Learning Vowels 

October 29th, 2015

Today was a fun lesson learning the fruits. The difficultly came in one of the games, the students needed cards with pictures on it instead of just the words to increase the understanding of the activity. I am learning how much language learners need as many modes of learning as possible. Children have a love to move and to dance. Learning can be fun and engaging and still effective! 

Arts Bridge Integrated Lesson Plan

By: Katelynn Reed

Subject Concepts	Arts Concepts
Content Covered: Learning nouns, fruits	Content Covered: Locomotor steps Energy qualities Shapes
Learning Outcomes: The students will be able to memorize all the names of the fruit	Learning Outcomes: The students will be able to locomote in different pathways through the space with a partner and be able to embody different shapes and different energy qualities in those shapes.

Lesson Plan

Learning Objectives: By the end of the 30min class period the students will be able to memorize the names of the different fruits through different shapes and energy qualities in that shape.

Assessment: Mastery of the Frutas song.

Materials Needed: Youtube connection Music

Lesson Sequence: 1.      Warm Up with the vowels dance 2.      Warm Up with the action verb dance Nouns: Frutas First review all the fruits and their appearance and look how the word is spelled. Write the different fruits on the piece of paper. Enough for each student to have a different fruit written on their card. The children will stay in a shape. When they hear their fruit being called, they can move are the room and dance until the teacher says stop and calls a different fruit. The teacher may call more than one fruit at a time. ·         Naranja (organge) ·         Manzana (apple) ·         Platano (banana) ·         Pera (pear) ·         Cereza (Cherry) ·         Uvas (grapes) ·         Fresa (strawberries) ·         Melon (melon) ·         Sandia (watermelon) ·         Melocoton (peach) ·         Ciruela (plum) ·         Mango You are making and orchestra of fruit. There will be five different groups. 1.      Platono (Say the word twice and then peel the banana) 2.      Mansana (say one time then half Mansna, sana making a curving circle with the arms) 3.      Mango (Say mango three times with the hips swaying back and forth 4.      Uvas (say uvas four times while making circles with the hands and placing them in the space) 5.      Sandia (say one time and then pretend like you are sitting watermelon seeds) El balie de la fruita: Students will make a locotmotor pathway with their class by connection shoulders with their arms and making a chain. At first they will start with one line leader, then they will split the line and make two line leaders, then they will split again to make two line leaders and so forth. Melocoton (peach) fists punp down Mansana (apple)- under curve arms Pera (pear)- swivels Pina (pinapple) angled arms on three different levels Platono (banana) just make the shape of the banana with your body. Muneca (doll) Pinata Caballo Camello Oveja Barco Llave (key) Raqueta Regalo

October 27th, 2015

This was our second lesson plan with the first graders learning dance concepts of Shape and Energy while learning vowels and action verbs. The shapes that we made with partners helped the students to remember how the vowel sounds by the shape that they made. By moving through the action verbs, the students are able to engage fully in the learning process. 

Arts Bridge Integrated Lesson Plan

By: Katelynn Reed

Subject Concepts	Arts Concepts
Content Covered: Learning Vowels and Action Verbs	Content Covered: Shape and Energy Qualities
Learning Outcomes: The students will be able to learn the proper way to pronounce the vowels correctly and remember action verbs in their current unit.	Learning Outcomes: The students will be able to learn basic concepts in dance correlating to Energy and Space through improvisation and movement sequences.

Lesson Plan

Learning Objectives: By the end of the 45 min lesson plan the students will be able to memorize and remember the vowels and action verbs through shape qualities and

Assessment: Mastery of their performance of dancing in particular shapes and energy qualities while singing the songs to pronounce vowels and action verbs correctly.

Materials Needed: YouTube: Vowels  https://www.youtube.com/watch?v=kHBli926zxc   Action verbs https://www.youtube.com/watch?v=-csuoX_uM7U Letter cards of A, E, I, O, and U. Images of wall, ball, pyramid, screw, and pin.

