Moving With Fractions 4-5

MOVING WITH FRACTIONS

MOVING WITH FRACTIONS

Learning Description

In this lesson, students will use movement phrases to model common fractions with like denominators and convert fractions into decimals. Students will compare the fraction of locomotor and non-locomotor movements in a movement phrase. Students will then create their own movement phrase and use fractions to describe their performance. Students will recognize that fractions are used in many aspects of our world including the arts.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can accurately represent fractions of movement in a movement phrase that I choreograph.
  • I can accurately describe a movement phrase using fractions.
  • I can compare fractions.
  • I can identify and use locomotor and non-locomotor movements and levels in choreography.

Essential Questions

  • How can choreography be expressed in terms of fractions?
  • What is a fraction?
  • How can a fraction be converted to a decimal?

 

Georgia Standards

Curriculum Standards

Grade 4: 

4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.

 

4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.

 

Grade 5: 

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

Arts Standards

Grade 4: 

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 5:

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD5.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.

 

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

  1. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

 

Grade 5: 

5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator

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

  • Fraction - A numerical quantity that represents a part of a whole number
  • Numerator - Represents the number of parts out of the whole that are being considered
  • Denominator - Represents the total parts of something

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • 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

 

Materials

  • Sound source and music with a steady beat

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • 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 march in place to the beat with high knees, swinging their arms side to side.
    • Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Finally, bring students’ attention to levels (high, middle, low) and directions (forward, backward, sideways) with movements such as stretching up high and moving on tiptoes, moving low to the ground and crawling forwards and backwards, and bouncing in place at a medium level.
    • Have students return to their seats.

 

Work Session

  • Display a rectangle divided into tenths.
  • The tenths should be shaded in three different colors, such as red, white, and blue.
    • The red tenths equal non-locomotor movement.
    • The blue tenths equal locomotor movement.
    • The white tenths equal holds in the movement phrase.
  • Show examples of simple locomotor and non-locomotor movements and have students perform the examples. Ask the students for suggestions of other locomotor and non-locomotor movements and use their suggested movements to perform the movement phrase in the pattern displayed in the rectangle.
  • Discuss the fraction of non-locomotor movements and locomotor movements represented in the rectangle.
    • Ask students to add the number of non-locomotor movements and locomotor movements to get the total number of movements during the phrase.
    • Students should represent locomotor movements as a fraction and non-locomotor movements as a fraction.
    • Students should then compare the fractions of locomotor and non-locomotor movements using greater than, less than, and equal to signs.
    • Have students convert the fractions to decimals and add the two decimals.
  • Divide students into groups. Students will work with their group to create and perform a simple movement phrase.
    • Before sending groups to work, play music for students to choreograph their dances to; help students find the steady. Then, turn music down and allow students to begin their choreography.
    • Tell students that movement phrases will include 10 steps and must show locomotor and non-locomotor movements and various levels.
    • Students will write the fractions and decimals that describe their movement phrase and compare their fractions using greater than, equal to, or less than signs.

 

Closing Reflection

  • The students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • Turn up the volume of the music and help students find the steady beat again by tapping their toe on the floor.
  • Invite the first group up to perform their dance.
    • After each performance, the audience should analyze the dance in terms of locomotor or non-locomotor movements and determine the fraction of locomotor and non-locomotor movements in the phrase. They will also describe the shapes and levels evident in the movement phrase.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify and compare fractions, ability to work collaboratively to choreograph a movement phrase that demonstrates locomotor and non-locomotor movements and levels, and ability to describe choreography in terms of fractions.

 

Summative

CHECKLIST

  • Students can accurately represent the fractions of movement in the movement phrase they choreograph.
  • Students can accurately describe the movement phrases they see using fractions.
  • Students can accurately compare fractions.
  • Students can convert fractions to decimals.
  • Students can identify and use locomotor and non-locomotor movements and levels in choreography.

 

DIFFERENTIATION 

Acceleration: Challenge students to analyze other elements of their choreography such as levels, directions, and pathways in terms of fractions.

