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Assessment Rubric
Lesson Learner
Outcomes
Students will be able
to explore the
concepts of selfspace and
kinespheric space
through performance
in small groups of 3-5
Students will
investigate big and
small movements
Students will create
pathways while
integrating high and
low levels
Exemplary
Students can
clearly
demonstrate the
concepts of selfspace and
kinesphere in 4 or
more movements
Students can
effectively
demonstrate large
and small
movements
Student identifies 4
or more pathways
in which to create
high and low levels
Proficient
Students can partially
demonstrate the
concepts of self-space
and kinesphere in 3
movemnts
Student can moderately
demonstrate large and
small movements
Student identifies 3
different pathways in
which to create high and
low levels
Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands
Developing
Students can
partially
demonstrate the
concepts of selfspace and
kinesphere in 1-2
movements
Student can
vaguely
demonstrate large
and small
movements
Student identifies
1-2 pathways in
which to create
high and low levels
Beginning
Student is unable to
demonstrate the
concepts of sel-space
and kinesphere
Student needs
improvement in the
demonstration of
large and small
movements
Student identifies 1
pathway in which to
create high and low
levels
Description
7 Es/ Time
Phase 1
5 min
Elicit
Accessing and
ascertaining prior
knowledge and
understanding.
Phase 2 10 min
Engage
Phase 3
10 min
Explore
The next part of the
lesson should allow
students time to
explore the concept
being covered.
Phase 4
10 min
Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion
Phase 5
10 min
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.
Through guided improvisation students will explore selfspace and their kinesphere as well as small and big
movements by asking questions How can you move
small and now how can you move big? They will being
to investigate high and low levels How can you move
way down low or up way high all the way to the stars?
From here they will begin to explore pathways with
guiding questions How do shooting stars travel through
space without colliding into other shooting stars?
I will ask all of my shooting stars to come sit in a small
circle around the sun (me).
Questions: When do you use big/small movements in
your everyday life?
When do you use high/low levels in your everyday life?
When do you use pathways in your everyday life?
Self-space/Kinesphere:
When you're in class and you want the teachers
attention and you have raised your hand: do you use
small movements or large movements? Is your hand
raised high or is it low?
When you're in class and you see something on your
friends desk do you reach outside of your kinesphere to
grab what's on their desk?
When you're walking through the hall, do you follow the
pathway your teacher provides you or do you make your
own?
Phase 6
5 min
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.
Phase 7
5 min
Extend
Provide additional
challenges that
allow students to
apply knowledge