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Unit 5: Lesson 12Select Poems for Words in Motion! Dances and Begin Choreography

Unit 5

Words in Motion!

               

 

Purpose

To develop an appreciation of and interest in the power of words to convey particular ideas, feelings, and images (word consciousness) through an exploration of free-verse poetry, dance, and prosody.

 

Unit Description

In this unit, students compose free-verse poems and choreograph them into Word in Motion! Dances. To prepare, students become "word explorers" as they read a series of free-verse poems. Students explore the poet's word choices and how particular words and phrases evoke images, feelings, ideas, and responses from readers. Then, they consider words and phrases that might be used in place of the poet's choices. By studying words in relationship to one another, students will come to know them more deeply. Throughout the process, students engage in movement and prosody to deepen their understandings. In the next part of the unit, students brainstorm and compose their own free-verse poems and choreograph them into dances. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.

 

                

 

Common Core State Standards

Arts for Learning is aligned with the Common Core State Standards for Reading, Writing, Speaking and Listening, and Language. This Overview describes the scope of the standards and this Quick Reference Guide provides each of the standards fully or partially met within this A4L Unit, followed by the charts that specifically identify the standards addressed in each lesson and step in the Unit. The standards are also coded and listed at the beginning of each lesson in the unit. Arts for Learning also provides a comprehensive student assessment program in each unit. This A4L Assessment Toolkit Quick Reference Chart indicates an overview of the locations of the tasks to be scored in the unit.
 
Each A4L unit is developed on a common framework and contains a 3-part sequence of instruction that educational research suggests will help students become more self-directed, independent learners. There is a gradual hand-off of responsibility--from teacher to students-- that is supported by assessment and teacher help as needed. Throughout A4L units the arts serve as motive and means to advance reading for meaning and writing thoughtfully.

 

 

 

 

 

Part 2

Exploring

Unit 5: Lesson 12

Select Poems for Words in Motion! Dances and Begin Choreography

Unit 5: Lesson 12

Select Poems for Words in Motion! Dances and Begin Choreography

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to make choreography choices that reflect the words and phrases in a poem.
 
 

LITERACY "I CAN" STATEMENT

“I can make choreography choices that reflect the words and phrases in a poem.”
 
 

 

LESSON OVERVIEW

 
Steps Pacing: 60 Minutes
20 Minutes
40 Minutes

 

*Pacing depends on the poem selection process. If using a more involved process, feel free to stop the lesson after poems are selected and begin again with Step 4.

 

Standards Alignment

 

Targeted Standards

 

Secondary Standards

 

Teaching Resources

 

Student Notebook

 

Text

 

Classroom Charts

 

Arts Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

STEP 1: INTRODUCE LESSON 12

 
 
Process: Give an overview of the lesson objectives: Read final drafts of poems, select poems for Words in Motion! dances, and begin to choreograph dances.

 

Step Alternatives: Performance Options

 

Suggested Dialogue

 

Beginning the Lesson

 

 

 

STEP 2: READ ALOUD FINAL DRAFT OF POEMS & REFLECT

 
 
Process: Students get into their poetry writing groups with their Notebooks. Each student reads the final draft of his or her poem aloud. Encourage students to read with prosody for the whole poem or selected words and phrases. After each student reads, each member of the group reflects on one “wow” for a word or phrase that evoked a feeling, image, or response.
 
 
 

STEP 3: SELECT POEMS FOR DANCES AND DISCUSS IN GROUPS

 
 
Process: Each group selects one poem for their Words in Motion! dance. Guide groups to make decisions using one of the options the menu below. Announce which poem will be choreographed for the Words in Motion! dance. Once groups have their poems, guide them to discuss the feelings, images, and responses the poem evokes. Have them review the Movement Chart and discuss potential movement choices to show those feelings and images.

 

Teaching Tip: Options for Selecting Student Poems

 

 

 

STEP 4: TRANSITION TO DANCE AND MOVE DESKS

 
 
Process: Transition to dance and move desks. Designate an area where students can easily access their A4L Student Notebooks.
 
Suggested Dialogue

 

Desk Transitions

 

 

 

STEP 5: WARM UP WITH THE BRAINDANCE

 
 
Process: Lead the students in one of the four BrainDances of Words. Below are the cues for BrainDance #4, but feel free to select one of the other BrainDances. Students stand at the sides of their desks. Use the audio track with verbal cues and musical accompaniment for the BrainDance. If desired, instead of using the audio track, use the verbal cues below to guide students through the BrainDance. This can be facilitated as a generic BrainDance without descriptive words, with descriptive words, with or without music.
 
 
 
 
 
Suggested Dialogue

 

Warming Up with BrainDance

 

 

 

STEP 6: INTRODUCE THE PROCESS FOR CHOREOGRAPHING POEMS

 
 
Process: Describe the process for creating choreography for Words in Motion! dances. Post the Guidelines for Choreography & Prosody (see menu belwo and this additional resource page). Model, with students’ help, how to break the poem into sections for choreography (see menu Guidelines for Breaking the Poem into Sections for Choreography). Make a decision on how to incorporate prosody into the dances. Groups can incorporate prosody as they choreograph or they can choreograph the entire poem and then add prosody. Also, see the sidebar Options for Prosody During Words in Motion! Dance.
 
Teaching Tip: Options for Prosody During Words in Motion! Dance

 

Guidelines for Choreography & Prosody

 

Teaching Tip: Guidelines for Breaking the Poem into Sections for Choreography

 

Suggested Dialogue

 

Introduce Choreographing Poems

 

Explaining How to Make Choreography Decisions 

 

 

 

STEP 7: GROUPS DIVIDE POEMS INTO SECTIONS AND CHOREOGRAPH BEGINNING SHAPE & FIRST MOVEMENT

 
 
Process: Groups need a copy of the poem and a pencil. Each student can have a copy and make notes, or groups can work with one copy. Groups divide the poem into sections. Guide groups to choreograph the first section creating the beginning shape and the first movement and then make choices on how to add prosody to the words and phrases. If desired, as groups work have them make notes on the Choreography Preparation Chart on page 26 in their Notebooks.
 
Suggested Dialogue

 

Facilitating This Step

 

 

 

STEP 8: MOVE DESKS

 
 
Process: Restore the room to its original state. Tell students how and where to move the desks and where you want them to go once they’re finished.
 
 
 
 

STEP 9: CLOSE LESSON 12

 
 
Process: Close the lesson with a look forward describing the next lesson.
 
Suggested Dialogue

 

Looking Forward

 

Performing The Closing Ritual (Optional)

 

 

 

 

CONGRATULATIONS ON COMPLETING LESSON 12! YOU ARE NOW READY TO MOVE ONTO LESSON 13 OF UNIT 5.

 

 

 

 

You've now reached the end of our ArtsforLearning Curriculum preview.