Remediation: Reduce the number of movements students are required to include in their choreography.

 

*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: Whitney Jones. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

 

Back to Modules

Moving with Mathematics 4-5

MOVING WITH MATHEMATICS

MOVING WITH MATHEMATICS

Learning Description

In this lesson, students will explore the concepts of fractions, percentages, and decimals by creating dances using locomotor and non-locomotor movements.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: DANCE AND MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can choreograph dances that match mathematical and movement criteria.
  • I can correctly solve math problems involving fractions and percentages.
  • I can identify the fraction/percentage and movement type in performances.

Essential Questions

  • How can movement and choreography enhance understanding of fractions, decimals, and percentages?

 

Georgia Standards

Curriculum Standards

Grade 4: 

4.NR.4: Solve real-life problems involving addition, subtraction, equivalence, and comparison of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100 using part-whole strategies and visual models.

 

4.NR.5: Solve real-life problems involving addition, equivalence, comparison of fractions with denominators of 10 and 100, and comparison of decimal numbers as tenths and hundredths using part-whole strategies and visual models.

 

Grade 5: 

5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.

Arts Standards

Grade 4: 

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 5:

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD5.RE.1 Demonstrate critical and creative thinking in dance.

 

South Carolina Standards

Curriculum Standards

Grade 4:

4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <.

 

Grade 5: 

5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator

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

  • Fraction - A number representing part of a whole
  • Numerator - Represents the number of parts out of the whole that are being considered
  • Denominator - Represents the total parts of something
  • Percentage - A way to express a number as a fraction of 100

Arts Vocabulary

  • Choreographer - A person who creates dances
  • Beat - Basic unit of musical time; can be heard as a regular pulse underlying music
  • Dance composition/choreography - Creating the movements in dances
  • Chassé - A gliding dance step with a pattern of step-together-step
  • Locomotor - A movement that travels through space
  • Non-locomotor - A movement that does not travel through space
  • Pathway - The designs traced on the floor as a dancer travels across space; the designs traced in the air as a dancer moves various body parts

 

Materials

  • Sound source and music
  • Paper and pencils
  • Written criteria for choreography on cards

 

Instructional Design

Opening/Activating Strategy

  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle 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.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Chassé: Step-together-step by gliding.
    • Invite students to create their own movement.
  • Combine locomotor and non-locomotor movements.
    • Traveling with Twists: Walk across the room while twisting the torso.
    • Sway and slide: Sway the upper body while sliding sideways across the room.
    • Step and turn: Take three steps forward, then turn in place (repeat, moving in different directions).
    • Invite students to create their own movement.
  • Debrief the difference between locomotor and non-locomotor movements with students. Check for understanding by stating different types of movements and see if students can identify which type of movement it is.

 

Work Session

  • Tell students that in this lesson they will be using locomotor and non-locomotor movements to choreograph a dance that they will perform for the class.
  • Turn on music and help students find the steady beat by walking in place.
    • Now, count the beats into eight beat sections.
    • Have students count the eight beats along with you.
    • Practice adding some locomotor and non-locomotor movements as you complete the eight count.
  • Divide the sections into fractions or percentages (i.e., 50% of eight beats is four beats, 25% of eight beats is two beats, 3/4 of four beats, 1/4 of four beats, etc).
    • Guide students in choreographing a dance in which 50% or ½ uses locomotor movements and ½ uses non-locomotor movements. Help students think about the different patterns they could use to arrange movements.
  • Break students into groups and pass out cards with criteria on them.
    • Students will create a movement sequence or dance using the learned movements from the warm-up (or movements that they create) and the criteria assigned to them.
      • Example 1: Create a four-step dance combination that is 3/4 non-locomotor movement and 1/4 locomotor movement.
      • Example 2: Create a 32 beat dance in which 25% of your dance must be locomotor movement, 50% of your dance must be locomotor, and 25% of your dance must combine locomotor and non-locomotor movements.
      • Students should express their choreography math equation using >, <, or =.

