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Unit 5: Lesson 14Finish Words in Motion! Dances, Share Dances, & Reflect for Revision

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 14

Finish Words in Motion! Dances, Share Dances, & Reflect for Revision

Unit 5: Lesson 14

Finish Words in Motion! Dances, Share Dances, & Reflect for Revision 

 
 

LITERACY OBJECTIVE

By the end of this lesson students will be able to reflect on movement and prosody choices.
 
 

LITERACY "I CAN" STATEMENT

“I can reflect on my group’s and my peers’ movement and prosody choices.”
 
 

 

LESSON OVERVIEW

 

Steps Pacing: 60 Minutes
30 Minutes
30 Minutes
 

Standards Alignment

 

Targeted Standards

 

Secondary Standards

 

Teaching Resources

 

Student Notebook

 

Classroom Charts

 

Arts Materials

 

Life & Learning Skills

 

  Differentiation Options  

 

  Leveraging Moments

 

 

 

STEP 1: INTRODUCE LESSON 14

 
 
Process: Give an overview of the lesson objectives, which are to practice dances with music and then present and reflect with feedback for revision.
 
Suggested Dialogue

 

Introducing the Lesson

 

 

 

STEP 2: TRANSITION TO DANCE AND MOVE DESKS

 
 
Process: Transition to dance and move desks.
 
Suggested Dialogue

 

Getting Ready for BrainDance

 

 

 

STEP 3: 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 4: GROUPS REHEARSE WITH MUSIC

 
 
Process: Groups rehearse their dances with music. Manage the time based on where each group is in the process. Feel free to set time limits for finalizing choreography. Some students may be ready to rehearse to music while others are finishing up their choreography. Since students will be in different places, you may provide rehearsal options to guide their time.

 

Teaching Tip: Rehearsal Option Examples

 

 

 

STEP 5: GROUPS PRESENT & REFLECT WITH FEEDBACK FOR REVISION

 
 
Process: Facilitate groups to share their dances with music. Create the performance space and review audience and performer behavior. The audience reflects after each dance. The feedback should be positive and focus on the successful choices the dancers made to communicate their poem vocally and physically.
 
Suggested Dialogue
 
Preparing Students to Share Dances

 

Facilitating as Groups Share & Reflect on Dances

 

 

 

STEP 6: MOVE DESKS

 
 
Process: Restore the room to its original state. Tell students how and where to move the desks and where to go once they’ve moved everything.
 
 
 
 

STEP 7: CLOSE LESSON 14

 
 
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 14! YOU ARE NOW READY TO MOVE ONTO LESSON 15 OF UNIT 5.

 

 

 

 

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