Lesson Plan: Movement & DanceTeacher Name: Paula Espinosa Date: March 13, 2014

Title of Lesson Telling Stories Through Dance

Grade Level K-2

Topic/Main Idea By combining picture book stories with movement stories, the teacher can provide a rich, integrated learning experience for young children. After reading “CAPS FOR SALE: A TALE OF A PEDDLER, SOME MONKEYS, AND THEIR MONKEY BUSINESS” by Esphyr Slobodkina, teacher will engage children in learning about certain elements of movement suggested in the story.

Children can explore movements and techniques for balancing, replicating demonstrated movements, and retelling a story. The lesson includes two activity sessions: 1) developing balancing skills and creative movements for walking like the peddler and 2) developing observational skills and creatively imitating each other's movements like the monkeys.

Objectives Students will:

Learn to think about how characters move in a story when they listen to or read CAPS FOR SALE.

Invent movements and gestures to explore some of the actions and events in the story.

Learn specific skills for developing balance and replicating demonstrated movements

Experience the process of retelling a story by using their own invented movements.

Concepts & Developmental Domains

Children will explore movements and techniques for balancing, replicating demonstrated movements, and retelling a story.

Students will develop social skills through movement such as taking turns, collaborating, and cooperating with others.

Materials CAPS FOR SALE by Esphyr Slobodkina. Masking tape to designate a path for movement activities. Bean bags (optional) A variety of music with slow and smooth selections as well

as lively ones. Tape/CD player

Activity Instructions Activity I: Picture Book Story

1. Teacher will read the story, CAPS FOR SALE and hold a discussion about the movements of the peddler and the monkeys. Ask students to think about and discuss:

Why does the peddler need to walk so carefully? What would it be like to carry things on your head while moving without spilling them?

What strategies would you use to keep things on your head from falling off?

When the peddler scolds the monkeys, what do they do back to him?

2. Next, ask students to look closely at the illustrations again. Teacher can incorporate their responses to the previous questions, and select two or three of the illustrations to demonstrate how gestures and movements convey feelings or actions. For instance, the peddler is stomping and shaking his fist at the monkeys. Monkeys are making sounds and wagging their fingers back at the peddler. teacher can help students reinterpret what they know of the story by:

Asking students to point out other actions or gestures they see in the story.

Having students invent and demonstrate some of the motions of the peddler or the monkey. (one or two children at a time, while others observe)

Letting students try out the different facial expressions of the peddler and monkeys in connection with parts of the story.

Activity II: Creating Movements for Walking and Developing Skills for Balancing

Explain to children that they can take the things they know about the story and try out some movements to go with it.

1. Walking Movements: Show illustrations of the peddler balancing his hats. Reread the sections on how he walked, "...slowly, slowly, so as not to upset his caps...". Tell children that they are going to have a chance to try some walking and balancing like the peddler, too. Explain that you are laying down the peddler's path through town with the masking tape. Put at least ten feet or more of masking tape in a line (or pathway with

curves or angles) across the space you are using. Now the fun begins. Play music of various moods and speeds to accompany the activity. Experiment with ways to walk by:

Asking children to walk the tape path slowly and carefully, imagining they are carrying hats on their head.

Giving children suggestions to walk at different levels: high/on tip-toes, medium/stomping like the angry peddler, low/like a crab.

Trying out walking in different directions: front, backwards, sideways.

Suggesting combinations of different speeds and qualities: walking down the pathway quickly/stiffly, slowly/loosely, small steps with wiggles.

Soon, the students will create a repertoire with many kinds and ways of walking which they can repeat and practice for use later on.

2. Balancing Movements: Balance is an important skill for early childhood students to develop. Getting up and down like the peddler with an object on one's head is a great way to practice and develop these skills. Show the illustration where the peddler is slowly resting against the tree with all the hats still on his head. In the meantime, the monkeys are also balancing on branches in the trees and point out how they have to use their bodies differently to do this. Teacher will help children develop skills and generate challenges by:

Teaching students how to balance and walk with an object (a bean bag) on their head by bending their knees and spreading arms out to the side while slowly walking on the line of tape.

As children finish walking the tape path, have them practice sitting down without spilling the beanbag.

Having students try balancing with different parts of their body: stand on one leg, then the other; put two hands and one foot on the floor with the other leg in the air; balance with one hand and one foot on the floor, balance on two elbows and two knees.

Activity III: Creating Movements for Imitation/Replication and Developing Observational Skills

Working on movement activities with a partner helps children learn

to collaborate and share creative work with classmates.