 

Closing Reflection

  • The students will perform their choreography for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each group performs, the audience will identify the fractions, percentages, or decimal equivalents that the group illustrated using locomotor and non-locomotor movements.

 

Assessments

Formative

Teachers will assess students’ learning by observing students’ ability to identify locomotor and non-locomotor movements in the activator, understanding of fractions and percentages, and collaboration with their groups to choreograph a dance based on fractions that uses locomotor and non-locomotor movements.

 

Summative

CHECKLIST

  • Students can choreograph dances that correctly match mathematical and movement criteria (fractions and locomotor/non-locomotor movements).
  • Students can identify the fraction/percentage and movement type being performed.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students by incorporating other types of dance elements such as levels.
  • Have students write their own math problem and choreograph a dance based on their problem.

Remediation: 

  • Scaffold the lesson by analyzing a math problem and choreographing a dance together that correctly matches the fractions or percentages to locomotor and non-locomotor movements.
  • Have students all use the same mathematical criteria. Solve the problem together as a class and then have students choreograph their dances.

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

Revised and copyright: June 2024 @ ArtsNOW

 

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Performing Perimeter 2-3

PERFORMING PERIMETER

PERFORMING PERIMETER

Learning Description

In this lesson, students will calculate the perimeter of various geometric figures and will represent the perimeter of these figures and their angles with a movement phrase. Students watching the perimeter performance will determine what shape was demonstrated.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can correctly calculate the perimeter of geometric figures.
  • I can accurately represent the perimeter of a geometric figure with movement.
  • I can identify a geometric figure by watching a perimeter movement phrase performance.
  • I can use my body to represent different types of angles accurately.

Essential Questions

  • How can you show the perimeter of various geometric figures and angles using movement?

 

Georgia Standards

Curriculum Standards

Grade 3: 

3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

Arts Standards

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, and terminology in dance

 

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

 

South Carolina Standards

Curriculum Standards

Grade 3: 

3.MDA.6 Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

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

  • Perimeter - Distance around a two-dimensional object
  • Polygon - A two-dimensional plane shape with straight sides
  • Angle - The degrees between two straight lines that have a common endpoint (the vertex)
  • Vertex - The point where two or more straight lines meet

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • 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

 

Materials

  • Sound source and music with a steady beat
  • Geometric shape cards
  • Pape and pencil

 

Instructional Design

Opening/Activating Strategy

  • Begin by engaging students in movement that introduces students to the Elements of Dance.
    • 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.
    • Element of Body: 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.). Then, ask them to make different shapes with their bodies, such as circles, triangles, etc.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats.

 

Work Session

  • Review types of angles with students: Right, acute and obtuse.
    • Demonstrate how to make angles using different parts of your body, such as arms, legs, torso, etc.
    • Call out different types of angles, such as right, acute, and obtuse; ask students to explore different ways they can make the angles with their bodies.
  • View different geometric figures and model how to find the perimeter.
    • Display a polygon and illustrate the perimeter by doing a locomotor movement for the distance of each side, and a non-locomotor movement for each angle.
    • Model the perimeter of several figures and ask students to copy your movements.
  • Tell students that they will now create their own choreography to demonstrate the perimeter and angles of a polygon.
  • Divide students into small groups.
    • First, students will solve the perimeter of six basic geometric figures on the shape cards provided.
    • Assign one geometric figure to each group to represent using movement.
    • After calculating the perimeter of each figure, the groups will decide how to represent the perimeter of their assigned figure with movement.
      • Tell students that the distance should be shown through locomotor movement and the types of angle at the vertices should be shown through nonlocomotor movement.

 

Type of Angle Type of Movement
Acute angle Low angular
Right angle Middle angular
Obtuse angle High angular

 

  • Allow time for students to choreograph and practice. Circulate to work with students and check for understanding.

 

Closing Reflection

  • Students will perform their choreography for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After each performance, the audience will determine which shape matches the performance. Students should refer to the movements and shapes the dancers made with their bodies when justifying their answers.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, review of types of angles and how to calculate perimeter, movement responses to types of angles, and collaboration with groupmates to choreograph their movement phrase.

