Thomas – Beth Reeves
Learning Objective/Exit Outcomes:
- Students will be able to recall various verbs in their 3rd grade vocabulary.
- Students will be able to define verbs by using creative movement.
- Students will be able to practice empathy for others.
- Students will be able to communicate clearly through verbal commands.
- Students will be able to engage in collaborative conversation about both core content and fine arts standards.
ELA & Dance
ELAGSE3RL4 Determine the meaning of words and phrases both literal and nonliteral language as they are used in the text.
ELAGSE3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- Explain their own ideas and understanding in light of the discussion.
ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use personal experiences and choreographic tools (e.g. improvisation, guided imagery) to create a movement narrative.
- Recognize and describe how movement quality impacts meaning.
- Move expressively to music or other stimuli (e.g. sound, text).
ESD3.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.
- Apply knowledge of appropriate behaviors and skills as an observer and performer.
- All open classroom space
- Items/furniture in room can be moved to create obstacles
- Blindfold (optional)
The PAIR Specialist started by introducing the activity. The PAIR Specialist explained that today we would be going on a journey together. Although only one person would be going through it, we all have to work as a team to get one person through the obstacle course.
The teacher selected one student to stand outside, while the rest of the class took 1 minute to use their chairs to create obstacles. After the obstacles were created, students found a spot to stand around the room with their backs on the walls, forming a circle.
The student was brought back in, and asked to keep their eyes closed. The PAIR Specialist reiterated that instructions would be given one at a time going around the circle. The activity began, and the students experimented with what types of instructions were the most successful.
In order for the blindfolded student to get through the Minefield, every other student must describe, using verbs, how the student must get from one point to the next. The student going through the Minefield should then be able to demonstrate the meaning of the word as they move. For example, a student may give the direction, “Skip three steps straight ahead” and the blindfolded student should then skip for three steps, rather than just walking forward. Another student may give a direction such as “Twist your body to face your right” and the blindfolded student would need to interpret the direction to twist to face the right.
The game will continue until the blindfolded student arrives at the other end of the Minefield, perhaps reaching a certain chair, book, poster, whatever the class decides the goal point is.
Be sure to discuss how dance connects to the content and strategy used in this lesson to fully incorporate the arts standards. Ask students how to engage as audience members as well as to consider how the minefield would affect them, should they be the person chosen to walk through the minefield.