Wesley Heights, Year One
Ashcraft – Cascone
Learning Objective/Exit Outcomes:
- Students will be able to identify key individuals during the American Revolution.
- Students will be able to give at least 3 facts about key individuals during the American Revolution.
- Students will be able to put key events in sequential order.
- Students will use improvisation to invent movements that represent key individuals in the American Revolution.
- Students will use dance to communicate meaning and understanding.
Social Studies & Dance
SS4H1 b. Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and black regiments.
ESD4.PR.1 Identify and demonstrate movement elements, skills, and technique in ballet and jazz terminology.
- Demonstrate accuracy, focus, control, and coordination in performing locomotor sequences.
- Perform smooth transitions when connecting movements.
ESD4.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 and performing environment.
- Demonstrate focus, concentration, and self-discipline in the performance of skills.
ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use movement to tell a story.
- Use improvisation to discover and invent movement.
- Discuss the experience of performing a choreographed work.
Any available classroom space
Students made several different machines to representation different key individuals from the American Revolution. We made a Benjamin Franklin, Thomas Jefferson, John Adams, and Paul Revere machine.
PAIR Specialist introduced the concept of Machines based on student’s previous knowledge of machines they already knew. PAIR Specialist helped students build a class machine (a car, a vending machine, etc.) to demonstrate the structure. Students were encouraged to think about how machines work together and follow sequence.
The teaching team called on one student at a time to give us a fact about the individual we were focusing on. They then created a sound and an action to represent that fact. The next student that was called on also had to give a fact, but also had to place themself in the correct order in the machine. Once we had all facts, we were able to see how the machine operated as a whole.
Each machine was made up of different students to give as many students as possible a chance to participate in the lesson.
When doing this activity again, it would be helpful to spend more time encouraging elevated movement and vocal creativity with a basic machine so students are more comfortable being expressive with subject matter.