 

Summative

CHECKLIST

  • Students can correctly calculate the perimeter of each geometric figure.
  • Students can accurately represent the perimeter of a geometric figure using locomotor movements.
  • Students can identify a geometric figure by watching a perimeter movement phrase performance.
  • Students can use their bodies to represent different types of angles accurately.

 

DIFFERENTIATION 

Acceleration: 

  • Challenge students to create choreography that demonstrates the formula for calculating perimeter.
  • Challenge students to create a movement phrase showing the area of their geometric figure.

Remediation: 

  • Provide formulas for students to use to support mathematical equations.
  • Calculate perimeter of the figures together as a class; then assign individual groups a figure to create a movement phrase for.
  • Focus only on perimeter and omit angles from instruction.

*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: Whitney Jones. Updated by Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

Back to Modules

Poetry in Motion 2-3

POETRY IN MOTION

POETRY IN MOTION

Learning Description

In this lesson, you and your students will have fun moving and dancing to create and understand sequence and patterns. Emphasizing multiple learning styles will allow students to explore concepts in the way they learn best.

 

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 a rhyme sequence.

  • I can create choreography that matches my assigned sequence (or one I created).  

  • I can identify a sequence or pattern when performed.

  • I can identify and use locomotor and non-locomotor movements.

Essential Questions

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

 

Georgia Standards

Curriculum Standards

Grade 2:

ELAGSE2RL1 Ask and answer such questions as who, what, where, when,

 

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

 

Grade 3:

ELAGSE3RL4 Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text. 

 

ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

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.

 

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, and terminology in dance

 

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

 

South Carolina Standards

Curriculum Standards

Grade 2:

READING – Literary Text

Meaning and Context

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. 

5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.

 

Language, Craft, and Structure

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. 

9.1 Identify the literary devices of simile and metaphor and sound devices; explain how the author uses each. 

9.2 Explain how words, phrases, conventions, and illustrations communicate feelings, appeal to the senses, influence the reader, and contribute to meaning.

 

Grade 3:

READING – Literary Text

Meaning and Context

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. 

5.1 Ask and answer literal and inferential questions to determine meaning; refer explicitly to the text to support inferences and conclusions.

 

Language, Craft, and Structure

Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts. 

9.2 Explain how the author’s choice of words, illustrations, and conventions combine to create mood, contribute to meaning, and emphasize aspects of a character or setting.

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

  • Sequence - A series of movements or steps performed in a specific order

  • Pattern - A repeating sequence
  • AB - A two-part sequence, the second part different from the first
  • ABA - Two contrasting themes followed by a repeat of the first
  • Rondo - A form where a sequence of contrasting themes occurs with a return to the first (ABACADA)
  • Rhyme - A literary device used in poetry and songs, characterized by the repetition of similar sounds in the final syllables of two or more words

Arts Vocabulary

  • Movement phrase - A series of movements linked together to make a distinctive pattern

  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Space - An element of movement involving direction, level, size, focus, and pathway
  • Level - One of the aspects of the movement element space; in dance, there are three basic levels: high, middle, and low
  • 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

 

Materials

  • Sound source and music with a steady beat
  • Magna-tiles (or make your own shapes using poster board/large paper and markers)
  • Poems

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: It is best to have an open space, so moving desks and tables is advised. Remind students about rules of movement. 

