Lesson Plan Format Form: Central Focus (Enduring Understandings)

Lesson Plan Format Form Please download a copy of this
form and fill it out electronically on

your computer
First Name Last Name Email Date

Jamee Humberstone Jamee3@hawaii.edu 4/20/17
Semester Year Grade Level/Subject Lesson Duration

2 2017 3/Dance 60n Minutes
Title
Dancing The Phases Of The Moon
Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Elements such as body, space, and time can be used to interpret the phases of the moon.
Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and
address essential understandings, concepts, and skills
HCCPS-Benchmark FA.3.4.1: Apply dance elements to create a simple sequence movement.
HCCPS-Benchmark FA.SC.3.8.3: Safely observe and describe the basic movement of the sun and moon
Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
Students will:
Apply their knowledge of moon phases in class discussion
Create a dance sequence incorporating the dance elements
Describe how they incorporated dance to demonstrate the moon phases
Discuss and collaborate with one another about their ideas
Comprehend the main events of the story
Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)
I will be formatively assessing the students by checking for understanding and participation throughout my
lesson. I will be using teacher observation to identify whether the students are able to move from one step to
the next. To begin my lesson I will be giving the students a lot of support, and as I get deeper into my lesson I
will be giving them more to do on their own. To assess the students during this process I will be looking for
their ability to work well with others and use their prior knowledge of drama when developing their dance
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Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
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sequences.
To summatively assess the students I will be observing their creative movement sequence as a group and I
will be able to assess each student's ability to perform effectively on their own during presentation time. I
will also be assessing the students by having a closing discussion allowing each student to carefully think
about answers to specific questions about the dance elements and the moon phase.
Lastly, I will be using a dance assessment rubric to summatively assess each student:
https://docs.google.com/document/d/1Ed4H_rfrmk5AHbL99vwnhSfN7-VQYrapIOuk8qgUWXk/edit?
usp=sharing
My plan is to use my assessment rubric when the students are performing their dance sequences as a group,
so I am able to focus on one student at a time.
Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning
The students have been previously introduced to the movement of the moon around the earth. They are also
able to perform snapshots on their own and as a group. The students have prior knowledge of the different
elements of drama and are able to identify the elements drama. Lastly the students are able to effectively
collaborate and work as a group to effectively develop quality products.
Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.
The academic language that will be used in my lesson are the Elements of Dance which includes Body,
Energy, Space and Time. These words may be familiar to the students but the definitions they have may
differ. During my lesson I will be going over the meanings of each of these words and what they mean in
oppose to dance. Some other academic language they will be introduced to are the different moon phases
such as new moon, waxing moon, crescent moon, first and final quarter moon, full moon, and gibbous moon.
As I go through my lesson the students will be continuously using these terms in their snapshots, the book,
and their movement sequence as a group.
Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Moon Phase Introduction & Objectives(7 Min)

Before I start the introduction to the different moon phases I will go over the objectives for the lesson
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Tell students, today class we will be learning about the different phases of the moon using dance.
Tell students, Lets go over the objectives for this lesson.
Display the objectives
Create a dance sequence to demonstrate the different moon phases
Describe how you used the dance elements to demonstrate the different moon phases
Discuss and collaborate with peers throughout the lesson
Comprehend the main ideas of the story
I will have the student read each objective together
Tell students, These objectives are what I expect you to know by the end of the lesson.
After discussing the objectives I will start to discuss the moon phases.
Ask students, does anyone know what the different moon phases are called?
Tell students, talk to a friend at your table, ready go!
Tell students, make me your focal point in 3,2,1 zero
Have the students share what they discussed with their partners to the class
After discussion I will tell the students, the phases of the moon refer to how the moon appears in the night
sky and how much of its visible surface is illuminated.
Tell students, illuminated means, lit up
Tell students, as the moon moves around the earth only certain parts of the moon are illuminated or exposed
to light from the sun.
Lets watch a video on the different phases of the moon
https://www.youtube.com/watch?v=76-HAqNKqKA
Display the moon chart and go over each phase allowing the students to repeat after me
Ask students, why does the moon appear as different shapes?
Tell students, talk to a friend at your table, ready go!
Tell students, conversations come to a close in 3,2,1.
Ask students, can anyone tell me what some of the different moon phases are called?
Ask students, what is the difference between waning and waxing?
Waxing is when the moon appears to be getting bigger and gaining more light throughout the moon phases.
Waning is when the moon appears to be getting smaller and losing light throughout the moon phases.
Tell students, now that we have learned more about why the moon can be different shapes lets learn about
how we can use dance to display the phases of the moon.
Tell students, Okay class by the time I count to three you will be in your spot on the carpet.
I will read the name of each moon phase and then the students will repeat after me.
Go over B.E.S.T Chart (5 Min)
Tell students, today we will be learning about dance by displaying the different moon phases with the
movements of our bodies
Tell students, Lets go over the dance elements.
Go over body, energy, space, and time
I will be asking the students to identify the different elements that I have displayed in my example as I go
over the different elements.
Tell students, today we will be using the elements of body, energy, space and time to create our own unique
movements
Tell students, When I say body, I mean how are you going to shape your body
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twisting, reaching, and curving

