unit plan k-1

1. Unit Title: Celebrating Community through La Plena
Grades: K-1
Unit Abstract: In this unit, students, will explore the unique attributes of their identities in relation to the classroom community through interactive activities based in the cutlural dance and musical elements of La Plena.
Standards:
NJ Arts Standards: NCAS Standards: Social Justice Standards: Other Standards - ELA, etc. (Please specify, optional): Comprehensive Health and Physical Education Standards
1.1.2.Pr5e. DA:Pr4.1.1 Identity 4- ID.K-2.4: I can feel good about myself without being mean or making other people feel bad. CHPE-2.1.2.E.1: identify basic social and emotional needs of all people
1.1.2.Re7a. DA:Pr6.1.1 Diversity 6- DI.K-2.6: I like being around people who are like me and different from me, and I can be friendly to everyone. CHPE-2.1.2.E.3: explain healthy ways of coping with common stressful situations experienced by children
1.1.2.Cn11a. DA:Cn10.1.1 Diversity 8- DI.K-2.8 I want to know about other people and how our lives and experiences are the same and different.
1.1.2.Re7b. DA:Cn11.1.0
Essential Questions
Dance Social Justice
How can we express ourselves through
the dance of La Plena?
How can dance help us understand
ourselves and each other?
How can we connect rhythm and
movement?
How can dance celebrate people's
differences?
Enduring Understandings
Dance Social Justice
La Plena is a community dance from Peurto Rico that goes with music of the same name
Celebrating differences makes a community strong
In many dances of the world, rhythm and movement are connected
Community dance is a way for people to celebrate and support each other
SEL Competencies
Self-Awareness 3 “Recognize one’s personal traits, strengths and limitations”
Relationship Skills 9 “Demonstrate an awareness of the differences among individuals, groups and others’ cultural backgrounds”
Pre-Requisite Knowledge
Describe the minimum basic knowledge and skills students should have to be successful in this unit.
rhythm, basic fine/gross motor skills, basic coordination skills, basic verbal communication skills
How will you 'catch' students up if they do not have this pre-requisite knowledged?
scaffolding concepts (rhythmic, motor-related, or coordination related) so that we begin at the most basic level and
progress the skill over time
visual aids/supports for language skill

2. Community Resources
Describe a community resource that will be incorporated into this unit. Be sure to identify the lesson(s) that will involve this resource in unit map under Agenda/Pacing.
Spotify Playlist: La Plena
https://open.spotify.com/playlist/2yyqKCE5xqk90x9nxOna00?si=847f8db9706644a7
Spotify Playlist: Warm-Up
https://open.spotify.com/playlist/2FSNwaSvcGFL2Hd2qCu8gk?si=7fdedcb3c2e44403
La Plena Dance Video Elegui22 (2017, August 21). Gíbaro de Puerto Rico - Plena "Cortaron a Elena.” Youtube. https://www.youtube.com/watch?v=3bSBc9XjVME
Instructional Resources
Please indicate if the resource is used by the Teacher (T) and/or by the student (S). Use APA citation for Music, Articles, Books, etc. Include specific links where appropriate.
Teacher Reference Borinquen Dance Theater Inc. (2018, March 25). La Plena De Puerto Rico. Borinquen 2017 [video] Youtube. https://www.youtube.com/watch?v=uZmO7KuZEtw
Teacher Reference Elegui22 (2017, August 21). Gíbaro de Puerto Rico - Plena "Cortaron a Elena.” Youtube. https://www.youtube.com/watch?v=3bSBc9XjVME
Teacher Reference Puerto Rican Cultural Center (2022, February, 3) Plena. https://www.prfdance.org/plena.htm
Teacher Reference GoogleSlides: https://docs.google.com/presentation/d/1O-8kqQSgLL9kWlBP8KOF8-DJRNmAiwoGc1C8lmUgjwI/edit#slide=id.g11023ed293f_0_86
Educational Technology: T S
Smart Board
Computer
Portable Speaker
Portable Drum
Articles/Books/Texts:
Story Book
Supplies/Other:
Markers &
Construction Paper
Stickers
Props/Materials:
Globe
Scarves
Poly Spots
Ziplock Bags (individual storage)
Newspaper Bullhorn
Charts/Hand Outs:
Class Guidelines Poster
Class Newspaper
(culminating handout)

3. CLASS/STUDENT DEVELOPMENTALANALYSIS
DEVELOPMENTAL RATIONALE FOR UNIT
Kinesthetic-Motor Development for 5-7 year olds: work on static balance, and stop and go cues, work on gross motor movement, isolate body parts, be
versatile in the use of hands and feet, work on cadence, steady beat, and moving in simple rhythmic patterns
(McCutchen,
2006)
Aesthetic-Artistic Development for 5-7 year olds: students will likely be in the "preoperational stage" as it relates to responding to dance by referring to "i like"
statements
(McCutchen,
2006)
Cognitive-Intellectual Developmen tor 5-7 year olds: become aware of dance as nonverbal expressive movement, increase dance elements vocabulary
(McCutchen,
2006)
Psychological-Social Development for 5-7 year olds: improvisational dance, supervised movement explorations and critical thinking questions, both individual
and cooperative work, opportunities to take turns, positive feedback, encouragement for individual efforts, close guidance to stay on task
(McCutchen,
2006)
CLASS/STUDENT INFORMATION
Describe the demographics in your class: gender, cultural, ESL, IEPs. Base this off your site visit. You can revise after your first week teaching.