1. Creating Movements for Imitation/Replication: MONKEY SEES, MONKEY DOES is a favorite game with young children. Teacher can use the wonderful examples of this in the story when the monkeys imitate the peddler in so many different ways. The characters use gesture and facial expressions to convey what they want and feel. Show students some examples of this in the book. Notice how the peddler has an angry expression but the monkeys are smiling, a clue that it’s all a game. One of the important things about learning movement and dance is the ability to watch a motion being demonstrated and to copy it. Teacher can help children learn to do this by:

Teaching children to replicate movements by leading a simple warm-up. Put on some music and ask students to copy your motions of making circles with different parts of your body. Begin with making circles 4 to 6 times with hands, feet, head, shoulders, arms, and knees. This is an activity that can be done sitting or standing.

Having students work in pairs as partners. One will create movements, gestures, or facial expressions as the peddler. The other will be the monkey and copy the peddler. Lead the children through the lesson by having the 'peddler' show motions to the monkey one at a time, starting with shaking fists, then stomping, and finally, by angrily throwing down an imaginary hat. The monkey will copy each movement. Have the students switch roles and repeat the activity.

2. Learning Observational Skills through Movement: In the story, the monkeys are imitating the peddler's movements to his chagrin and our enjoyment. Teacher will ask children to notice how carefully the monkeys are watching the peddler and copy his every movement. Perhaps, they need a lot of practice to see and copy so well. Encourage children to be good observers when they try a movement game called: "Mirroring". Students should sit or stand in front of a partner and try to follow each other's movements. Here are some ways to do this:

Designate one child as leader and the other as follower (later on they will switch roles). Ask students to put their hands together palm to palm. Put on some slow, calm music and have the leader move their hands up and down, in circles, and one at a time to each side while their partner follows, matching movements.

After the partners switch, vary the game by asking

students to continue trying the matching movements elbow to elbow, foot to foot, and knee to knee.

Ask some of the partner pairs to demonstrate and have other children try out these different versions.

In order to participate successfully, children trying this activity need to be careful observers of their partner and to follow their lead. Taking turns, collaborating and cooperating closely with others are important social skills developed through movement activities such as this one.

Adjustments/Modifications

Students are allowed to work sitting down on the floor or standing, what better fits their needs. Students will be working with a partner/groups, it will be easy for some students to see their classmates and follow their movements. For ELLs students, having a hard time understanding the vocabulary from the book, can use as a tool the pictures from the book as well as following their classmates. Teacher will be able to give the group one-two minute break when the students are tired.

Assessment The movement activities in this lesson are based on creating and replicating motions in relation to a story. The abilities of students to focus on an activity and cooperate with a partner are also important work skills. Here are some ways to assess movement activities:

To what extent are students able to create inventive ways of walking?

To what extent can students hold their balance in different positions, or balance a bean bag while walking and sitting?

In what ways are students able to carry out their work: to stay focused with partners, to take turns demonstrating movements, to exchange roles in leading or following?

How are students using what they know about the characters in the story to create movements and gestures?

Lesson Plan: Dramatic Arts

Teacher Name: Paula Espinosa Date: march 30th, 2014

Title of Lesson Brown bear, what do you see?

Grade Level k-2

Topic/Main Idea By using the picture book “Brown bear, brown bear what do you see?” by Eric Carle. The students will be able to work in groups to represent each of the animals in the book. Students will read aloud representing their animal. Also, children will create a mask with a paper plate that represents their animal.

ObjectivesStudents will:

Learn about predicts (what animal comes next?) Familiarized with the book’s patterns Learn animal sounds Develop team work skills Create animal masks.

Concepts & Developmental Domains

Children will get familiar with the story “Brown Bear, Brown Bear what do you see?” and with the pattern the book follows. And students will re-tell the story.

Students will develop social skills through group work such as taking turns, collaborating, and helping others to create their masks.

Materials Book: story “Brown Bear, Brown Bear what do you see?” by Eric Carle

Paper plates Construction paper Water color paint (variety of colors) Glue Scissors Popsicle sticks Sticky eyes

Activity Instructions Before Reading / Brown Bear Patterns

Teacher will introduce this book by asking students who knows this book.

Teacher will brows the book with students and will invite them to share what they see. Ask children if they notice any pattern in the book. Teacher will encourage children to join as I read.

During reading

Motivate students to chime in while read the predictable text. Children will have fun predicting and naming each animal that comes next. Teacher will also motivate students to use voices that sound like the different animals on each page. For example, Brown Bear might have a very loud, growly voice, and Purple cat may “meow” as she says “I see a white dog looking at me.”

Teacher will divide the class into 9 small groups; the teacher will be the mother, and all the animals (children) will represent the children at the end of the book.

Students will create their paper palate art craft representing their animals. When students have finished their masks they will retell the story focusing on each of the animals. When children hear the animal they represent, invite them to stand and join.

Adjustments/Modifications

ESL students will be able to participate and understand the story/ vocabulary because the students will have masks to represent each of the animals. The book follow the same

patter throughout the text, this will help students because for them will be easier to follow the sequence and the events of the text.

Teacher may also use the same text to integrate it with other subject areas such as Science and Social studies.

