Vowels

Spelling and Vocabulary Words

Learning Objective: By the end of 30 min, 2^nd grade students will be able to distinguish long and short vowels when reading regularly spelled one-syllable words by demonstrating a movement for every letter using their full body, levels, different shapes, and acting out the meaning of the word.  

Curriculum Standard #3: Phonics and Word Recognition

a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

Dance Standard: Develop and apply skills in fine and gross motor movement. Create and perform unique dance movements and sequences that expand physical skills while demonstrating personal and spatial awareness. 

Music:

Material: Word Cards, Drum, Laptop, Aux cord.

Warm-up: Today we are going to spell our words with our bodies. Letters can be made on different levels, with varying size and with partners. Let us first use our names. Take the first letter of your name and spell it out with your hand in the air. Then make it big and then make it small. Write the next letter with your leg, then the next letter with your elbow. Continue with a different body part until you finished your name then say your name out loud.

Explore Ideas: Here are some words that could be on your spelling list. Let us choose one to spell. The first letter can be a different level or different size or different body part. Good look at how you are using your whole body dancing out the letters. To remember the vowels if they are long or short let us emphasize the vowel, silent letter, double letter, etc. by making those letters larger than the others. Always say each letter as you form or write it and say the word when you are finished.

Develop Skill: Some of these words are adjectives that we can act out. Let us separate into two groups. Group one will choose a word and act it out. Group 2 will have to guess what the word is. Then we will switch. It is important to ask the students who, what, when, and why questions when they are watching their peers.

Create: Here is a list of words. Step 1) Choose a word Step 2) Dance out each letter while saying it out loud. Step 3) End the dance by acting out the meaning of the word with a body shape. Remember to say each letter and then the whole word when you are finished.

Arrays

Learning Outcome: By the end of 30 minutes, 2^nd grade students will be able to create an array from a dance problem and then turn that into their own dance through elements of time including beat, tempo, and duration.

Curriculum Standard:

Dance Standard:

Music:

Materials:

Warm-up:

Explore Ideas: Math Problems: I have five students in each group. Each will move three body parts.

Create:

Similes

This lesson explored Similes. These videos are group dances that follow the form ABA. They begin with a shape. Next they created movement inspired by their given simile. Last they ended in a group shape.

AM vs. PM / Runaway Ralph

Today I taught two lessons. One was about Am vs. PM. The students created a time dance that demonstrated what one does during 11:15, 8:30, and 3:00. The students chose if it was AM or PM.Mrs. Weaver took some video clips of the class. The second lesson was a book lesson based on the book Runaway Ralph. I used energy qualities to teach to the standard of reflecting on how characters respond to major events in the chapter. For example, "Drat! says Ralph to himself." Ralph's mom with trembling whiskers was full of fear. Ralph's big breath came out as a poof! The student matched these moments with energy qualities percussive, suspend, explode, and so forth. If I would teach this lesson again, I would try and give them more examples so they are not copying each other. I would also invite Mrs. Weaver to participate more in team teaching the lesson so she can feel confident in using some of these techniques. Enjoy.

Training Day

Here I am getting trained to work with Artsbrige. I am excited and feel prepared to work with my collaboration teacher and elementary students. Doug and Rachel are very informative and passionate about this program. The program seems to be steered by the jewels in the education system in Utah. I cannot wait to meet my mentor and begin working with the students.