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CTSE 130

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Show videos of other kids dancing, and explain the various uses of expressing ... Start slowly with music and see if they can follow along, perhaps copying the ... – PowerPoint PPT presentation

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Title: CTSE 130


1
CTSE 130 Final Project
Katherine Skipper December 12, 2002
2
Lesson Plan 1
  • Grade Kindergarten
  • Subject Dance

3
State Standard/Framework
  • Standard 2.0
  • Students apply choreographic principles,
    processes, and skills to create and communicate
    meaning through the improvisation, composition,
    and performance of dance
  • Framework
  • Students use choreographic principles and
    processes to express perceptions, feelings,
    images, and thoughts

4
Motivation
  • Show videos of other kids dancing, and explain
    the various uses of expressing oneself through
    movement
  • Possibly reference various cultural dances of the
    student population

5
Input of Information
  • Play music with various beats and moods, and ask
    students to react to the songs
  • Get students to express through their movements
    how the music makes them feel

6
Checking Comprehension
  • Start slowly with music and see if they can
    follow along, perhaps copying the teachers
    movements
  • If they have trouble, repeat directions or
    demonstrate with the music various movements that
    express emotion
  • Possibly change the music to something that will
    better suit the moods of the students

7
Practice More Practice
  • Practice
  • Turn on music and let students dance on their own
  • Play various types of songs so that they have the
    chance to demonstrate many types of movement
  • More Practice
  • Let students move expressively without music to
    convey thoughts or emotions
  • Ex. How would you move if you were sad, happy,
    mad, etc?

8
Closure
  • Ask kids how they felt with the varied music
    playing
  • Ask for explanations of certain movements to
    express emotion
  • I.e. Why did you pound your fists to convey
    anger?
  • Suggest that next time kids act out their
    emotions through bodily movement rather than
    aggression

9
Informal Assessment
  • Ask kids what they thought of the lesson
  • Did they have fun?
  • What music would they like to listen to next
    time?
  • Take special notice of childrens participation
    level

10
Technology
  • CD player
  • Television
  • Videos

11
Lesson Plan 2
  • Grade Kindergarten
  • Subject Science

12
State Standard/Framework
  • Standard 4.0
  • Scientific progress is made by asking meaningful
    questions and conducting careful investigations
  • As a basis for understanding this concept and
    addressing the content in the other three
    strands, students should develop their own
    questions and perform investigations
  • Framework
  • Teach children to compare and sort objects based
    on properties and encourage them to use
    mathematics to communicate some of their
    observations

13
Motivation
  • Start the class with some sort of mystery object
  • Describe its physical characteristics and have
    the kids try to identify the object

14
Input of Information
  • Take ten different objects which exemplify the
    five senses
  • Ex.
  • sandpaper and satin for touch
  • salt and sugar for taste
  • two different musical recordings of two different
    instruments for sound
  • flower and a black and white picture for sight
  • peppermint extract and vanilla lotion for smell
  • Observe and describe the items using the five
    senses
  • Discuss with the kids how we use our senses to
    differentiate between various objects

15
Checking Comprehension
  • Hold up objects we haven't yet compared or sorted
    as a class
  • Have the kids describe them without the
    assistance of the teacher
  • If they can't, then go back over the items we've
    already discussed
  • Go more into depth as to why the items are unique
    according to their sensory stimulations

16
Practice More Practice
  • Practice
  • Have kids come up with objects on their own that
    have unique senses
  • Ex. chocolate has its very own smell and taste
  • One can identify the substance simply by
    recognizing these distinctive senses
  • More Practice
  • Have the kids create a bar graph to categorize
    and sort the ten objects discussed in class
  • I.e. how many of the objects are edible, how many
    smell good, and so on

17
Closure
  • Summarize the use of senses to experience one's
    surroundings
  • Suggest that at recess, students should use their
    senses
  • I.e. notice the green grass, smell flowers, etc.

18
Informal Assessment
  • Ask the kids to describe various objects
  • Make sure they are properly using sensory words
    in their descriptions

19
Technology
  • Tape player
  • Recordings of music

20
Lesson Plan 3
  • Grade Kindergarten
  • Subject Visual Arts

21
State Standard/Framework
  • Standard 2.0
  • Students apply artistic processes and skills
  • Use a variety of media
  • Communicate meaning and intent in original works
    of art
  • Framework
  • Teach kids the interpretation of thoughts,
    perceptions, and ideas by creating artworks
  • Students must actively work in these expressive
    modes to understand and appreciate the visual
    arts

22
Motivation
  • Bring in personal photos to share with the class
  • discuss my family and neighborhood with the
    students
  • ask the students to describe their family and
    neighborhood

