Kindergarten Speaking and Listening Standard 4: Describe familiar people, places, things, and events and, with prompting and support, provide additional details.
Language Objective:
Children will practice good listening skills as they listen to the teacher's self introduction, through which they will observe how to describe life events, people and places through a combination of body shapes and movement. Students will have the opportunity to create and share a brief dance movement or sequence to reflect and represent their personality.
Length of Lesson: 20-25 minutes
Children will practice good listening skills as they listen to the teacher's self introduction, through which they will observe how to describe life events, people and places through a combination of body shapes and movement. Students will have the opportunity to create and share a brief dance movement or sequence to reflect and represent their personality.
Length of Lesson: 20-25 minutes
Materials Needed:
Hand Drum
Sheet Music/Tune for "Head, Shoulders, Knees and Toes"
Notecard with several key events/facts of your life (for example: birthplace, hobbies, personality
traits, family size etc).
Sheet Music/Tune for "Head, Shoulders, Knees and Toes"
Notecard with several key events/facts of your life (for example: birthplace, hobbies, personality
traits, family size etc).
Behavior Expectations:
The students will respect their peer's space and performances. They will listen attentively and dance with full energy and effort.
Establishing "Beginning Routines"
On the first day, as you are establishing expectations with students, it is a good idea to come up with a quick routine or dance move that you will do as a class to represent the transition into dance mode. For my class, I used the Japanese version of "Head, Shoulders, Knees and Toes". This was an active way to allow my kids to stretch and for me to change the tempo to get extra energy out or bring needed energy in; plus, they get to learn foreign words which is always cool.
The steps to this dance are pretty straightforward - as you say a body part you touch it.
Atama (ah-ttah-mah) - Head
Kata (kah-tta) - Shoulders
Hisa (hee-zah) - Knees
Ashi (ah-shee) - Feet/Toes
Me (meh) - Eyes
Mimi (mee-mee) - Ears
Kuchi (koo-chee) - Mouth
Hana (ha-nah) - Nose
Teacher Introduction Dance:
The teacher will have prepared a notecard (or mental note) of key events in their life. Starting at birth, the teacher will use shape, axial movement and locomotors to help express those objects, traits or experiences. As appropriate, ask the children what they envision with a particular place/object (For example, if you lived in California, you could represent the warm weather with high level, stretching to soak in the sun, or the swaying and shining movement of the ocean). Here are some additional ideas:
Birth - low level / light energy quality / suspended and/or isolated movement
Growing Up or Play - light/free energy quality / run, skip, leap / push, pull, jab, kick
Family Size - wide/narrow shape / make shape as a whole class
Hometown - weather characteristics / locomotor movement "tour of your town"
Hobbies - minimize pantomiming, focus on feelings/the experience of those hobbies
Students' Dance Move:
Now the students have a chance to briefly introduce themselves!
Form a circle. The teacher starts and does a simple dance movement (for example, spin in a circle, explode, twisting arms, isolated movement of head or leg etc). One by one, students will create or pick a movement to represent themselves, as they say their name they will share their movement with the class. Everyone else will replicate their dance move. Continue until each child has a dance move and has shared. Go around the circle 1-2 times quickly to remember each movement and person. Can end the lesson here or can use the dance moves for a simple game.
Game "Dance 'n Pass"
The idea of this game is to remember your peers' dance move so you can pass the "turn" to the next person. The first person starts by doing their dance move, then the dance move of the person they are passing on to. That person receives the "turn" by doing their dance move, then doing the dance move of someone else in the circle. Continue for several minutes so include all the students if possible. Can increase the difficulty of the game by having one person in the middle trying to catch whose "turn" it is (so people in the circle have to be sneaky about passing and receiving the dance moves).
Establishing "Beginning Routines"
On the first day, as you are establishing expectations with students, it is a good idea to come up with a quick routine or dance move that you will do as a class to represent the transition into dance mode. For my class, I used the Japanese version of "Head, Shoulders, Knees and Toes". This was an active way to allow my kids to stretch and for me to change the tempo to get extra energy out or bring needed energy in; plus, they get to learn foreign words which is always cool.
The steps to this dance are pretty straightforward - as you say a body part you touch it.
Atama (ah-ttah-mah) - Head
Kata (kah-tta) - Shoulders
Hisa (hee-zah) - Knees
Ashi (ah-shee) - Feet/Toes
Me (meh) - Eyes
Mimi (mee-mee) - Ears
Kuchi (koo-chee) - Mouth
Hana (ha-nah) - Nose
Teacher Introduction Dance:
The teacher will have prepared a notecard (or mental note) of key events in their life. Starting at birth, the teacher will use shape, axial movement and locomotors to help express those objects, traits or experiences. As appropriate, ask the children what they envision with a particular place/object (For example, if you lived in California, you could represent the warm weather with high level, stretching to soak in the sun, or the swaying and shining movement of the ocean). Here are some additional ideas:
Birth - low level / light energy quality / suspended and/or isolated movement
Growing Up or Play - light/free energy quality / run, skip, leap / push, pull, jab, kick
Family Size - wide/narrow shape / make shape as a whole class
Hometown - weather characteristics / locomotor movement "tour of your town"
Hobbies - minimize pantomiming, focus on feelings/the experience of those hobbies
Students' Dance Move:
Now the students have a chance to briefly introduce themselves!
Form a circle. The teacher starts and does a simple dance movement (for example, spin in a circle, explode, twisting arms, isolated movement of head or leg etc). One by one, students will create or pick a movement to represent themselves, as they say their name they will share their movement with the class. Everyone else will replicate their dance move. Continue until each child has a dance move and has shared. Go around the circle 1-2 times quickly to remember each movement and person. Can end the lesson here or can use the dance moves for a simple game.
Game "Dance 'n Pass"
The idea of this game is to remember your peers' dance move so you can pass the "turn" to the next person. The first person starts by doing their dance move, then the dance move of the person they are passing on to. That person receives the "turn" by doing their dance move, then doing the dance move of someone else in the circle. Continue for several minutes so include all the students if possible. Can increase the difficulty of the game by having one person in the middle trying to catch whose "turn" it is (so people in the circle have to be sneaky about passing and receiving the dance moves).
No comments:
Post a Comment