A majority of the class population is hispanic/latino. The class has five female-identifying students and four male-identifying students.
CLASS/STUDENT INTERESTS
List your students' interests and how you plan to address them. Base this off your site visit. You can revise after your first week teaching.
Interested in moving, will be addressed through: Will be addressed through embodied learning practices/frameworks
Interested in speaking/sharing about themselves: Will be addressed through activities relating to self, culture, experience, or opinion in which students get to
show off their individual identities and personalities with their peers/teachers
Interested in "fantasy"/play: Will be addressed through "journeys" across the world, imagery, improvisation, and various games
POSSIBLE STUDENT MISCONCEPTIONS
Discuss any possible misconceptions students could have regarding the content of your unit and how you might address them.
At this age, students may have difficulty moving the body without talking. We will set up a system for differentiating when it's time for students to move silently
and when it is time to move with sounds (e.g. a hand signal or timer)
At this age, students may have difficulty sharing or taking turns. We will establish a chart system to rotate opportunities/jobs within the classroom.
CULTURAL CONSIDERATIONS
Community approach vs. individualistic approach
Language differences/ways for communicating
ACCOMMODATIONS FOR ESL STUDENTS
We currently have no ESL students, though many are bi-lingual. Here are some steps we hope to make to accommodate them:
Visual supports (e.g. images,charts, diagrams, videos)
Videos with subtitles (in english and/or spanish)
Opportunities to engage in and share their native language with others while also engaging in the English language during classroom activities
ACCOMMODATIONS FOR STUDENTS WITH IEPs
Because this is an after-school community program, you will not have access to IEPs, nor will you necessisarily be informed if there is a student in your class
with an IEP. Use your best judgment and approach to teaching students with specific learning and behavioral considerations.
One student demonstrates some behaviors that characterize those exhibited by students diagnosed with ADHD. He is incredibly hyperactive, continually
speaks out and interrupts others throughout class activities, and continues doing so despite being asked to refrain multiple times. One strategy we could
implement is to set a timer for five minutes at a time and tell him that whenever the timer goes off, he has the opportunity to share something with the class,
but needs to remain quiet and on task otherwise. We can also ensure our class activities are interactive, novel and dynamic to keep his attention and interest.
Lastly, we will set up the physical classroom space in a way that limits distractions (e.g. keep toys out of sight, no flags hanging from the wall within arms
reach)

4. One student exhibits behaviors that indicate sensitivity to sensory stimuli. We can create a calm corner for this student with objects intended to help him self-soothe.

5. AGENDAS
Follow the guide below to plan your lessons. This is a living document and should be revised as the semester progresses.
Date: 2/9 Lesson #1 Date: 2/16 Lesson # 2 Date: 2/23 Lesson #3 Date: 3/2 Lesson #4 Date: 3/9 Lesson #5 Date:3/23 Lesson #6 Date: 3/30 Lesson #7 Date: 4/6 Lesson #8 Date: 4/20 Lesson #9 Date: 4/27 Lesson #10 Date: 5/4 Lesson #11
Theme & Overview: Introductions
Theme & Overview: Setting the Stage for La Plena through Story
Time
Theme & Overview: Celebrating Ourselves Through
La Plena Movements Theme & Overview: The Working Class Barrios of Ponce
Theme & Overview: Partnering and Celebrating Others
Through La Plena Movements Theme & Overview: Jumps and Leaps
Theme & Overview: Spatial Patterns in La Plena
Dance Theme & Overview: Communication Station: La Plena Theme & Overview: Communication within La Plena Theme & Overview: Preparation Day Theme & Overview: Presention Day
Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice
SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice
SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT:
Students will be able to express
their feelings through a
movement of choice
Students will be able to describe
a custom from their culture.