Tell students, when I say energy I mean, how will you show the level of energy using your body?
facial expressions, weight (strong, light), smooth, sharp
Tell students when I say space, I mean how are you going to pay attention to the level of your body.
will your body be at a high, middle or low level?
Tell students, When I say time, I mean how quickly are you going to be moving your body
Fast, slow, medium
Today we will be reading and using dance to interpret the different moon phases.
Tell students, now that we have gone over the different elements of dance, lets get some practice while we
read the book.
Read Aloud, What Shape is The Moon & Moving Snapshots (20 Min)
Tell students, so the book we will be reading today is called, What Shape is The Moon?.
Tell students, as we go through the book we will be pausing to match the shape of the moon described in the
book to one of the phases of the moon on our moon chart
Tell students, after we know what moon phase the book is talking about we will be doing some dance
movements to display that specific moon phase.
Tell students, when you are telling me what moon phase was described in the book, I only want you to say
whether it was a full moon, a crescent moon, a quarter moon or a gibbous moon.
Tell students, Okey dokey, Artichokee!
Begin reading the book
Stop on page 2
Ask students, what moon phase do you think the owl is talking about in the story?
The full moon
Tell students, talk to a partner, ready go!
Tell students, conversations come to a close in 3,2,1 zero.
Allows students to share their answers.
Tell students, now we will be using dance to display this specific moon phase.
Tell students, before we add movement to our bodies lets create a snapshot.
Ask students, how can we shape or freeze our bodies to look like a full moon?
Tell students, By the time I say freeze I want to see your bodies frozen into a full moon.
Tell students, Stand up!
Start counting
One, two, three and freeze! (using two sticks banging together)
Validate student
I see curved backs and bended knees
I see arms extended into a circle
I see ground levels
Now that you have made a frozen image of a full moon
How can you show me a simple dance move using your whole body to display a full moon?
Give an example of how you could turn your snapshot into a simple dance move.
When showing example: counting to three to show them that you stop moving on the word freeze.
Look for understanding
Give me a thumbs up if you understand how to turn your snapshot into dance move.
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Tell students, how can you turn your snapshot into a simple dance move showing me a full moon?
Tell students, when I begin counting, you begin moving your body to show me a full moon
Tell students, when you hear FREEZE, no one should be moving
Okey dokey! Artichokee!
Show me the full moon in 1, 2, 3 freeze.
As I count I will also be using two sticks to follow my counting (1=one tap, 2=two tap 3=three tap)
Validate their movements
I saw different levels, some high, some low
I saw some wrapped arms
I saw changing body curves
Tell students, Have a seat!
Tell students, I know it's tricky at first but we will have more time to practice
Tell students, lets continue reading the book.
Stop reading on page 5
Tell students, okay class what moon phase did the fox describe in the book?
Tell students, make me your focal point in 3,2,1 zero.
Allow students to share their answers
After we have identified the correct moon phase, I will ask the students to create a dance move of the gibbous
moon.
Tell students, Okay class instead of doing a snapshot first I am going to challenge you to create a dance move
to show me what a gibbous moon looks like.
Tell students remember to use our B.E.S.T chart
How are you going to use the different body shapes?
How much energy will you have
How are you going to use space with your body?
How are you going to use time?
Tell students, lets begin, Okey Dokey! Artichokee!
Tell students, everyone stand up!
How can you move your body using the dance elements to show me a gibbous moon?
When I start counting I should see bodies moving
Show me a gibbous moon in 1, 2, 3 and freeze
I see arms reaching backwards
I see extending chest
I see knees moving forward and backward
