Name: Kristen Hamilton

Grade
Date of Lesson: 10/28/14

School/Grade Level

Evers/4th

GOAL:
Lesson Title: Paper Weight
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:
1.explore the concepts of weighted movements (like a paper, like a rock, like honey, like a bouncy ball).
2.investigate the contrasting heavy and light movement with different body parts.
3.create pathways while integrating heavy and light movement.

Student Learning Standards: 2015 TEKS/National

Guidelines

K-8 Texas Dance

Basic kinesthetic and spatial awareness with others: Applying movement dynamics while both stationary and
traveling in a variety of directions while maintaining awareness of personal and general space.

Experimentation: create movement experience relating the elements used in dance to elements of effort, e.g.
weight: heavy and light

Assessment Rubric

Lesson Learner OutcomesExemplaryProficient

1. DevelopingBeginning explore the concepts of weighted movements (like a paper, like a rock, like honey, like a
bouncy ball)Student can demonstrate 4 or more weighted movements and how they compare in falling to the
floorStudents can demonstrate 3 weighted movements and how they compare in falling to the floorStudent can
demonstrate 2 weighted movements and how they compare in falling to the floorStudent can demonstrate 1 weighted
movment and how it compares in falling to the floorinvestigate the contrasting heavy and light movement with
different body partsStudents can demonstrate 5 or more heavy and light movement with different body partsStudents
can demonstrate 4 heavy and light movements with different body partsStudents can demonstrate 3 heavy or light
movements with different body partsStudents can demonstrate 2 or less heavy and light movements with different
body partscreate pathways while integrating heavy and light movementStudents can identify 6 or more different
pathways in which to integrate heavy and light movementStudents can identify 5 different pathways in which to
integrate heavy and light movementsStudents can identify 4 different pathways in which to integrate heavy and light
movementStudents can identify 3 or less different pathways in which to integrate heavy and light movement

Differentiation/Modification Strategies:
These movements can be done seated.
These movements can be achieved with different body parts.
Pathways can be achieved with arms/legs while seated if behavioral issues arise.

Instructional Sequence: Include transition between phases and activities

7 E / TimeDescription
21st Century skills /Cognitive (Bloom )Phase 1

5 min

Elicit
Accessing and ascertaining prior knowledge and understanding.

What have you learned about gravity?

How do you think these different objects would fall to the ground?
What would fall the fastest? Slowest?
What would fall directly? Indirectly?Learning and Innovation Skills: Communication / RememberPhase 2
10 min

Engage
This part of the lesson should capture student attention, and pique their interest in the subject.Students will build on the

BrainDance:
Breathe: start by 4 count breathes, then 6, then 8, challenge with 10
Tactile: paper on your skin, rocks on your skin (gently, we don't want to hurt ourselves), honey on your skin, a
bouncy ball on your skin
Core-distal: start in core, light movement to distal, heavy to core and vice versa

High-low: have upper body be light and lower body be heavy, switch
Body half: right side is heavy, left side is light, switch
Learning and Innovation Skills: Creativity and Innovation / Understand Phase 3

10 min

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

experience the paper, rock, and a bouncy ball falling, and will imagine honey. Through guided improvisation they will
explore how their bodies can fall like these objects. ow can you fall like a piece of paper? ow how can you fall
like honey? an you make one of your arms fall like a piece of paper and the other fall like a bouncy ball?
Once the last question has been introduced they will be guided into exploring heavy/light movements in different
body parts, and from there will we add in pathways.Learning and Innovation Skills: Creativity and
Innovation, Collaboration / Apply/Create Phase 4
10 min

Explain
Through questioning strategies, teachers probe and facilitate student discussion Questions: hen you are walking in the

hall are you walking heavier or lighter? o you notice?

Why is it important to know the difference between heavy and light movement?
When do you use pathways in your every day life?
Learning and Innovation Skills: Critical Thinking and Problem Solving / Analyze

Phase 5

5 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. Let's all line up and practice walking in the hallway so that we can

experience what kind of walking we do.

Can we hear our feet?
Now let's try to walk lightly so that we can't hear our feet on the floor
When you're playing with your friends you make sure that you use light movements so that no one gets
hurtLearning and Innovation Skills: Critical Thinking and Problem Solving / Analyze/Evaluate

Phase 6

10 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.

I will break the group in 3 and 4. The students will demonstrate their new knowledge of heavy and light movements,
first, in place. Then I will guide them into using pathways, and back out again so that there are no collisions, or any
acting out. This will also aid in the transition from group to group.

Students will be asked to look for movements they see other classmates do that they like, so that we can perform
one more time with different movements.Learning and Innovation Skills: Creativity and Innovation, Critical
Thinking and Problem Solving, and Communication and Collaboration / Apply/Create

Phase 7

Extend
Provide additional challenges that allow students to apply knowledge

When you go home tonight show someone in your house (mom, dad, cat, dog, brother, sister, stuffed animal) the
different movement we explored in class today and how to make them heavy and light.Learning and Innovation:
Critical Thinking and Problem Solving, Communication and Life and Career Skills / Apply/Create

Resources & Materials:

Music: iPhone
Speakers?
Piece of paper
One rock
One bouncy ball

Bibliography & References

Anne Green Gilbert Brain-Compatible Dance Education