{"results":"
\n\n
\n
\n
\n
\n\n20\nItems in Unit\n\n
\n
\n
\n\"Language\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nLanguage of Place: Hopi Place Names, Poetry, Traditional Dance and Song\n

\n
\n\nFor Teachers\n\nK - 5th\n\nStandards\n
\n
\n
\nFor Native Americans, the connection between themselves and the land on which they live runs deep and is apparent throughout their different cultures. During a series of three lessons, young scholars explore the culture of the Hopi...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Hopi\n\n
\n
\n
\n
\nNational Endowment for the Humanities\n
\n

\nHopi Traditional Dance and Song\n

\n
\n\nFor Teachers\n\nK - 5th\n\nStandards\n
\n
\n
\nVery few outsiders get to see the Hopi \"Butterfly Dance.\" However, using approved footage from the tribe, class members consider the importance of symbols in Hopi culture by watching the dance and analyzing lyrics from its songs....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Dance\n\n
\n
\n
\n
\nHawaiʻi State Department of Education\n
\n

\nDance Critic\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nWhat do writing and dance have in common? They both have a six-trait rubric for assessment. Just like a good story, a good dance must have a hook, beginning, middle, end,  logical sequence, and a climax. Learners use a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Day\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDay One Dance Workshop\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nFifth graders complete a unit of lessons on the definition of dance. They view videos of various dances, compare/contrast the dances viewed, categorize a list of words about dance on a handout, write journal responses, and perform dance...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Dance:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDance: Discovering the Culture of Gullah\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nIt's wonderful to see a lesson that incorporates art, movement, and writing. These three forms of creative expression are explored as learners dance to music from the Gullah people of West Africa. They analyze several paintings, listen...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Animal\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAnimal Dance\n

\n
\n\nFor Teachers\n\nK - 5th\n
\n
\n
\nThe image Painting of Bear and Sun Dances by Louis Fenno contains an image of a traditional Ute dance. The class will hone their observation skills, as well as their ability to describe in detail, as they take a close look at the piece....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Dancing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDancing Fast, Medium and Slow\n

\n
\n\nFor Teachers\n\n2nd\n
\n
\n
\nSecond graders practice dance using different speeds of music and types of movement. For this dance lesson, 2nd graders view a clip of tap dancing and analyze the speed of music in coordinating with the speed of dance movements. Students...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Wildwood\n\n
\n
\n
\n
\nNovelinks\n
\n

\nWildwood Dancing: Questions using Bloom’s Taxonomy of Thinking Process\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nReaders respond to a series of questions focused onJuliet Marillier's young adult novel Wildwood Dancing, and crafted to reflect the levels in Bloom's Taxonomy.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Patterns\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPatterns in Dance and Math\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nLearners analyze how repeated body movements and shapes can represent and extend patterns. In this pattern analysis lesson, students discuss patterns in dance, math, and everyday living. Learners demonstrate a dance using a sequence of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Friendship\n\n
\n
\n
\n
\nMissouri Department of Elementary\n
\n

\nFriendship Line Dancing\n

\n
\n\nFor Teachers\n\n1st\n\nStandards\n
\n
\n
\nDevelop social awareness with a lesson that challenges scholars to properly communicate with their peers. Standing in two lines, participants practice introducing themselves, asking how their partner is feeling, asks if they want to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Swing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSwing Your Partner!\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nThis was written for ESOL learners, but could work for any elementary class. Learners read about the American dance style known as Square Dancing. They explore its use in literature, write a friendly letter about it, and then use their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Tango\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders explore the music of Buenos Aires as they hear and then dance the Tango. They practice basic Tango rhythm, learn to sing the song, \"Any Turkey can Tango,\" then practice a few Tango-riffic dance steps with a partner....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Appalachia\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAppalachia\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nYoung scholars investigate the benefits of dance and participate in dances. In this dance lesson, students investigate a number of dances such as square dancing and clogging that are native to Appalachia. They use math concepts to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Analyzing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nAnalyzing Two Dances and Making a Dance Map: The Nutcracker\n

\n
\n\nFor Teachers\n\n3rd - 8th\n
\n
\n
\nStudents discuss dance elements and create a dance map. They choose a dance theme and incorporate movement into their dance maps and choreography. They also experiment with different types of music.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Wildwood\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWildwood Dancing: Anticipation Guide\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nThemes in Wildwood Dancing, Juliet Marillier's young adult fantasy novel, are the focus of an anticipation guide that asks individuals to agree or disagree with a series of statements.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Dancing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDancing a Christmas Carol\n

\n
\n\nFor Teachers\n\n5th - 12th\n
\n
\n
\nPupils explore dance. They analyze and outline the movements of the dance \"Roger de Coverly\" from Charles Dickens' A Christmas Carol. Students choose music and choreograph a dance similar to \"Roger de Coverly.\" They perform the dance....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Traditional\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTraditional Japanese Dance\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nStudents study introductory history and cultural purposes of selected Japanese dance forms. They analyze the philosophical beliefs, social systems, and movement norms that influence the function and role of Japanese dance in the lives...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Hispanic\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHispanic Arts: Visual Arts, Dance and Music\n

\n
\n\nFor Teachers\n\n5th - 6th\n
\n
\n
\nStudents observe global cultures by listening to music and watching videos. For this Latin American dance lesson, students define merengue, salsa and other dances from the Hispanic culture while listening to Latin rhythm music. Students...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Korean\n\n
\n
\n
\n
\nCurated OER\n
\n

\nKorean Dance\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nStudents examine the various types of dancing present in Korea. In groups, they discover the history and cultural purposes of the dances and how society influenced the role of dance in its culture. They answer discussion questions and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Harriet\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHarriet Tubman: Dancing on the Freedom Trail\n

\n
\n\nFor Teachers\n\nK - 4th\n
\n
\n
\nStudents observe a dance interpretation about Harriet Tubman. In this art/social studies activity, students explore how their emotions can be expressed through movement and create their own dance or dramatic interpretation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Character\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCharacter Traits in Fables\n

\n
\n\nFor Teachers\n\n2nd - 5th\n
\n
\n
\nCombining art, music, dance, and reading comprehension, this lesson is geared to reach all ability levels. After reading a variety of fables and discussing story elements and character traits, class members select a moral to use as the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Lines\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLines of Symmetry - Mirror Dance\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nFifth graders analyze how to divide space or shape into mirror sections to create lines of symmetry. In this lines of symmetry lesson, 5th graders discuss symmetry in dance, math, and living. Students participate in a dance warm-up and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Not\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNot So Much a Lesson, More a Song and Dance\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nInspired by Britain's National Poetry Day, this resource will help your class analyze poetry. You will find a variety of poetry analysis methods to work through with your class. Finish by having each person compose an original poem. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Lesson\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLesson Plan: Becoming an Animal\n

\n
\n\nFor Teachers\n\nK - 5th\n
\n
\n
\nThe Kwakwaka'wakw are indigenous people from Vancouver Island and British Columbia. The class analyzes a Kwakwak'wakw ceremonial mask, how it was used, and its cultural significance. They then create animal masks representing their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}