1st Grade LP for Guided Discovery Dance (Small Small Pond)

8/10/2019 1st Grade LP for Guided Discovery Dance (Small Small Pond)

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SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Scott Newman DATE: October 14-17, 2014 TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow) LESSON#: 8 of 8

FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:

1

st

GradeUNIT/THEME: Dance GENERIC LEVEL: Pre-Control/Control

EQUIPMENT: 1.In the Small, Small Pondby Denise Fleming 2. A small drum to keep the beat 3.

Floor Tape for Pathways 4. Tambourine

FOCUS OF LESSON: Creating dances and movement patterns from narratives (reading).

STUDENT PERFORMANCE OBJECTIVES (SPO):

By the end of the lesson, students should be able to:

Psychomotor: Perform the following movements using a variety of body parts while traveling on

different pathways: wiggle, march, hover, shiver, swirl, twirl, swoop, rhythmic sounds with body

parts, run and freeze.

Cognitive: Explore and represent images and ideas about pond animals through dance movement,as well as participate in reading different parts of the bookIn the Small, Small Pond.

Affective: Improve their understanding and appreciation of the ideas and illustrations ofIn the

Small, Small Pond.

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:

1.

Create a fun and creative atmosphere by reading enthusiastically and participating with thestudents as they explore their movement patterns and body movements.

2. Maintain a consistent beat with the drum when they are performing some of the movementpatterns that require a steady beat (fast and slow).

3. Use guided discovery method of teaching in order to provide the students the opportunity to

explore the various ways that they can move their body.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students

in this class?

1. As students are exploring the gym and performing their movement patterns they need to be aware

of the different pieces of equipment around the perimeter of the gym (climbers, bog cones, etc.).2. Students are not allowed to hide behind the divider door and are not allowed to be on the

gymnastic mats.3.

When moving on different pathways students need to be aware of groups in front of them. If thereis a group moving toward them they can either move to the side or let the other group pass by.

REFERENCES:

Fleming, D., & Fleming, D. (1993).In the small, small pond. New York: Henry Holt and

Company. Lesson Plan Framework by Dr. Inez Rovegno, used parts from the LP she created


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LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONSEntering the Gym: When the students

enter the gym they will walk on theBlack Line and sit down. If there is

equipment out then let them knowbefore they come into the gym so thatthey can be prepared and not be tempted

to go out and use any of the equipment.Once students are sitting quietly on the

Black Line the teacher will do aSneaker Check to make sure thateveryone is wearing appropriate

sneakers. If they all have their sneakersthen they earn a sticker on the Sneaker

Chart, but if anyone is missing theirsneakers then no sticker is earned (mayneed to send a note home reminding

parents about wearing sneakers to PE).

As soon as the students are done withtheir sneaker check the teacher will tellthem the main focus for the lessontoday. They will be introduced to the

bookIn the Small, Small Pondby

Denise Fleming and will be asked a fewintroductory questions.

In the Small, Small Pond:Ideas for

introducing the text and makingconnections:

The title of this book isIn the

small, small pond. Put your

thumbs up if you have seen apond. Tell us when [call onseveral children].

Denise Fleming wrote this book.Do you think she has writtenany other books? Yes. She has.

Raise your hand and tell me

what is happening here? What isthe frog doing? What is the boydoing? What is he feeling?

What do you think will happen next?Could be, let's read and see.

Each segment after this covers a

different movement pattern or way of

moving.


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Segment 1: TadpolesText: Wiggle, jiggle, tadpoles wriggle[Book illustrates tadpoles swimmingaround the frog].

Ideas for introducing the text andmaking connections:

Have you ever seen tadpoles?What do they look like? Whatother animals wiggle?

Have you ever wiggled when

you should not and your mom

said, Stop wiggling? Tell uswhen. Can you try to hold a

wiggle inside and not let it getout? Now, we are going to do awiggling dance.

Movement Tasks:1. What does a wiggle look like?

Everyone wiggle.2. Wiggle different body parts:

wiggle your fingers, now your

hands, shoulders, toes, feet,legs, whole body.

3. Spreading wiggle: As you arestanding, a wiggle starts in onefinger, then it spreads to thathand, then it spreads up yourarm so your fingers, hand, and

arms are wiggling, now itspreads to the shoulders, now

torso, now your whole body.Repeat. Lets doit again, butthis time start the wiggle in your

toes and have it spread upthrough your whole body.

4. Get in groups of three and holdhands. One person at one endstart a wiggle in one hand and

have it spread to your arm,shoulder, other arm, and now to

the person next to you. Thewiggle then spreads across the

second person to the thirdperson. Now all of you arewiggling. [Repeat several

times.]5. On your own, travel on a wiggly

pathway, pause, wiggle, andfreeze in a wiggled shape.[Repeat several times.]

6. Wiggle sequence: In a group of


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three, travel on a wiggly

pathway around each other,pause, person one wiggles andpauses, person two wiggles and

pauses, person three wigglesand pauses, all wiggle and

freeze in a group wiggle shape.

Segment 2: Geese

Segment 2: Geese

Text: Waddle, wade, geese parade[Book shows a mother goose leading her

babies into the pond.]Ideas for introducing the text and

making connections:

We read that the frog saw

wiggling tadpoles in the pond.

