Exploring Space and Shape

I want this lesson plan to focus on Space: dimensions (big, small), shape (straight, curved, angular). Using "we are going on a bear hunt" book to create inspiration. see lesson plan created here and align it with those two teaching criteria: Content Descriptor:

Skills

Exploration of, and experimentation with, three (3) elements of dance follow this format: esson Plan (40min)

Resources:

Visual cards demonstrating using our bodies within space: levels (medium, low), dimensions (big, small), shape (straight, curved, angular) for example a child tying their shoe lace ( low and curved).

"We're Going on a Bear Hunt" book

Open, indoor or outdoor space for movement

Shape Charade cards ( activites such as those in the book as well as others, brushing out teeth, skipping, crawling etc, getting dressed, packing away)

Suggested movement sequence prompts

Cones or markers (optional)

Assessment checklist chart.

Inform (5 min)

WALT: By the end of this lesson, I will be able to use my body to move in different ways by showing levels, dimensions and shapes in dance.

WILF: (state aloud to students)

I think all of you will be able to move your bodies in different levels and shapes.

I think most of you will create movements using big and small shapes.

I think some of you will be able to create a simple dance sequence using your body.

Discuss: If I were trying to show you how big and tall I am, would I curl up in a ball? (Demonstrate). If I were giggling so much my whole body was wiggling, would I be standing still?

Bridge these questions to the book.

Inspire: (5 min): We are going on a Bear Hunt book.

Visual aid: We're Going on a Bear Hunt"

Class Discussion: As you read, pause to discuss the different movements described in the story.

Prompt questions: How do we move when we walk through the long, tall grass? If we had to crawl through it instead, how would that change how we feel or the story? If we were pretending to be the trees in a big dark forest, what would we do with our bodies? Would we be low and small or big and wide?

Show/Share (5 min) (Explicit teaching)

Demonstration:

The teacher demonstrates how to use space with different levels, expressing movement whilst telling a story. (crouching low, standing up), directions (moving forward and backward), and dimensions (creating big and small shapes).

Check for understanding: Be as small as a mouse. Be as wide as a house. Move forward as if you are running away from something. Move backwards in a creeping motion. ( teacher to redemonstrate after each prompt)

Discuss: What happens to your body when you crouch low versus standing up? Does it feel stretched out? Does it feel all crinkled up? What would you think if you saw someone curled up in a ball?

Fact: Just like in the book, our movements tell a story. When we change how we move in space, we change the feelings and ideas we share through moving our bodies.

Demonstration: Curl up with a slightly sad or worried expression then look up and start smiling ( as if seeing something). Uncurl your body to a vertical and open position.

Discuss: What did I do with my body to show a feeling of being sad or worried? What did you think I was feeling when I was uncurling and standing up? What did you see to make you think that? How does changing your movement help others understand your feelings?

Differentiation

Simplified Instructions: Use clear and straightforward language to ensure understanding. Use physical demonstrations alongside verbal instructions.

Visual Aids: Utilise pictures and videos to demonstrate different body movements and dance concepts. This will help visual learners.

Try / Transfer ( 10 min) ( Guided teaching)

Class activity 1: Simon says.

For example, "Simon says: pretend to move through big, wavy grass" or "Simon says: be a swirling snowstorm. Simon says creep through a dark cave. Simon says, walk around while trying not to walk into one another.

Discuss: When you were walking and had to move around other students, did you have to curve your body a little bit? (demonstrate what that looks like) When you were pretending to be a swirling snowstorm, did you move your body up and down and round and round, like leaves moving in the wind? When you were walking around did you have to bend your body a little bit to move around your friends?

Class activity 2: Following the leader: Each student gets a turn to be the leader, and they get to pick how they move—for example, wide movements, small movements, curvy and short. Prompt where necessary and allow improvisation where possible.

Feedback: "I loved how you moved slow, high-stepping movements while you were pretending to walk in the mud. Next time, try repeat the slow high-stepping movements and then start walking normally again to show that you are out of the squishy mud. (demonstrate)

Differentiation - level the Simon says call cues to allow for the following:

Adapted Activities: For students who need more support, provide simpler body movements or allow them to focus on one element at a time (e.g., only concentrate on directions or levels).

Challenge for Advanced Learners: Encourage them to use more complex body movements or combine multiple elements (level, direction, dimension) into sequences.

Physical Support: Allow students who need physical support the option to use props for balance or perform movements while seated if necessary.

Apply/Action: (8 min): Group practice (Observation assessment)

Partner Practice: Shape Charades.

Activity 1: Students get three cards each. In pairs, they need to act out the body action, and the other person tries to guess what they are doing. Read the cards and show them the pictures when handing the cards out to ensure comprehension.

Activity two: Story charade. After students have completed their charades, remove 3 of the cards, leaving them with three between the two students. Number them 1, 2, and 3. Have the students practice these movements in order, one after the other, telling a story about what they are doing. For example, I am skipping (1) to my bedroom to find my shoes (2) and put them on (3).

Encourage Experimentation: Allow room for all students to create and suggest different movements, and then give feedback on these new ideas.

Feedback: Throughout the lesson, provide individual feedback:

Specific Praise: "I noticed how you creatively used your arms to show big shapes. That was excellent!"

Constructive Suggestions: "Try to stretch your arms even wider next time—it will enhance your big shape!"

Differentiation:

Pair students according to their ability levels to allow for differentiation.

Adapted Activities: For students who need more support, provide simpler body movements or allow them to focus on one element at a time (e.g., only concentrate on directions or levels). Use an EA for support where possible.

Challenge for Advanced Learners: Encourage them to use more complex body movements or combine multiple elements (level, direction, dimension) into sequences.

Physical Support: Allow students who need physical support the option to use props for balance or perform movements while seated if necessary. Use an EA for support where possible.

Review/ Revise (10 min) (Still developing, meets, exceeds checklist chart)

Show progress: Each group to perform their story charade.

Assessment: Use the checklist chart to record student achievement

Teacher feedback and student compliments: Encourage students to give one another compliments and observations. Example sentence starter for students: "I liked the way you skipped so high". Or "I liked the way you used your hand to show you were looking for your shoes". Provide an explicit compliment example and scaffold those who struggle to articulate their compliments. Teacher feedback specific to each student's performance.

Use Reflection: After performances, ask students questions about how they can improve or alter their movements for different expressions and emotions.

Feedforward: What book could we dance to next?