Students will be able to embody
the key expressive features of a
story through movement
Students will be able to describe
how a custom from their culture
differs from that of someone else
Students will be able to
perform foundational
elements of La Plena dance
(rhythmic side steps, arm
swings)
Students will be able to
encourage the dance
performance of their
peers
Students will be able to perform
movements that represent a job
Students will be able to describe
a personal strength and how it
connects to an occupation of
their interest
Students will be able to take turns
performing La Plena movements
(side steps, arm swings)
Students will be able to
describe the unique
attribute of a peer
Students will be able to
perform jumps and leaps
Students will be
able to identify their
favorite jump or
leap
Students will be able to
travel in linear and circular
formations through space
Students will be
able to identify the
characteristics of a
community
Students will be able to mirror
movement with a partner.
Students will be able to
describe how community
dance helps people
Students will be able to
demonstrate movements in
response to imagery.
Students will be able to
describe how diversity
makes a community strong
Students will be able to
manipulate size, speed, and
shape of key movements
within La Plena.
Students will be able to
connect personal experience
to La Plena movements.
Students will be able to
perform a La Plena dance
sequence that incorporates
rhythmic side steps, arm
swings, pivots, hops,
partnering and spatial
patterns.
Students will be able to
describe how La Plena
dance helped people in
Ponce, Puerto Rico
Students will be able to
improvise movement to a
rhythmic beat at various
tempos
Students will be
able to identify a
peer's favorite jump
or leap
Students will be
able to compare and
contrast an element
of their cutlural
dance with an
element of La Plena
Students will be able to
demonstrate an awareness
of differences between
people of different cultural
backgrounds
Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher
Introduction Circle: Share your name
and one movement 5 minutes Ms.Kayla How Do We Feel Today? 5 minutes Ms. Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava How Do We Feel Today? 5 minutes Kayla & Nava
Class Intro/Co-create Class
Guidelines 10 minutes Ms.Kayla Embodied Story Telling 10 minutes Ms.Kayla
Movement w/ scarves: side steps,
arm swings, open/ close 15 minutes Kayla & Nava
Class Movement Exploration:
Occupations 15 minutes Kayla & Nava "Guess what I am" Game 10 minutes Kayla & Nava Exploring Jumps 10 minutes Kayla & Nava
Brain Dance through La Plena
movements 15 minutes Kayla & Nava
Culture Bubbles: Character (La Plena
Historical Figure) 15 minutes Kayla & Nava Guided Improv: Imagery based 10 minutes Kayla & Nava
Simon Says (alternating between
student and teacher lead) 10 minutes Kayla & Nava Present: Class Newspaper 10 minutes Kayla & Nava
How Do We Feel Today? 5 minutes Ms.Nava Culture Bubble: main character 10 minutes Ms.Kayla Watch: La Plena Video 5 minutes Kayla & Nava
Sung Newspaper Activity: Occupations
that contributed to La Plena 10-15 minutes Kayla & Nava Culture Bubble Reviews + Game 15 minutes Kayla & Nava Simon Says 10 minutes Kayla & Nava
La Plena Video + "Move as a
Group" Dance Game 20 minutes Kayla & Nava Communication Station 10 minutes Kayla & Nava
"Hat Trick" Game- Pulling images out of a
hat & responding through movement 10 minutes Kayla & Nava
La Plena & Everyday Movement
Circle Cue & Response 15 minutes Kayla & Nava
Class Dicussion: How did La
Plena help people in Puerto Rico? 10 minutes Kayla & Nava
Brain Dance Warm-up and Guided
Improvisation exploring tempos 5 minutes Ms.Nava
Culture Bubble: students (w/ newspaper
bullhorn) 15 minutes Ms.Nava
Improvisation Activity: w/ scarves
& drums (imagery-based) 20 minutes Kayla & Nava
Imagery based improv: What do you
want to be when you grow up? 10 minutes Kayla & Nava
Sung Newspaper Intro + Movement
Exercise 10 minute Kayla & Nava
Pictionary Choreography
Game 15 minutes Kayla & Nava
"Time Machine" Group Game w/
scarves 15 minutes Kayla & Nava Revisit Culture Bubbles: Students 15 minutes Kayla & Nava La Plena & Imagery 10 minutes Kayla & Nava