Assessment Teacher will ask children questions to encourage to use their predicting skills:

Did you know which animal was coming next? What were some clues that help you to know What do you like most about he book?

Lesson Plan: Music

Teacher Name: Paula Espinosa Date: 2-24-2014

Title of Lesson Colombian Cumbia

Grade Level 5th /6th grade

Topic/Main Idea To learn about Colombian Cumbia and its instruments.

Objectives Students will learn about Colombian Cumbia.

Students will identify Colombian Cumbia instruments.

Students will demonstrate their knowledge by completing the activity.

Concepts & Developmental Domains

Understand the concept of Cumbia, some history background, learn about its instruments, and complete the worksheet about the topic.

Materials Power point presentation ( song/video slide 1, and video slide 11) and worksheet.

Activity Instructions Teacher will display power point presentation (attached to this planning) to explain the new concept and the instruments used to play the Colombian Cumbia.

Teacher begin the class by playing a typical Cumbia song “La Pollera Colora” (slide #1)

Teacher will ask students to try to identify any instrument that sound familiar to them.

Teacher will have students to read and discuss the following paragraph from the power point presentation:

“When the drumbeat cries out in celebration, it radiates deep history and tradition from the banks of the Magdalena River in Colombia. The sound of the flute pierces the air like the call of an exotic bird and emits excitement of which every Colombian feels, either at home or abroad when he or she hears the exquisite melodies of Cumbia.”

Teacher will show a video about a group performing a Cumbia dance. Students will have the opportunity to

appreciate the typical clothing people use to dace. (slide # 11)

Adjustments/Modifications

The power point presentation has a lot of pictures/images to help students understand what is Cumbia about and to get familiar with the vocabulary used. Teacher will be able to stop and go back if need it.

Assessment Teacher will ask if there are any questions about the topic and give feedback. Students will receive a worksheet about the topic; they will complete and have a group discussion.

Colombian Cumbia Activity

1) What were your feelings while listening to “la pollera colora”?

______________________________________________________________________

______________________________________________________________________

2) “When the drumbeat cries out in celebration, it radiates deep history and tradition from the banks of the Magdalena River in Colombia. The sound of the flute pierces the air like the call of an exotic bird and emits excitement of which every Colombian feels, either at home or abroad when he or she hears the exquisite melodies of Cumbia”What do you think?

______________________________________________________________________

______________________________________________________________________

3) Cumbia is one of the most melodic representative expressions of Colombia. It brings together three cultures:

a. ______________________b. ______________________c. ______________________

4) Please write and draw 3 different instruments used in Cumbia:a. ______________________

b. ______________________

c. ______________________

5) What you like/dislike the most about Cumbia and why:________________________________________________________________________________________________________________________________

Lesson Plan: warm and coolTeacher Name: Paula Espinosa Date: February 9 th, 2014

Title of Lesson Warm & Cool

Grade Level Second grade

Topic/Main Idea Students will learn to identify warm and cool colors. They will learn to recognize that certain colors make them have different feelings/emotions.

Objectives Students will identify warm and cool colors.

Students will describe how colors can affect feelings.

Students will use warm and cool colors to create a collage, and to color a flower color wheel.

Concepts & Developmental Domains

Identifying warm and cool colors, creating collage- Cognitive, language, and fine motor skills development

Materials Sing to the Sun by Ashley Bryan, Diamond in the Snow by Jonathan Emmett, flower color wheel (see attached) for each student, magazines, white butcher paper or newsprint (36 in. square), scissors, glue

Activity Instructions 1.) Begin the lesson by asking students to share their favorite colors. List colors on the board. Make a list of warm colors and a list of cool colors without labeling them. Then ask students if they know why these colors are grouped this way. Then explain that the groups are separated in warm and cool colors.

2.) Teacher will read the books, Owl Moon and Arrow To The Sun, to the class. Have students describe how the pictures in the stories made them feel. Discuss the use of warm and cool colors in the illustrations. Explain that artists try to evoke different feelings through their art. Artists often use color to try to bring out emotions in people who view their work.

3.) Teacher will give each student a copy of the flower color wheel. Allow time for students color it. Show students how warm and cool colors are on each half of the color wheel.

4.) Next, tell students they will be creating their own works of

art using warm and cool colors in the form of a collage.

Divide the class into small groups and distribute the butcher paper or newsprint to each group. Have each group fold their butcher paper into fourths. Instruct them to label the sections of the paper: all warm, all cool, mostly warm (with a cool accent), mostly cool (with a warm accent). Allow each group time to search through magazines to find patches of color that are warm or cool. The samples may be cut or torn and glued in the correct section. When all the groups have finished, compare the final products.

Adjustments/Modifications

The main support will be for offered to color-blind students. Since they will be working in groups, they may help to each other. Teacher may play some soft/classic music to help to concentrate students.

Assessment The teacher will observe whether the students followed directions for creating the collages. The teacher will assess the flower color wheel Identification Sheet for accuracy.