Lesson Sequence: Rules of the classroom: ·         Respect: Look at the teacher when she is talking ·         Safety: Bare feet or tennis shoes ·         Responsibility: No pushing or touching your classmates Warm Up: Explore running verses walking When the students hear number 1 “uno” the students know to walk. When they hear the number 2 “dose” they know to run. When they hear me clap they know to make a shape. Experiment with various patterns. Introduce different shape patterns by having the students run around the classroom. When each shape is called, the students will make a shape. ·         Pin- linear ·         Wall- flat ·         Ball- round ·         Screw- twisted ·         Pyramid- tetrahedral These shapes will be used to help the students create shapes will the vowels. When they hear the vowel they will make that designated shape pattern. A-By yourself make an A shape with feet separated in second position, with hands connected and straight overhead E- Student will need to find a partner. One student will sit on the ground with their legs extended and arms extended outward. The second student will stand behind and outstretch their arms at a 90-degree angle. I-Student will jump up and point the I with their fist. O- Three people will be in a group one would lay on the ground extending their arms and legs, the other two will be on stand clasping hands. U- This will be done in partners, both sitting on the ground with their pockets outstretched on the floor with their arms directly up. Put everything together by using the song from YouTube and creating a dance using the shapes created in class. The students will sing to the song while in that shape and bounce to the music. They will locomote on the transitions and in the fast part they have an axial movement phrase: https://www.youtube.com/watch?v=kHBli926zxc Now we will work on Action Verbs: caminar, brincar, bailar, correr, comer, y domir (walk, jump, dance, run, eating, and sleeping). They students will learn a sequence about energy from these vocab words Caminar- Percussive Brincar- Explosive Bilar- Vibratory Correr- Sustained Comer- Swing Domir- Collapse Then complete the dance movements they just learned to the YouTube video song. YouTube Video: https://www.youtube.com/watch?v=-csuoX_uM7U Cool Down: stretch

AEIOU

Pin

Wall

Ball

Pyramid

Screw

Skill Development

October 22, 2015

First Lesson

Today was my first time teaching in the Heber Valley First Grade class. This is a Spanish Emerson class and is learning language arts, math, history, ect through Spanish. I am partnering with the teacher to integrate dance into helping the children learn Spanish. Today we focused on the students learning the days of the week, seasons, and working on various word pronunciation. We incorporated movement by learning loco-motor and axial movement. We did not have time to get to the game at the end. The activities filled up the whole 50 min. The children enjoyed learning through movement as it helped them remember the words and got them excited about learning. 

Arts Bridge Integrated Lesson Plan

By: Katelynn Reed

Subject Concepts	Arts Concepts
Content Covered: Recognizing words: days of the week and seasons and reciting memorized phrases from a song	Content Covered: Skill development (locomotor and axial movement)
State Standards & Objectives (UEN/ USOE): Novice Low Language Competencies Interpretive Listening NL.IL  I can recognize a few memorized words and phrases when I hear them spoken. a.     I can recognize the sound of a few letters when they are spoken or spelled out Learning Indicator NL.PS.4  I can recite short memorized phrases, parts of poems, and rhymes. a.       can sing a short song.	State Standard & Objectives (UEN/USOE) Standard 1: Students will understand a sense of self Objective 2:  Develop and demonstrate skills in gross and fine motor movement. Participate daily in short periods of physical activity that require exertion (e.g., one to three* minutes of walking, jogging, jump roping).  Perform fundamental locomotor (e.g., skip, gallop, run) and nonlocomotor (twist, stretch, balance) skills with mature form.  Perform various axial movements
Learning Outcomes: The students will be able to recognize and recite new words from the days of the week, seasons, and be able to recite songs about these words.	Learning Outcomes: The students will be able to demonstrate clear locomotor pathways through the space and be able to differentiate walking, running, skipping, jogging, hopping, gallop, and roll and axial fine motor movements.

Lesson Plan

Learning Objectives: By the end of the 45-minute class period the students will be able to demonstrate their understanding of traveling locomotor movements throughout the space which will embody Spanish songs teaching words and phrases. The students will be able to execute the movement in locomotor movement as well as axial movement to increase the students memorization skills.

Assessment: Students will be able to accomplish the locomotor and axial movements effectively without the recited song, but say the words with the correlating movement.

