This document provides a unit plan for a dance education unit titled "Movement Explorers" for elementary 3rd grade students. The 8-week unit merges concepts from various subjects like language, science, math, and history to teach students about movement. Students will learn about concepts like body, effort, space, shape, time, imagery and sound through creative and kinesthetic activities. They will understand how movement relates to personal and cultural interactions. The unit aims to develop students' social-emotional skills like self-awareness. It addresses various learning standards and includes formative and summative assessments like a final project where students create an original movement phrase telling a story.
This presentation delineates about Multiple Intelligence, English Language Teaching and
Technology. The presentation also illustrates 9 types of Intelligences, English Language
Teaching through MI etc.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
This presentation delineates about Multiple Intelligence, English Language Teaching and
Technology. The presentation also illustrates 9 types of Intelligences, English Language
Teaching through MI etc.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1.
Unit Plan: Dance Education
The Unit Plan is assigned in Phase 1 in 07:207:406 Introduction to Curriculum Design &
Assessment for Dance. In the assignment, teacher candidates backward plan a series of
sequential lessons connected around a learning goal and derived from their year-long curriculum
map. This will involve envisioning culturally responsive learning results aligned with state
standards and to EdM candidates’ teaching vision, devising learning objectives and developing
several forms of assessment.
Unit Overview Template
Content Area: Visual and Performing Arts: Dance
Unit Title: Movement Explorers
Target Course/Grade Level: Elementary students (3rd grade), 8 weeks, Three 40-minute periods per
week
Unit Summary:
The Movement Explorers Unit merges ideas of language, science, math, and history to enable students
with an understanding of movement that translates across multi-curricular and artistic contexts. Concepts
like the body, effort, space, shape, time, imagery, and sound are explored through an imaginative and
kinesthetic lens. Students will be able to comprehend their physical and emotional impulses while
creating, responding, performing, and connecting with their class. This unit will inform students of the
ways in which movements and the use of non-verbal language is heavily ingrained in our personal and
cultural interactions, as well as societal understandings.
Unit Rationale:
Instilling students with an understanding of movement utilizes social-emotional learning. The Social and
Emotional Learning Framework aims to develop competency in Self-Awareness, Self-Management, Social
Awareness, Relationship Skills, and Responsible Decision Making. It draws upon student’s everyday
interactions to adhere to a culturally relevant pedagogy. Additionally, this framework accommodates
children who have difficulty with impulse control and/or focus by providing them with an outlet for
honing in on what they’re seeing, feeling, thinking, and doing. The use of visual and musical stimuli, in
collaboration with the freedom to be imaginative, helps accommodate various learning styles as well as
bi/multilingual learners.
Learning Targets/Standards Addressed
1
.
2. New Jersey Visual & Performing Arts Standards: Dance
https://njartsstandards.org
1.1.5.Cr1a- Generating and conceptualizing ideas.
1.1.5.Cr2a- Organizing and developing ideas.
1.1.5.Re9a- Interpreting intent and meaning.
1.1.5.Cn10a- Synthesizing and relating knowledge and personal experiences to create products.
1.1.5.Cn11a- Relating artistic ideas and works within societal, cultural, and historical contexts to
deepen understanding.
New Jersey Core Curriculum Content Standards
https://www.nj.gov/education/cccs/2020/
New Jersey Student Learning Standards- Science
4PS2.A- Forces and Motion
4PS2.B- Types of Interactions
4PS3.C- Relationship Between Energy and Forces
New Jersey Student Learning Standards- Math
4.G.A.3- Geometry; Draw and identify lines and angles, and classify shapes by properties of their lines
and angles. (symmetry/asymmetry)
New Jersey Student Learning Standards- Social Studies
6.1.3.CivicsCP.1- Civics, Government, and Human Rights
6.1.3.GeoCP.1- Geography, People, and Environment
6.1.3.HistoryCP.1- History, Culture and Perspectives
New Jersey Student Learning Standards- Career Readiness, Life Literacies, and Key Skills
9.4.4.CT.2- Develop multiple solutions to a problem and evaluate short and long-term effects to determine
the most plausible option.
NJ Social and Emotional Learning Competencies
https://selarts.org/downloads/
Self-Awareness: 01 Recognize one’s feelings and thoughts.
Self-Awareness: 02 Recognize the impact of one’s feelings and thoughts on one’s own behavior.
Self-Management: 05 Understand and practice strategies for managing one’s own emotions, thoughts, and
behaviors.
Social Awareness: 08 Recognize and identify the thoughts, feelings, and perspectives of others.
Relationship Skills: 13 Utilize positive communication and social skills to interact effectively with others.
Responsible Decision-Making: 19 Evaluate personal, ethical, safety, and civic impact of decisions.
2
.
3. Unit Essential Questions
● How does engaging in dance help solidify
an understanding of ourselves and
others?
● How can self-awareness inform
communication and non-verbal
communication?
Unit Enduring Understandings
● Dance education uses a body-mind approach to
encourage self-awareness, control, and articulation.
