Title: Home
Author/Illustrator: Thomas Locker
Team member Names: Kevin Vance, Jazmin Crespin, Rachel Hutchinson, and Lindsey Grimes
Date: 10/8/2015
EDEL 4540 Section
Grade:4th
Length: 20 minutes
Standards: 4th Grade
Social Studies: Standard 1: Students will understand the relationship between the physical geography in Utah and human life.
Dance: Standard 4: The student will understand and demonstrate dance in relation to its historical and cultural origins
Objectives: Students will be able to classify major physical geographic attributes of Utah.
Indicators: Students will compose movements of nature and environment through dance composition.
Materials: Book: “Home”, by Thomas Locker, Dance Props, copied pages of the book for the groups, and music for dancing.
https://www.youtube.com/watch?v=0KosV3va6Rc
WARM-UP: Students will perform dance movements according to their interpretations on how the seasons would look like in movement, ie. fall, winter, spring, summer. They will have 2 minutes to think of ways their bodies can have motion that will represent their season.
MOVEMENT INSTRUCTION: Ask the class to come and sit on the floor. Explain to them that they are going to be learning about different physical geographic attributes in this book “Home.” Ask them to think about how what we read can be incorporated into their home, and their surroundings especially here in Utah. Read third paragraph of the introduction. Read page 4. Ask students to think about what sunshine looks like as it flows into trees. Ask them to dance out this phrase by staying in their seats on the floor. Read page 10. Ask students how they would demonstrate that fog is a cat? Ask them how they think a cat would move, and how they would relate that motion to incorporate the fog. Read page 16. Ask students what are some characteristics of a tree? Have the students move as if they were trees. Have them start the process of growth, and then they get to decide if they will be a tall tree, short tree, and or have lots of branches. Read page 22. Ask students what type of energy do the words “outrageous” and “gleaming” bring to the story and how would you describe that through your dance? Instruct the students to use different parts of their body to interpret and describe these specific words. For example have them use only their arms to show you how they would interpret gleaming
Explain that the students will be composing dance movements such as: design a body shape, degrees of energy, range-amount of space, axial, and motion. Have the students stand up. Divide the students into four groups by counting them off, and give each group their assigned page. Assign each group a different space in the room. Make sure the have adequate amount of room to move. Give them about 5 minutes to to prepare, and practice a dance/movements that illustrates the words on page they were assigned. After the 5 minutes the teacher begins to read the assigned pages as the assigned group will do their dance. Let the students know to follow the words that are being read. As the teacher pay attention to the dance/movement, and read the page according to the parts of the dance of the group. The pages will provide the structure for the students, and it will help with the flow. After each group has had the chance to do their dance let the students know that they may now use props. Explain to them that the props are not supposed to take over their dance, but provide enhancements to their movements. Give them 2 minutes to practice as groups with the props, and the music. Each group will then again have a chance to present their dance to the class while the teacher reads their page which will help them see the words on the pages come to life through dance.
ACCOMMODATIONS FOR DIVERSE LEARNERS: For ELL students show them the pictures
as you read. Project the expectations for the movement on the board so that students with autism can see what they need to accomplish.
ASSESSMENT SUGGESTIONS: Students will be demonstrate their knowledge of mountains, trees, fog, and other physical geographic attributes of Utah and how it interacts with environment.
EXTENSIONS/ADAPTATIONS: Use of props once the dance has been composed.