 

    • Have students form a circle. 
  • Begin the lesson by engaging students in movement that introduces students to the locomotor and non-locomotor movement.
  • Have students arrange themselves in a circle 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.).
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Bending and Stretching: Bend the knees and stretch up high.
    • Twisting: Twist the torso to the left and right.
    • Swinging: Swing the arms gently from side to side.
    • Swaying: Sway the body from side to side with feet planted.
    • Turning: Spin in place, both directions.
    • Invite students to create their own movement.
  • Introduce non-locomotor movements to students by directing them in the following movements.
    • Walking: Walk around the room with different styles (tiptoeing, heel walking, big steps, small steps).
    • Jumping: Jump in place, then move forward and backward.
    • Invite students to create their own movement.
  • Tell students that they will be playing the Name Game.
    • Demonstrate the Name Game by stating your name while making a movement or gesture to accompany your name. 
    • The circle then collectively repeats your name and gesture. Continue with the next person stating his/her name and making a gesture. The circle repeats the new person's name and gesture. Then, starting with the person of origin, repeat all the names and gestures shared to that point. Continue until everyone in the circle is included.

 

Work Session

  • Divide students into partners or small groups. 
  • Have each group select four Magna-tiles or shapes.
    • Using the tiles, have each group create a sequence. Have students create a movement sequence to match Magna-tiles (groups may use movements from the activator to assist in this creation) and perform it for the class or for a partner group if time is limited.
    • Have audience members identify the sequence using shapes, words (locomotor and nonlocomotor), and letters to describe the pattern (ABAB, ABBA, etc.). 
  • Give each group a poem.
    • Provide time for students to determine the meaning or theme of the poem using text evidence.
    • Tell students to identify the rhyme sequence in the poem (AB, ABA, etc.). 
    • Using Magna-tiles, have students create the same sequence. 
    • Challenge students to create a movement sequence to match the Magna-tile sequence. Students should also consider how their movements could communicate the meaning of the poem.
    • Allow time for students to practice their choreography with music.
    • Once prepared, students will perform their choreography for the class.

 

Closing Reflection

  • Discuss appropriate audience participation and etiquette prior to performances.
  • Each group will perform their choreography twice.
    • First, groups perform only the movement phrase, and the audience will identify the sequence. This may need to be repeated to help audience members. 
    • Second, groups will recite the poem while performing the dance. This activity will aid verbal learners. Have audience members identify the sequence with shapes, words (locomotor and nonlocomotor) and letters (ABAB, ABBA, etc.). 
  • After performances, discuss the similarities and differences between groups’ dances, especially if groups had the same sequence. Discuss the difference between a sequence and a pattern. ABAB is a pattern, but ABBA is a sequence. How can ABBA become a pattern?

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to create a sequence, ability to identify a rhyme sequence in a poem, ability to interpret the meaning of a poem, ability to identify and use non-locomotor and locomotor movements, and ability to work collaboratively to create choreography that follows a sequence.

 

Summative

CHECKLIST

  • Students can identify a rhyme sequence.
  • Students can create choreography that matches the assigned sequence (or the one they created).  
  • Students can identify a sequence or pattern when performed. 
  • Students can identify and use locomotor and non-locomotor movements.

 

DIFFERENTIATION 

Acceleration: 

  • Discuss how creating dance is like writing a story in that both must contain a beginning, middle, and end. This extension would mean that students’ phrases would be more complex. Groups use the sequences from the poems to elaborate on the movement phrasing. Each part (A, B, etc.) must have a minimum of three parts. 
  • Students can write their own poem using the rhyme scheme of their dance phrase.
  • Technology Extension - Record performances of the final dance or students while they are planning or preparing for the dance and combine them in a Thinglink (https://www.thinglink.com/) with an image that matches the theme. Other ideas to include in the Thinglink: Upload images of samples of the sequence students create using available drawing software to show work of choreography.

Remediation: 

  • Work together as a class to identify the rhyme sequence of the same poem. Then, allow students to create choreography for the pattern or sequence in their groups. Discuss how different groups used different movements to choreograph the same sequence.
  • Provide simpler poems with clear rhyme schemes. 

 

 ADDITIONAL RESOURCES

  • Honey, I Love and Other Love Poems, Greenfield 
  • Sing a Song of Popcorn, DeRegniers, Moore, White and Carr (Eds.) 
  • Where the Sidewalk Ends, Shel Silverstein 
  • Brown Honey and Broomwheat Tea, Thomas

 

*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. Technology by Ramsey Ray. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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