Tell students, have a seat
Tell students, you are all doing great lets see what other moon phases we can find in our book.
Continue reading the book.
Stop on page 7
Tell students, okay class what moon phase did the wild boar describe in the book?
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After we have identified the correct moon phase, I will ask the students to create a simple dance move of the
moon phase, quarter moon.
How can you move your body using the dance elements to show me the quarter moon?
Show me the quarter moon 1, 2, 3 and freeze
I see fingers pointing toward the sky
I see one leg straight and one leg bent
I see heads raise to the ceiling
Tell students, lets continue reading the book
Stop on page 9
Tell students, okay class what moon phase did the bear describe in the book?
After we have identified the correct moon phase, I will ask the students to create a simple dance move of the
moon phase, crescent moon.
How can you move your body using the dance elements to show me the crescent moon?
Show me a crescent moon 1, 2, 3 and freeze
I see good use of straight arms and legs
I see arched backs
I see heads down the ground
Tell students, okay class now we will finish the book and see what these animals have to say about the moon
Dance sequence as a group (15 Min)
After we have read the rest of the book I will have the students get into groups of three or four
Tell students
Okay class stand up!
By the time, I count to 3 you will be in a group of 3 or 4
Have a seat where you are
Okay now that we all have practiced making simple dance moves on our own, now we will be practicing in
group.
Display the instructions for the students using chart paper
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First, each person will need one moon phase (if there are 3 people in the group then your group will have 3
moon phases)
Second, you will all think about how you will move your bodies to represent your specific moon phase.
Third, you will practice how to move from one moon phase to the next
Fourth, you and your group will present your dance
Give an example of what this dance sequence will look like (use Angie)
One person will do their four count and stay in position
Then the next person will do their four count and stay there
Then the last person will do their four count and stay there until I say freeze
Tell students, okay so we will work on one of the instructions at a time.
Tell students, lets begin with the number one
Can someone read number one to the class
First, each person will need one moon phase (if there are 3 people in the group then your group will have 3
moon phases)
Student will read
Tell students, okay class I will give you and your group 2 minutes to pick what moon phase each person will
be.
Tell students, Okey Dokey! Artichokee!
Tell students, ready go!
Conversations come to a close in 3,2,1 zero
Pick on some students and ask them which moon phase they will be
Tell students, Okay class lets work on instruction number two
Ask students to read number two
Second, you will all think about how you will move your bodies to represent your specific moon phase.
Tell students, okay class I will give you and your group 2 minutes to come up with a movement for your
moon phase.
Tells students, Okey Dokey! Artichokee!
Tell students, ready, go!
Make me your focal point in 3,2,1 zero
Ask students, to give a thumbs up if they were able to come up with a movement to their moon phase
Tell students, what does the third instructions say?
Third, you will practice how to move from one moon phase to the next as a group
Tell students, okay class I will give you 5 minutes to practice your dance sequence with your group.
Tell students, Okey Dokey! Artichokee!
Tell students, okay now lets practice!
Tell students, ready, go!
Tell students, Conversations come to a close in 3,2,1 zero.
Tell student, Okay class now that we have practiced, I want each of the groups to share.
Ask students, when your classmates are presenting what should you be doing?
Tell students, okay lets begin!
Ask students, Do I have any volunteers?
Allow groups to volunteer to present
After all groups present, go straight into concentration circle
Concentration Circle (1 Min)
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Turn on concentration music

