followed haiku structure, how many beats would be in the beginning, middle, and end?”.
          • Students should arrive at 5-7-5.

         

        CHOREOGRAPHING DANCE

        • Select a haiku to read as a class.
          • Ask the students to identify the images that come to mind in each line. 
          • Count the syllables in each line.
        • Tell students that they will be choreographing a dance that follows the structure of the haiku and that shows the images that the haiku conveys. Encourage students to think about how they could use levels to help them show the images in the poem. 
        • Divide students into groups of two or three students. Assign each group a line of the poem. Each group will choreograph a movement phrase for their line of the poem. 
        • Once students have finished their choreography, put three groups together so that all lines are represented. Allow time for groups to practice their sequence.
        • Pause students in their practice. Tell students that now they will practice counting with their movements. Demonstrate by counting to five completing a movement phrase for the first line, counting to seven completing a movement phrase for the second line, and counting to five again completing a movement phrase for the third line.
          • Provide time for students to practice performing to the count.

        Closing Reflection

        • Students will perform their choreography for the class. Have the class practice counting the 5-7-5 structure before each performance starts. Then, have groups perform each movement phrase while the class counts together.
          • Ask the audience members how the movements and levels demonstrated the images portrayed in the haiku.

         

        Assessments

        Formative

        Teacher will assess students by asking students about their choreographic choices and how they aid in the audience’s understanding of the structure and images in the haiku.

         

        Summative

        CHECKLIST

        • Students can identify the structure and images in a haiku poem.
        • Dance assessment:
          • Choreography:
            • Students can create a choreography that has a beginning, middle, and end. 
            • Students can create a choreography that demonstrates the structure and images in a haiku poem.
          • Audience:
            • Students can discuss the performances of the other groups and identify how movements demonstrate the structure and images in a haiku poem.

         

        DIFFERENTIATION 

        Accelerated: 

        • Have advanced students create choreography for the entire haiku instead of only one line.
        • Add additional Elements of Dance, such as Energy, for students to incorporate into their choreography.

        Remedial: 

        • Create choreography for a haiku together as a class before (or instead of) having individual groups choreograph independently. 
        • Focus on haiku structure or images instead of both in the lesson.

         

         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: Melissa Joy. Updated by: Katy Betts.

        Revised and copyright:  July 2024 @ ArtsNOW

         

        Back to Modules