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LP 6

This lesson plan aims to teach 1st grade students about elements of dance through learning and performing the Macarena dance. Students will warm up, learn the dance steps to the Macarena song, and explore different ways of performing the dance by varying the energy, direction, and body shapes. Students will be assessed on their ability to accurately demonstrate the dance moves and recognize the downbeat in the music. The lesson incorporates activities like clapping and stomping to help students internalize the rhythm. It concludes with students performing the dance together led by the teacher.

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62 views

LP 6

This lesson plan aims to teach 1st grade students about elements of dance through learning and performing the Macarena dance. Students will warm up, learn the dance steps to the Macarena song, and explore different ways of performing the dance by varying the energy, direction, and body shapes. Students will be assessed on their ability to accurately demonstrate the dance moves and recognize the downbeat in the music. The lesson incorporates activities like clapping and stomping to help students internalize the rhythm. It concludes with students performing the dance together led by the teacher.

Uploaded by

api-253396474
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

Name : Cami Holman

School/Grade Level: Evers Park Elementary/1st

Date of Lesson: November 11, 2014


GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space,
and time.
Lesson Title: Time to Dance!
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
Demonstrate the Macarena Dance with 80% accuracy.
Recognize the downbeat in the music by clapping it with 80% accuracy.
Adapt the Macarena dance to at least two different elements of dance as assigned by the instructor.

Student Learning Standards: 2015 TEKS/National


117.6. Music, Grade 1
(5) Historical/cultural heritage. The student relates music to
history, to society, and to culture. The student is expected to:
(B) Identify simple relationships between music and other

K-8 Texas Dance Guidelines


C. Historical/Cultural Heritage: The student demonstrates an
understanding of cultural, historical, and artistic diversity.
2. Cultural performance
Perform rhythmic songs and play party dances/games.

subjects.

Assessment Rubric
Lesson Learner
Outcomes

Exemplary

Proficient

Developing

Beginning

Demonstrate the Macarena


Dance with 80% accuracy.

Demonstrate the
Macarena Dance with
100% accuracy.

Demonstrate the Macarena


Dance with 80% accuracy.

Demonstrate the
Macarena Dance with
70-50% accuracy.

Recognize the downbeat in


the music by clapping it with
80% accuracy.

Recognize the
downbeat in the music
by clapping it with
100% accuracy.
Adapt the Macarena
dance to ALL
elements of dance as
assigned by the
instructor.

Recognize the downbeat in the


music by clapping it with 80%
accuracy.

Recognize the downbeat Student will be constantly


in the music by clapping getting off the rhythm of
it with 70-50% accuracy. the downbeat.

Adapt the Macarena dance to at


least two different elements of
dance as assigned by the
instructor.

Adapt the Macarena


dance to at least one
element of dance as
assigned by the
instructor.

Adapt the Macarena dance to


at least two different
elements of dance as
assigned by the instructor.

Differentiation/Modification Strategies:

Student will need constant


reminders and
demonstrations of what the
move is.

Student will need peer and


instructor examples of
what and element
adaptation might look like
as assigned by the
instructor.

The teacher will need to focus on keeping children engaged who may not feel mentally engaged with the activities, and this can be done by
varying the level of activity (low level of activity, to high level of activity, etc.), use of voice to get students attention, and by continuing to
observe the children to see what methods work and which methods do not. (peer work, etc.)

Fine Arts for All Students. Cedfa.org (posted on blackboard in Documents)

Instructional Sequence: Include transition between phases and activities

7 Es/ Time
Phase 1

Elicit
Accessing and ascertaining
prior knowledge and
understanding.

Phase 2

Engage
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Description

21st Century skills


/Cognitive (Blooms)

Good Morning Dancers!

Communicating

Today we are going to do quite a bit of dancing, but first we have to see
what we remember from our past classes together.
-Who can tell me what they remember about motion?
-Who can tell me what they remember about energy?
-Who can tell me what they remember about shape? Direction?
Pathway?
Take answers and make sure to explain and elaborate with the students
Students will:
- Be led through a short warm up to get them prepared to follow along
to learn the Macarena dance.
- Be asked about the Macarena and what they know and if anybody
knows it?
Explain to students that the Macarena song has a specific dance that
goes with it and is popular in Latin American cultures.
- Learn the Macarena dance.

Knowledge: Tell

Collaborating

Knowledge: Listen/ Duplicate

Phase 3

Explore
The next part of the lesson
should allow students time
to explore the concept being
covered.

Phase 4

Explain
Through questioning
strategies, teachers probe
and facilitate student
discussion

Use elements of dance that have previously been worked on to perform


the Macarena.
Students will:
- Do the Macarena with a low/high energy.
- Do the Macarena in different directions/pathways.
- Recognize what shapes they are making with their bodies.

Problem-Solving, Communicating,
Creating and Innovating

Apply: Manipulate
Create: Adapt
Problem-Solving/ Apply

What are the clarification questions you will use to explain the concept
to students?
The Macarena song has an even beat and so does the dance.
Essential question:
Can you hear that the music and the dance line up together with its
timing?

Knowledge: Show
Problem-Solving/ Apply

Phase 5

Elaborate
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their
understanding of the subject
matter through questions
and activities.

Describe additional activities that will allow students to apply their new
learning and deepen their understanding.
Students will:
-Clap the downbeats of the song.
-Stomp the downbeats of the song.
-Hum the song and stay in rhythm.

Understand: Demonstrate

Problem-Solving/ Apply

Phase 6

Evaluate
During Phase 6, students
demonstrate their
understanding through
products or performances.
Students should understand
the rubric by which they are
being evaluated. Ideally, the
student and teacher will go
over the rubric at the outset
of the lesson.

Students that understand the content will be able to stay with the
rhythm of the song while clapping, stomping, dancing, and humming.
Students should be able to remember the Macarena dance with
repetition and help from their peers and instructor.

Understand: Demonstrate

Problem-Solving/ Apply

Phase 7

Extend
Provide additional
challenges that allow
students to apply
knowledge

Students could do the Macarena dance with their eyes closed, this
would allow students to become more aware of their bodies and its
functions, and also give the instructor information on what students
truly understand the material.
CONCLUSION: Students will do the Macarena dance one more time in
a line following the teacher that leads them back to their seats for the
end of class.

Apply: Show

Resources & Materials:


Macarena Song
Speakers
Music

Bibliography & References

Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible Dance Education. Reston, VA: National Dance
Association, 2006. Print.
The Partnership for 21st Century Skills. N.p., n.d. Web. 2 Oct. 2012. <http://www.p21.org/overview>.
Fine Arts for All Students. Cedfa.org (posted on blackboard in Documents)

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