Blanchard, Year One
Hannan – Beth Reeves
Learning Objective/Exit Outcomes:.
- Students will be able to clearly communicate sequence of events.
- Students will use dance to communicate meaning and understanding.
- Students will collaborate to create a movement piece.
- Students will engage in collaborative discussion and clear expression of their own ideas.
ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Use a variety of transitional words and phrases to manage the sequence of events.
ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.
- Use movement to express an idea or feeling.
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.
- Apply knowledge of appropriate behaviors and skills as an audience member and dance observer.
English & Dance
Open space in the room
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.
Students were just beginning to learn what sequences are and how they work. Students were encouraged to think about what sequences occur in ELA (events in a story, parts of speech, transitional writing, etc), and how they could use Machines to demonstrate their understanding.
Once students are familiar with the game, the teacher will divide students up into teams of four to five people per group. Students brainstormed different ways to physicalize their sequence of events (checking out a book from the library, walking into class, going to lunch, writing a paper, etc). Within their group, students will collaborate on how to show their sequence together and create physical movement and sound to communicate their individual part of the sequence.
Each group will present their sequence to the rest of the class. The Teacher and PAIR Specialist ask other groups what they see with fellow students’ sequences. What’s happening here? What do you see? What is the sequence showing? How do you know? What do you notice about their sound/movement? If there were more students involved in this sequence, what other things could we add to create more detail?
When students return to their seats, encourage assessment of the work they did with creating Sequence Machines. Ask questions such as: What were we doing? What did you see us doing? What do you wonder? How were we working together? What could we have done differently to be even more successful? How was each machine different? How will Machines help you to remember sequence of events?
Encourage students to speed up their machine and to slow it down. Push students to name their machine and explain why they chose the name.