Materials Needed: ·         Balls (five to six) ·         Blue tape ·         Signs of the seasons ·         Music (Ipod)

Lesson Sequence: Rules of the classroom: ·         Respect: Look at the teacher when she is talking ·         Safety: Bare feet or tennis shoes ·         Responsibility: No pushing or touching your classmates Warm Up: Explore running verses walking When the students hear number 1 “uno” the students know to walk. When they hear the number 2 “dose” they know to run. When they hear me clap they know to make a shape. Experiment with various patterns. Skipping: Say to your students, “To practice skipping, we are going to remember three words: step, bump, and hop. Here is how they work.” Hold a ball between both hands. Take a step forward with one foot. Take the other knee and bump it on the ball. Hop on the first foot. Repeat, using the other foot. Demonstrate to your students how to do this two to three times and then have two to three students come up and also demonstrate it. Give students a chance to practice this by putting them in 5 different groups. Put them in lines and give the ball to the first student. Have them take turns going across and practice skipping the way you demonstrated. Encourage them to say, “step, bump, and hop” as they move across the floor. Make sure to stop students who are doing it wrong and demonstrate for them the proper way to do it. Days of the week dance: Sunday-freeze Monday-walking Tuesday-Running Wednesday-skipping Thursday-hopping Friday-gallop Saturday-roll In the dance when they hear the day of week they match that word to a correlating locomotor step. Assessment: After the formative assessment to see if the students are understanding use a non-metered song and hold up a sign with the day of the week that is out of order and test their understanding. Season dance Have the students sing the season song and choreograph two movements for each season. Winter- Stiff, ice Fall- Twirling- spinning leaves Spring- small to big-growing flowers and trees Summer- Bright, big, jumps- sunshine Split the room into four squares (using the tape) (fall, winter, summer, spring) Divide the students into four groups. They start dancing in their season. They can switch in between seasons by skipping only. Let the students explore what it is like in each area. Divide the class in half and let the students watch each other Chocolate Song Create a movement sequence that they can follow along to emphasizing the syllables. Have the students run and switch to a new place in the room when the word restarts. If time: Here is a fun game using locomotor movement Shipwreck Once students are comfortable with skipping and can do it well, introduce “Shipwreck”. This is a game that can be used all year long because it has parts to it that are slowly added on. To introduce the game, say to the students, “We are going to play a new game called, ‘Shipwreck.’ In this game, we will be able to practice our skipping. To start the game, you will do what is called ‘at ease.’ This means that every time you hear the whistle blow, you will skip in a circle and smile at me.” First, show the students what it should look like and the direction you want your circle to move. You may want to designate a student to lead the circle, so that everyone will be going the same direction. Have students practice doing this. Once you feel they understand and are doing it correctly, say to them, “Now we are ready to learn two other commands in shipwreck. One is called, ‘attention.’ When you hear me say this, you will line up in a line right in front of me, with your hands at your side, not saying a word. I will be looking for those that can walk quickly to the line and do it silently.” As you demonstrate it for them, make sure to emphasize walking to their spot, which will help prevent some accidents that could occur. Have the students practice doing so. Add it on and practice going back and forth from “at ease” to “attention.” Say to the students, “Now we are ready for our second command, ‘the galley.’ When you hear me say galley, you will make a line in front of me again, but this time you will be lying on the ground. The tricky part is that you have to be different than the person in front of you. If I am laying down this way, then the person behind me has to lay with their head by my feet instead of by my head. But here is the tricky part: you can't lie down until the person in front of you has. While you are waiting for your turn, just stand quietly in line and be ready to move quickly. Don't forget to walk over to the line and not run!” Demonstrate using other students, and then practice it until they understand. It is really important that they wait their turn to get down, otherwise the line gets messed up and confusing. Once they have practiced and you feel they really understand, add it on to the game. Continue to play using these three commands for this day. The next time you play the game, review the previous commands, and then add on more. Remember that this game will not be mastered quickly and will take the students quite a while to get all the commands. This is wonderful because it gives them any opportunities to practice their skipping as you play the game throughout the year. All the “Shipwreck” commands are listed below Attention: stand at the side of the gym at attention facing the teacher The Galley: lay in the middle of the gym, alternating every other kids head/feet Chow Time: one line facing the teacher, holding an imaginary tray Crew Party: one big circle, holding hands Jaws: three people, one stands, and the other two are on the ground, each holding a leg Torpedo: lay flat on ground, arms extended, legs together, face down At Ease: skipping in a circle, smiling Rise and Shine: two partners, each does five sit-ups and then runs to attention Man the Lifeboat: four people standing in a circle holding hands Drill: do 3 push-ups and run to the attention line Feel free to make up and add in any additional commands. Cool down: Talk about how the different movements helped the students remember Spanish words and songs. Great job class!