● Dance utilizes creativity and expression to connect
to experiences, people, and places.
Unit Learning Objectives
1. Students will know how to utilize imagery to portray movement, intention, and character.
(1.1.5.Cn10a)
a. This will be evident as students engage with material that allows them to use personal
experience and preference when responding to/creating movement.
2. Students will be able to analyze, replicate, and interpret movement and intention (Self-Awareness: 02)
a. This goal requires the recognition of one’s own feelings in correspondence to behavior.
3. Students will be able to articulate their thoughts, feelings, and movements. (Self-Awareness: 01)
a. The ability to communicate intention begins with an understanding of one’s own personal,
emotional, and cognitive impulses.
4. Students will be able to efficiently collaborate and value the opinions of peers. (Relationship Skills: 13)
a. This displays the use of interpersonal skills to listen and add to positive communication
amongst peers and others.
5. Students will be able to think critically about the movement patterns we see daily/regularly
(1.1.5.Cn10a, 1.1.5.Cn11a)
a. This goal requires the use of societal, historical, and cultural knowledge to interpret
non-verbal communication.
Evidence of Learning
Summative Assessment (students work on final project for 6-8 days)
My Movement Story Project: Students work in pairs to create a short dance/movement phrase after being
provided with a character, scene, mood, and music.
● Students must utilize the movement alphabet to create a phrase that captures the story of
the provided materials.
● There must be 2-3 elements of each of the following categories: shape, space, time/effort.
● After presenting their work, students will elaborate on their decision-making process and
strategies used to the class (movement alphabet, symmetry/asymmetry, levels, etc.).
3
.
4. Equipment Needed:
Stereo, visual media, audio files, whiteboard
Teacher Resources:
Movement Alphabet, LMA concepts/resources, rubric, costumes, music
Formative Assessments
● Checklists/rubrics
- Objective #5 (1.1.5.Cn10a, 1.1.5.Cn11a)
● Written and verbal reflections
- Objective #3 (Self-Awareness: 01)
● Classroom discussions
- Objective #4 (Relationship Skills: 13)
● Movement replication,
interpretation, and creation
- Objective #1 (1.1.5.Cn10a)
Lesson Plans
Lesson Timeframe
Lesson 1
The Movement Alphabet
Understanding and implementing the movement alphabet
and LMA influences to introduce dynamic ideas of
movement and shape. Becoming familiar with action and
stillness while finding control in thought/action. Finding
ways to explore line and geometric shapes.
Wk 1-2
Lesson 2
The Body and the Brain
Connecting movement concepts from Lesson 1 to interpret
and create movement from stimuli (visual, audio, imagery).
Wk 3-4
Lesson 3
Movement Adventurers
Using personal experience, imagery, and visual inspiration
to replicate, interpret, initiate, and explain movement. The
first two days of the lesson will explore these concepts
through the lens of time/effort before students show personal
choreography.
Wk 5-6
4
.
5. Lesson 4
Shapeshifters
Exploring symmetry/asymmetry within movement and
understanding its effect on balance. Layering in elements of
time/effort.
Wk 7-8
Lesson 5
Space Mission
Being able to move through different levels in space with
different initiation points of the body. Displaying an
understanding of different kinespheres.
Wk 9
Lesson 6
My Movement Story Project (Sound, space, story)
Working on the development of the term project.
Understanding and utilizing sound to expand upon the ways
movement in space can inform a story/plot development.
Readying movement interpretation from different
perspectives.
Wk 10
Teacher Notes:
Prior Learning:
The ability to engage with materials involving gross motor skills like independent sitting, crawling,
walking, or running.
Potential Difficulties/Misconceptions:
Will students with social/emotional deficits be able to participate?
- Students with social/emotional deficits, such as those with Autism Spectrum Disorder (ASD), are
able to build on cognitive understanding through movement. The Embodied Simulation Theory assumes
that cognition is essentially grounded in bodily states, emphasizing the connection and attunement
between body and mind in humans (Hildebrandt, 2016, p. 3). Dance is a form of therapy that strategizes
the output of movement in accordance to mental processes. It helps teach self understanding,
communication, and impulse control.
Is this viable when teaching bi/multilingual learners?
Use of visual cues and imagery allows for more information to be communicated with those who have
language barriers.
Curriculum Development Resources
● Kassing, G. & Jay, D.M. (2020). Dance teaching methods and curriculum design:
comprehensive K-12 dance education. Human Kinetics Publishers.
● McCutchen, B.P. (2006). Teaching dance as art in education. Human Kinetics.
● Hildebrandt, M.K., Koch, S.C., & Fuchs, T. (2016). “We dance and find each other”:
Effects of Dance/Movement Therapy on negative symptoms in Autism
Spectrum Disorder. Behavioral Sciences (2076-328X), 6(4), bs6040024. doi:10.3390/
bs6040024
● “The Language of Dance® Center (LODC): AWS.” The Language of Dance® Center (LODC) |
AWS, www.lodcusa.org/
5
.