23
Input of Information
  • Show examples of paintings concerning family and
    neighborhood settings
  • Talk with the kids about the use of art to convey
    views and feelings
  • Tell them they are going to get to paint
  • Go over various mediums that will be used

24
Checking Comprehension
  • Ask leading questions about what the kids will be
    painting
  • What would be the best way to convey their ideas?
  • If they don't understand, find another way to
    re-explain the uses of art for creative expression

25
Practice More Practice
  • Practice
  • Have the kids paint pictures about their own
    families
  • More Practice
  • Have kids paint how their family makes them feel
  • Not just physical appearance

26
Closure
  • Talk to the kids about how they used art to
    express their ideas or feelings
  • Suggest that next time the child can't find words
    to describe something, try painting a picture

27
Informal Assessment
  • Look at the pictures done in class
  • Did they successfully portray the ideas and
    concepts discussed in class?

28
Technology
  • Use internet to research art work
  • Find examples of pictures that exemplify the
    ideas of family and neighborhood that we are
    discussing in this class

29
Works Referenced
  • http//www.cde.ca.gov/board/
  • http//artsedge.kennedy-center.org/professional_re
    sources/standards/nat_standards_main.html
  • http//www.bedfordstmartins.com/online/citex.html

30
Threaded Discussions
  • Author Herrero, Stephanie herrero_at_usc.edu
  • Subject How are my first two lesson plans?
  • (I'M HAVING TROUBLE THINKING OF THE MOTIVATION
    PART!!!)
  • Lesson Plan 2 Standard 5dPredict the outcome of
    a simple investigation and compare the result
    with the prediction.Objective Through using 4
    of their 5 senses, they will be able to identify
    five unknown vials containing a different white
    substance.Motivation Materials One person
    from each pair will collect the five pre-filled
    vials with a black piece of paper, magnifying
    glass, and a toothpick. Learning Experience
    After reviewing the 4 senses (touch, smell,
    sight, and sound), the students will be free to
    observe, communicate, and infer what each vial
    contains. They are free to use the magnifying
    glass and the black paper to see the particles
    closely.Feedback/Assessment Each student will
    record their observations, including a
    description for each sense, and then we will
    discuss their predictions. I will then tell them
    the results, so they can compare their
    predicitions.
  • Author Skipper, Katherine skipper_at_usc.edu
  • Subject Re How are my first two lesson plans?
  • For you second lesson plan's motivation, you can
    get the kids excited about using their senses to
    figure out things that maybe they can't
    immediately identify with just one sense. Present
    the lesson as today they're going to be
    detectives and try to identify a bunch of mystery
    substances by using only their senses. It makes
    the lesson sound challenging and engaging, and
    out of the ordinary.

31
Threaded Discussions (2)
  • Author Skipper, Katherine skipper_at_usc.edu
  • Subject Question of Informal Assessment
  • On every lesson plan we're supposed to have an
    informal/formal assessment. If I'm creating
    lesson plans for kindergarteners, can anyone
    think of a general way to informally assess such
    lessons? I'm doing a lesson on expressing emotion
    through dancing, and another on the use of the
    five senses to differentiate everyday objects.
    Thanks
  • Author Padilla, Amada amadapad_at_usc.edu
  • Subject Re Question of Informal Assessment
  • On expressing emotion through dancing maybe you
    could ask the kids to express or show with their
    faces how they feel when they listen to a
    particular song. You could also ask them to "fill
    in" emotions to a face after the above
    lesson.For the second maybe you could set up a
    table with different items and ask them to close
    their eyes and use their senses to try to
    identify it. Make sure you use items they are
    familiar with in the classroom or familiar food
    items.

32
Threaded Discussions (3)
  • Author Schreiber, Whitney schreibe_at_usc.edu
  • Subject Formal/Informal Assesment
  • I think that I am a bit confused on the
    formal/informal assesment part of the lesson plan
    templete. Could anyone please briefly explain it
    to me? Is it like a homework assignment? If I am
    teaching kids how to compose pen pal letters in
    my lesson, would the assesment be to take home
    their rough drafts and make final drafts based on
    the corrections made by their peers and the
    teacher? Or am I completly off track?
  • Author Skipper, Katherine skipper_at_usc.edu
  • Subject Re Formal/Informal Assesment
  • Formal/informal assessment is simply a way to see
    if the students reached the lesson's objective.
    Did they understand the lesson, and how in depth
    did they grasp the material? You could simply ask
    the class questions testing their comprehension,
    or maybe give a quiz on the material covered in
    order to see how well they do. You could also
    probably assign homework and review how
    effectively they display their new skills within
    the assignment. Cater the assessment to the age
    level and lesson topic of the class.

33
  • Thank You
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