Students will get into concentration circle
Tell students, now go back to your desk and get ready for discussion?
Tell students, by the time I count to three you should be in your desk.
Debrief Discussion (5 Min)
Discussion questions (using the cross your arms strategy)
Why does the moon appear in different shapes?
So, What is the actual shape of the moon?
How did we use creative movements to learn about the phases of the moon?
How did you move your body to demonstrate the different moon phases in your groups?
So now when you go home I want you to think about what phase of the moon is out tonight and how can you
uses creative movements to learn about other things in your life?
Tell students, okay class go wash your hands and go line up at the door.
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
In my field placement, there are a few students who have special needs and some students who are a lot
more advanced than others. In my lesson, the students will have the chance to feel at the same level.
Students of different abilities will be able to share their ideas with their groups allowing communication
between students at different levels. I will be giving the class time to think about their ideas before providing
an opportunity to share their ideas with others. This will give the students who have slower processing skills
to come up with some ideas of their own. When creating their snapshots and tableaus I will be guiding the
students step-by-step and giving all the students the ability to stay together and on track. In my field
placement, there is also a student who has hearing issues with one ear. For this specific student, I will be
directing him to the front of the class giving him equal opportunity for learning.
Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Chart paper
Moon phase chart
Book, What Shape is The Moon?.
Lesson objectives
Projector
B.E.S.T chart
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Computer
Two sticks
Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or challengeto better
support student learning?
Why do you think these changes would improve student learning? Support your explanation with evidence of student learning AND principles
from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students learning.
If I could change one part of my lesson I would have included more discussion about the elements of dance.
As I went over the dance elements I was under the impression that the students were grasping the concept,
but when I got to the end of the lesson I was proven wrong. At the end of any lesson I teach, I like to have a
small discussion about what we went over in the lesson to see how much the students understood. I noticed
that many of the students needed to refer back to our dance elements chart when asked about it. It was clear to
me that I should have thoroughly went over the elements and given the students more time to grasp the
concept. Many of them were able to move their bodies to display specific moon phases, but only a few were
able to match them to an element.
Spending more time on the elements would allow for all students to grasp the concepts of dance and to
identify what elements are being used in any dance move. If the students were able to identify where the
elements are used in their dances, they could ask themselves, does my dance include the use of body, energy,
space, and time. I think because of practice, the students would be able to verbally explain what aspects of
specific dance moves include body, energy, space, and time.
Another part of my lesson I think I could have changed is taking out the amount of times the students created
their own dance moves. During my read aloud I stopped on different pages where the book would describe a
specific moon phase. Then, I asked the students to identify what moon phase the book is talking about, and
had them create a simple dance displaying the moon phase described in the book. I did this on about four
different pages, for four different moon phases. I noticed that the students were starting to get fidgety and we
didnt even start the group activity.
I think in order to support students with a smaller attention span, taking out part of the read aloud of my
lesson would have resulted in better behavior from the students. During the planning process, I was given a
suggestion to cut down the time the students spent on the carpet. I have taught many of my lessons on the
carpet and didnt think that it was necessary to cut it down. After teaching the lesson, I can see why carpet
time did not work for the class.
Overall I believe that my lesson was successful because the students could use the dance elements to interpret
the phases of the moon. Although, they had trouble explaining the connection between their dances and the
dance elements, they understood how dance could be used to learn new concepts. The next steps I would take
to support student learning would be to do a mini lesson identifying the elements through different creative
movements and looking at how each person interprets the prompts differently and uses the dance elements
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differently in their interpretation.
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Lesson Plan Format Form: Central Focus (Enduring Understandings)

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Lesson Plan Format Form Please download a copy of this

form and fill it out electronically on

First Name Last Name Email Date

Semester Year Grade Level/Subject Lesson Duration

Central Focus (Enduring Understandings)

HCCPS-Benchmark FA.3.4.1: Apply dance elements to create a simple sequence movement.

Student Learning Objectives

Students Prior Academic Knowledge and Assets

Academic Language and Language Supports

Instructional Strategies and Learning Tasks

Moon Phase Introduction & Objectives(7 Min)

twisting, reaching, and curving

Allow students to share their answers

Turn on concentration music

Instructional Resources and Materials

Lesson Plan Reflection (if lesson is carried out)

differently in their interpretation.

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