La Plena Acrostic Poem (Letters
NA) 10 minutes Kayla & Nava
Perform: La Plena Ensemble
Dance and Sung Newspaper
circle 5 minutes Kayla & Nava
Globe Activity: share your dances,
languages and holidays 10 minutes Ms.Kayla Rhythmic movement game w/ scarves 10 minutes Ms.Nava
Cirlce Share: Jump In and Jump
Out! 10 minutes Kayla & Nava Obstacle course 10 minutes Kayla & Nava Newspaper Bullhorn Game 5 minutes Kayla & Nava
Rhythm game: Drums &
Jumps 15 minutes Kayla & Nava
1 Word Response: what is it like to
perform as a group? (w/
Newspaper bullhorn) 3 minutes Kayla & Nava La Plena Acrostic Poem (Letters LA) 10 minutes Kayla & Nava
La Plena Acrostic Poem w/ visuals
(Letters PLE) 10 minutes Kayla & Nava
"La Plena & Me"- Class
Discussion & Movement Game 10 minutes Kayla & Nava
Connect Cultural Bubbles &
Movement 10-15 minutes Kayla & Nava
La Plena-inspired scarf dance 10 minutes Ms.Nava "1 thing I learned, 1 thing I know" song 8 minutes Ms.Kayla
1 Word Response: what is it like to
perform by yourelf? (Bullhorn) 2 minutes Kayla & Nava Introduce Classroom Newspaper 5 minutes Kayla & Nava "I notice, what do you notice?" Game 10 minutes Kayla & Nava Goodbye dance 3 minutes Kayla & Nava Goodbye dance 2 minutes Kayla & Nava Goodbye dance 5 minutes Kayla & Nava Cultural Bubbles: Me & My Community 10 minutes Kayla & Nava Improv Game 5 minutes Kayla & Nava
"Favorite Memory": Class
Reflection Game 5-10 minutes Kayla & Nava
Name Tags 5 minutes Ms.Nava Goodbye Dance 3 minutes Ms. Nava Goodbye Dance 3 minutes Kayla & Nava Goodbye Dance 3 minutes Kayla & Nava Goodbye dance 5 minutes Kayla & Nava Goodbye dance 5 minutes Kayla & Nava Goodbye dance 5 minutes Kayla & Nava Final goodbye dance 5 minutes Kayla & Nava
Goodby Dance 5 minutes
Ms. Kayla &
Ms. Nava

6. Follow the guide below to plan your lessons. This is a living document and should be revised as the semester progresses.
Date: 2/9 Lesson #1 Date: 2/16 Lesson # 2 Date: 2/23 Lesson #3 Date: 3/2 Lesson #4 Date: 3/9 Lesson #5 Date:3/23 Lesson #6 Date: 3/30 Lesson #7 Date: 4/6 Lesson #8 Date: 4/20 Lesson #9 Date: 4/27 Lesson #10 Date: 5/4 Lesson #11
Theme & Overview: Introductions
Theme & Overview: Setting the Stage for La Plena through Story
Time
Theme & Overview: Celebrating Ourselves Through
La Plena Movements Theme & Overview: The Working Class Barrios of Ponce
Theme & Overview: Partnering and Celebrating Others
Through La Plena Movements Theme & Overview: Jumps and Leaps
Theme & Overview: Spatial Patterns in La Plena
Dance Theme & Overview: Communication Station: La Plena Theme & Overview: Communication within La Plena Theme & Overview: Preparation Day Theme & Overview: Presention Day
Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT: Social Justice SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice
SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice
SLOs, SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT: Dance SLOs, SWBAT:
Social Justice SLOs,
SWBAT:
Students will be able to express
their feelings through
movement
Students will be able to describe
a practice from their culture.
Students will be able to tell a story
through movement
Students will be able to describe
how a custom from their culture
differs from that of someone else
Students will be able to
perform foundational
elements of La Plena dance
(rhythmic side steps, arm
swings)
Students will be able to
encourage the dance
performance of their
peers
Students will be able to perform
movements that represent a job
that they want to have
Students will be able to describe
how every member of a
community matters
Students will be able to take turns
performing La Plena movements
(side steps, arm swings)
Students will be able to
describe the unique
attribute of a peer
Students will be able to
perform jumps and leaps
Students will be
able to identify their
favorite jump or
leap
Students will be able to
travel in lines and circles
through space
Students will be
able to identify the
characteristics of a
community
Students will be able to mirror
movement of a partner.
Students will be able to
describe how community
dance helps people
Students will be able to dance to
visual imagery.
