Spring 2015

First Name

Sean, Lindsey & Vera

UH Email

chang4@hawaii.edu, Date
seulinds@hawaii.edu,
veralin@hawaii.edu

Semester

Spring

Year

2015

Grade
Level/Subject

3rd & 4th Grade

Lesson Duration

60 minutes

Title

Last Name

Chang, Seu & Lin

Dimension Dances

Lesson Overview (or Learning Segment Overview)

Briefly summarize your lesson plan in a few sentences and include any other relevant
lessons connected with the learning segment.
Students draw imaginary points, line segments, rays, and lines in the air and create a
dance about dimensions. As far as the P.A aspect, students will understand different
spaces: High, Medium and Low. Students will learn how to create a simple Math is
integrated into this lesson and share their final dimension dances to the students.
P.A. CITE YOUR SOURCES: hawaiiartsalliance.org
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)

Math can be explored in different ways and can be incorporated into different areas in
life. Whether it be counting beats or measuring the dance motions, students are
utilizing math in every situation. Regarding P.A aspect, space is all around us.
Identifying High, Medium, and Low space will increase their knowledge about space.

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Essential Question(s)
The big idea of the lesson stated as a question or questions
What is a Point?
What is a Line?
What is a Ray
What is a Segment?
What is High Space?
What is Low Space?
What is Medium Space?

Content Standard(s)/Benchmark
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
MA.4.5.3: Compare points, lines, line segments, and rays
FA. 4.4.2: Create simple dances that communicate abstract ideas or feelings
GLO: 2. Self- Directed Learner, 4. Quality Producer

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning
Prior to this lesson, students need to be familiar with body, energy, space and time.
This lesson can be used as an introduction to the benchmarks if students have no prior
knowledge of points, line segments and rays. This lesson can also reinforce students
knowledge of geometric shapes.
Space Set-up (P.A.)
Students will need:
Large, Open Space (chairs/tables pushed to the side).

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Focusing Or Attending Cue (P.A.)
Attention Cue
Teacher: Class Class
Students: Yes Yes
Visual Aids (P.A.)
Anchor Chart

Plans for Videotaping (P.A.)

Plan on getting the video camera from CCC. Mentor teacher will do the recording.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports
(helps the student understand and use language)

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Speaking and Reading
Point
Line Segment
Lines
Space
Rays

High Space
Medium Space
Low Space

Instructional Strategies and Learning Tasks

A description of what the teacher will be doing and what the students will be doing
that 1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions

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BUILDING BACKGROUND
Teacher Will...

Students Will...

Warmup
Body Shakedown from 8
Introduce Attention Cues:
Class Class
Yes Yes to grab attention
Alright class, here are the rules before we get started:
Consequences and Rules:
1st warning
2nd warning sit out for 3 min
rd
3 warning sit out the whole period.
Warm up their bodies and voices
(0:00-2:00 min)
Teacher will introduce to the students what they will be learning in class and gain
background knowledge about the topic.
Teacher will introduce standard on the board by writing it.
[MA.4.5.3: Compare points, lines, line segments, and rays]
[FA. 4.4.2: Create simple dances that communicate abstract ideas or feelings]
So today class we will be learning about Point, Line Segments, Rays and
Lines. Looking at our standards, we will be integrating dance and math
together. Students will use schema from what theyve experienced before.
(2:00-5:00 min)
(Math Segment).
Teacher will explain and elaborate on what the students know or dont know. Teacher
will bring out an Anchor chart, showing what a point, line segment, Rays, and
Lines are.
Read anchor chart and learn concepts.
(8:00-13:00 min)
(Point)
Teacher will explain to class what a Point is and demonstrate to the students what a
point looks like in space.
Teacher will then ask students to follow along and use other body parts to make
points (elbow, toe, knee, nose).
So class, I am going to take my finger and place a dot in space. Follow
me.
Teacher will allow them time to draw different points with different parts of their body.
Students will walk around and make a dot in the air with fingertip to show
what a point looks like in space.

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Instructional Strategies Continued
MODEL

See bolded text throughout lesson.

Instructional Strategies Continued

APPLICATION
An opportunity for students to apply and demonstrate the learning modeled through
independent, group and/or whole class learning exercises
Students will create a dance incorporating the four different moves within 10 min.

Instructional Strategies Continued

CLOSURE
Provides an opportunity to summarize the learning and connect to future learning.
Students will relate how math relates to the arts.
It will help students to realize that there are other ways to learn math besides books
and desk work.

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)

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PA: Formative assessment: Students will create their own dance with the provided
dance moves (Point, Lines, Line Segment, Rays). Teacher will side coach and guide
students.
PA: Summative Assessment:
WB MP
ME
Compare points, lines, line segment, and rays with significant errorsCompare points,
lines, line segments, and rays with few errors Compare points, lines, line segments
and rays with accuracy,
WB MP
ME
Students does not include any motions Includes 2-3 motions
Uses 2-3 three of the spaces

Includes all 4 motions

Makes use of all 3 spaces.

Step 1: Describe
Step 2: Interpret
Step 3: Evaluate
Describe and compare the movements that create a point, line segment, ray and line.
What would you name your dance?
What would you do differently to make
your dimension dance better?
Self Assessment: Students will asses themselves and rate themselves
What did I learn? What can I do?
I can statements (I can use levels in my dance) or checklist/rubrics to self assess,
written statements ( what I did well, what I want to do better and how), or drawings of
what they learned or remember or circle happy/sad face.

Differentiation and Accommodations

Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)

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ELL/MLL: Draw out what each concept means so students have a picture to match
with the action.
Struggling: Quiz them orally instead of making them dance to make sure they
understand the concepts.
Accelerated: Have students make up their own dance moves for each concept.
504/IEP: Follow plan

Materials
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.

Anchor Chart- Lines

What Makes you Beautiful- One Direction
Speakers
White Boards

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
TBA