What other animals might you

see in a pond? Let's see what thefrog in this book sees.

Whats happening in this

picture?

What are the colors of the

mother? What are the colors of

the babies?

Have you ever seen geese

marching? Where? Have youever marched behind someone?When? Have you ever seen

people marching? Tell us when.

Movement Tasks:1. Let's march! Stand up and when

I beat the drum march all aboutthe space. Really lift your kneeshigh like this and swing your

arms.2. As you march, try different arm

movements.3. Now march on different

pathways. Try marching on

straight pathways. Now trycurved. Now try zig zag.

4.

Now march adding differentarm movements.

5. Let's try marching in a line.Everyone get in line behind me.Let's march to the beat of the

drum.6. Now I will divide the class into

lines of 3 and each of you will


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have a turn to be the leader and

lead your line about the gym.7. Now the leader can add an arm

movement and the other group

members follow the leadersmovement. Repeat the same arm

movement with each step. Makeit simple to copy.

Segment 3: Dragonflies

Text: Hover, shiver, wings quiver[Books shows dragonflies hovering overlily pads. The frog is in the waterlooking up at a dragonfly.]


Not only are there animals at a

pond, there are insects. Lets see

what is at the pond. Whatshappening in this picture?

What are the dragonflies doing?

What do dragonflies look likewhen they fly?

What else hovers? Yes,

helicopters, some boats calledhovercraft.

What do you think the frog isdoing? How do frogs catch

bugs?

What kind of plants do you see

growing in the pond? What arethe shapes of the lily pads in thisillustration? Pond grasses?

Movement Tasks:1. Shiver and quiver: Imagine you

are getting into bed on a cold

night and the sheets are cold,grab yourself, and shiver. Now

just have your fingers shiver.Now just shiver with your arms,now one leg, and now the other,now your whole body. Try

extending your arms andshivering like dragonfly wings.

2. Darting and hovering: What dodragonflies look like when theyfly? Sometimes they stay in

place. We call this hovering.

Sometimes they dart aboutquickly. Run lightly darting


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about the gym and stop on your

toes when you hear the sound ofthe tambourine. Breathe in, liftyour chest and arms, balance on

your toes, hover, and make yourarms quiver.

3.

Can you think of any other timeyou might shiver or quiver?Yes, when you are afraid. Now

quiver by shaking and tremblingvery quickly.

4.

Dart lightly about the gym, stop,and quiver when you hear thesound of the tambourine.

5. How does a frog catch a bug?Sit; reach out one hand slowly

stretching as far as you can intospace. Then quickly retract your

hand, bringing your hand backin. Slowly reach out again to adifferent spot in your personal

space, and then quickly retract.Try reaching out to all areas ofyour personal space.

6. Sequence for older children:Divide the class in . Half sit

scattered on the ground as if ona lily pad, while the other half

run lightly about the space.Children on the ground reach

out, stretch, and then quicklyretract their arms. Runnershover, quiver, and dart again.

Segment 4: SwallowsSegment 7: Swallows

Text: Sweep, swoop, swallows scoop.[Book shows swallows swooping down,

one skimming along the surface of thepond with its beak in the waterscooping.]

Ideas for introducing the text and

making connections: What do you think the birds are

doing in this picture?

Has anyone seen how birds

swoop down to the water tocatch fish?

How many of you have seenswallows fly in the evening?


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What do they look like? What

do their pathways in the air looklike?

Movement Tasks:

1. Reach up with one hand as highas you can, swoop down with

that hand on a circular pathwaydown and back up. Bend yourknees as you swoop down.

Make your whole body swoopdown and up with your hand.

Now try the other hand. Now tryboth hands.

2. Now swoop leading with the

tips of your fingers, now theside of your hands, now with

your palms up and then down.3. Now add traveling, run a few

steps, reach high, swoop downsweeping your hand gentlyalong the floor reach up and

pause.4. Try again; sometimes travel

using many steps; sometimestaking only one step.

5. Now try swooping to your side,

now the other side.6. Now add legs. Start standing tall

and reaching with one hand. Liftone knee and swoop down and

up with your whole body.

Final Segment: End of Story

Text: Chill breeze, winter freezecoldnight, sleep tight, small, small

pond. [The first illustration is

of a goose, cattails, leaves, andsnow blowing across the pond.

The last page is snow falling onthe pond at night and the frogcurled up inside a den under the

bank. ]


Lets see how the story ends.

What is happening in thesepictures? What shows you thatthe wind is blowing? Is the wind

blowing gently or strong? Do

you think it is cold or hot?

What do you think the goose is


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feeling? What do you think the

frog is feeling?

Has it been a long day for thefrog? How do you feel at theend of a long day? What do you

like to do when you feel that

way? How do you feel when you are

outside and the wind isblowing?

What are some fun things to dowhen you are playing outside

and it is very windy?Movement Tasks:

1. Imagine that there is a strongwind blowing. Travel quicklyrunning, leaping, turning,spinning about the gym, stop,

and freeze.2. Lets do a sequence to end the

story. Travel quickly and freezethree times, then slowly turn andsink down into a cozy den bymaking a round shape on the

floor.

(Text that is referenced during/throughout the lesson)

Documents

1st Grade LP for Guided Discovery Dance (Small Small Pond)