Students will be able to
describe how diversity
makes a community strong
Students will be able to
change the speed of La
Plena movements.
Students will be able to
connect personal experience
to La Plena movements.
Students will be able to
perform a La Plena-inspired
dance that includes rhythmic
side steps, arm swings,
turns, step hops and
travelling through space
Students will be able to
describe the elements and
strengths of community in
Puerto Rico & their
classroom.
Students will be able to
improvise movement to a
rhythmic beat at various
tempos
Students will be
able to identify a
peer's favorite jump
or leap
Students understand that
people have different
cultures and interests
Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher Agenda: Pacing
Lead
Teacher
Attendance and Introductions 5 minutes Ms.Kayla
Circle: Share your Name Shape 10 minutes Ms.Kayla Class Motivational Dance: It's Raining Tacos
5 minutes Ms. Nava Class Motivational Dance: It's Raining Tacos
5 minutes Ms.Nava Class Motivational Dance: It's Raining Tacos
5 minutes Ms.Nava Class Motivation Dance: It's Raining Tacos 5 minutes Ms.Nava Dance Circle: Celebrating each other through La Plena with scarves
5 minutes Ms.Nava Dance Circle: Celebrating Each Other
5 minutes Ms.Nava Community Song & Dance 5 minutes Ms.Nava Community Song & Dance 5 minutes Ms.Nava Community Song & Dance 5 minutes Ms.Nava Class Motivation Dance: It's Raining Tacos
5 minutes Ms.Nava
Brain Dance Warm-up 5 minutes Ms.Nava Globe Activity: Travelling Around the world10 minutes Ms.Kayla La Plena Scarf Dance 10 minutes Ms.Nava
Sung Newspaper Activity: Exploring
Occupations through news telling 10 minutes Ms.Kayla Interdependence activity 10 minutes Ms.Kayla Newspaper 10 minutes Ms.Nava Scarf Activity: Flocking Like Birds 10 minutes Ms.Nava
Community of Puerto Rico Overview:
Land, People, & Interests 15 minutes Ms.Kayla Build La Plena Dance 10 minutes Ms.Nava
Review/Rehease La Plena
Dance? 10 minutes Ms.Nava Present: Class Newspaper 10 minutes Ms.Kayla
Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Exploring Puerto Rico Dance 10 minutes Ms.Nava Improvisation Activity: w/ scarves & drums (imagery-based)
10 minutes Ms.Kayla
Class Movement Exploration:
Occupations 10 minutes Ms.Nava Dance Circle: La Plena Movements 10 minutes Ms.Nava Sung Newspaper Activity: Newspaper Bull Horns
10 minutes Ms.Kayla
2 Circles: What does community
mean to you? 10 minutes Ms.Kayla
Group Movement Building (each
teacher takes a group of students) 10 minutes
Ms.Nava & Ms.
Kayla
Our Classroom Community: Land, People,
& Interests 10 minutes Ms.Kayla
Classroom Community Poster:
Classroom Interests? 10 minutes Ms.Kayla
Class Dicussion: How did La
Plena help people in Puerto Rico? 10 minutes Ms.Nava
Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Watch: La Plena Video 5 minutes Ms.Kayla
Imagery based improv: What do you
want to be when you grow up? 5 minutes Ms.Kayla
Sung Newspaper Activity: Appreciating
Each Other 5 minutes Ms. Kayla Simon Says: Exploring Jumps 5 minutes Ms.Kayla Community Dance 5 minutes Ms.Kayla Group Shares 5 minutes
Ms. Nava & Ms.
Kayla Group Shares 10 minutes
Ms. Kayla & Ms.
Nava
Speed of Movement Game?
(Slow, Moderate, Super Speed)? 10 minutes? Ms. Kayla
Perform: La Plena Ensemble
Dance and Sung Newspaper
circle 5 minutes Ms.Kayla
Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Dismissal: Grab Coats and Bags, give extension activity
5 minutes Ms.Kayla
Dismissal: Grab Coats and
Bags 5 minutes Ms.Nava Dismissal: Grab Coats and Bags 5 minutes Ms.Kayla Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Dismissal: Grab Coats and Bags 5 minutes Ms.Nava
Rehearse: La Plena Dance
Sequence 5-10 minutes?
Ms.Nava/Ms.
Kayla?
Round Robin: What was your
favorite part of after school
dance? 5 minutes Ms.Nava
Dismissal: Grab Coats and Bags 5 minutes Ms.Nava Dismissal: Grab Coats and Bags 5 minutes Ms.Kayla