Name: Kristen Hamilton

School/Grade Level: Evers 4nd Grade

Date of Lesson 11/20/14

GOAL: For the students to be able explore different movements in high and low
levels, large and small space and pathways.
Lesson Title: The Energy of Emotions
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
1.
2.
3.
4.

Identify and demonstrate the elements of energy.

Identify and demonstrate the elements of emotions.
Work cooperatively with others to display a range of emotions.
Reflect on their experiences.

Student Learning Standards: 2015 TEKS/National

Guidelines

K-8 Texas Dance

Basic Kinesthetic and spatial awareness with others: Apply

movement dynamics while traveling in a variety of directions
while maintaining awareness of personal and general space.
Experimentation: Create movement experience relating the
elements used in dance to elements of space, e.g. size, shape,
texture, relationship.

Assessment Rubric
Lesson Learner
Outcomes
Identify and
demonstrate the
elements of energy.
Identify and
demonstrate the
elements of
emotions.
Work cooperatively
with others to display
a range of emotions.

Reflect on their
experiences.

Exemplary

Proficient

Developing

Beginning

Students can
clearly
demonstrate 5 or
more elements of
energy
Students can
clearly
demonstrate 5 or
more elements of
emotions
Students clearly
demonstrate
cooperative
behavior and work
well with others

Students can
demonstrate 4 elements
of energy

Students can
demonstrate 3
elements of energy

Student can
demonstrate 2 or
less elements of
energy

Students can
demonstrate 4 elements
of emotions

Student can
demonstrate 3
elements of
emotions

Student can
demonstrate 2 or
less elements of
emotions

Students moderately
demonstrate cooperative
behavior and work well
with others

Students can not

demonstrate
cooperative behavior
and is unable to work
well with others

Students can
clearly articulate
their experiences

Students can moderately

articulate their
experiences

Students vaguely
demonstrate
cooperative
behavior and can
generally work with
others
Students can
vaguely articulate
their experiences

Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands
Group work can be removed if behavioral issues arise

Student is unable to
articulate their
experiences

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills

/Cognitive
(Blooms)

Introduce the concepts of the day: emotion: happy, sad,

mad, etc. and energy: high, low, medium.
Questions: Who can tell me what emotions are?
and when you feel this way how do you
think that affects your energy level?

Learning and Innovation

Skills: Communication /
Remember

BrainDance: to be performed while focusing on various

emotions and energies. Breathe: mad vs happy, coredistal: bursting vs shrinking energies, head-tail: happy vs
sad, upper-lower: excited vs scared, body half, cross
lateral, tactile: each movement associated with different
emotions, vestibular: happy vs sad

Learning and Innovation

Skills: Creativity and
Innovation / Understand

Students will pay attention to the music playing and

move in ways that are appropriate to what they are
hearing: if the music is smooth then they will glide or
float, and as it changed they will be challenged to being
displaying different emotions and energies.

Learning and Innovation

Skills: Creativity and
Innovation, Collaboration /
Apply/Create

7 Es/ Time
Phase 1

5 min

Elicit
Accessing and
ascertaining prior
knowledge and
understanding.

Phase 2 10 min

Engage
This part of the lesson
should capture
students attention,
and pique their
interest in the subject.

Phase 3

10 min

Explore

The next part of the

lesson should allow
students time to
explore the concept
being covered.

Phase 4

10 min

Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion

Phase 5

10 min

Elaborate
Students are
encouraged to apply
their learning to new
situations, use the
new terms, and
deepen their
understanding of the
subject matter through
questions and
activities.

Phase 6

5 min

Evaluate

During Phase 6,
students demonstrate
their understanding
through products or
performances.
Students should
understand the rubric
by which they are
being evaluated.
Ideally, the student

Questions: When you chose an emotion, did the energy

in the music go along with it or were they complete
opposites?
How did the energy in the music alter your
emotions?
If they your emotion was different from the
energy in the song, how did you make that work for
you?

Learning and Innovation

Skills: Critical Thinking and
Problem Solving / Analyze

The students will be guided through an improvisation

(led by me), so that they can explore how the energy in
music can change or create emotions and how they can
show these emotions through movement.
I will suggest different emotions at different points in the
song and see how the students choose to show that
emotion or let it grow into something else that may be
more appropriate in relation to the music playing in the
song.

Learning and Innovation

Skills: Critical Thinking and
Problem Solving /
Analyze/Evaluate

Students will be broken up into groups of 3-4, depending

on absences. Half of the group will begin on stage in
low shapes. The other students will walk into the space
and lightly tap the student three times. The first group
will begin to grow into a full-body shape that describes
an emotions. The second group will then create that
shape and emotion in their own bodies.
Groups will switch and the activity will begin again.

Learning and Innovation

Skills: Creativity and
Innovation, Critical Thinking
and Problem Solving, and
Communication and
Collaboration / Apply/Create

and teacher will go

over the rubric at the
outset of the lesson.

Phase 7

5 min

Extend

Provide additional
challenges that
allow students to
apply knowledge

When go home tonight, talk to your mom, dad, dog, cat,

sister, brother, or stuffed animal about relationships and
show them what you learned today in class.

Resources & Materials:

Instrument
Music: iPhone
Speakers

Bibliography & References

Anne Green Gilbert Brain-Compatible Dance Education

Learning and Innovation:

Critical Thinking and
Problem Solving,
Communication and Life and
Career Skills / Apply/Create