JD Davis Year One
Davis- Addie Newcomer
Learning Objective/Exit Outcomes:
Students will demonstrate understanding of dance by moving purposefully and artistically.
Students will think critically in defending the choices that they have made.
Students will demonstrate an understanding of fact families.
Students will connect their knowledge of content to their knowledge of dance.
MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
ESD2.CR.1 Demonstrate an understanding of the choreographic process.
- Develop basic partnering skills through guided instruction (e.g. copy, lead, mirror, follow).
- Combine two or more dance elements in a movement phrase (e.g. body, space, time, energy).
- Respond to a variety of stimuli through movement (e.g. scarves, songs, sounds, images).
ESD2.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.
- Demonstrate attentiveness, full participation, and cooperation with others in the dance learning environment.
- Demonstrate focus and concentration in the performance of skills.
Any available classroom space.
Introduce the concept of “Why I Wiggle”. Students spread out around the classroom and keep both feet glued to the floor. Prompt students when to wiggle and when to freeze. While all students are frozen, take time to evaluate the positions and talk about why each student froze the way they did.
To review fact families, give students a math problem like 8+7. On the teacher’s instruction, have students wiggle while you count. Students should freeze when they reach the solution to the problem.
Take the opportunity to talk about why some students may still be wiggling PAST the correct number or may have stopped early. If some students struggle to solve the problem, encourage them to freeze when the rest of the class does.
To complete fact families, give problems like 7+8, 15-7, and 15-8 to follow 8+7.
For extra help, write the problems, unanswered, on the board for students to refer to as they wiggle.
Students may become easily excited by the concept of wiggling in class. Be sure to take time to provide lots of examples and take students step-by-step.