Riley Lathrop Unit: 1 “My Body” Date Taught: June 4th, 2019

Lesson Overview
Lesson Description/Overview

During the first class, we will begin softly, as students can be intimidated by English and new teachers who
they will be meeting for the first time. Class one will be focused on introducing students to the teachers, and
the teachers introducing themselves to students. We will introduce ourselves as the teachers, and then play a
name game with the students. Since the name game is based in creative movement, it could extend for
multiple rounds, until everyone’s name is almost completely known. Students will then create name tags for
themselves, drawing what they like and their favorite things. Students will introduce themselves based on
their nametag they have created, and can introduce anything about themselves and anything they know how
to express in English, which will serve as an open-ended pre-assessment. We will take a break outside, where
students will have free play time for a time chosen by the level of class engagement and energy level,
however the teachers will still be engaged and interacting with students (games, etc). After we come back
from break, we will begin introducing concepts and vocabulary of the body and bony landmarks. We will ask
students, as a pre-assessment, “where is…” and ask a variety of body parts. Next, we will introduce “head,
shoulders, knees, and toes” song and ask students to contribute body parts so we can change the body parts
but sing to the same tune. We will close by singing a closing song which will be repeated each class.

Rationale/Purpose

The first class will be focused on introducing the self, and will be a soft introduction to unit 1. We will play a
motion game which will have students copying one another’s movement along with introducing names of
one another, this will have students moving without the pressure of vocalizing English words they do not
know, or are new to. Beginning with their names can help students grow empowerment in speaking, as this is
something they know well. When creating a nametag, students have the autonomy to create a name tag of
all things about themselves, transferring the power of knowledge to their own self. Drawing can provide
opportunity for creative expression and individuality. We will introduce body parts only as a pre-assessment,
without individual student assessments yet. Because this will be the first class, we will provide open-ended
questions to see the level the students are in relation to body parts. Rhythm and music can help students in
memorization and comprehension since they can use a tune, and using this rhythm along with movement can
create an embodied experience for students, and an active learning experience. Closing class with a song that
will be repeated throughout all classes can help students build confidence in speaking and vocalizing in a
group setting. This can also build community through working with a group and as a group in a circle.

Critical Essential Question (s)/Focus Questions

How can you demonstrate an introduction of yourself?

How can you explore your body parts?
Content:
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D. Dragon. Ph.D. Bridgewater State University 10/14
Where are your body parts?
Where is your (arm, leg, etc)?
What is important about you?

Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

[Link] will demonstrate the 2. DA:Pr5.1.K c. Move body parts 1. Day one will be based in
vocalization of “my name is…” in relation to other body parts observation and listening to
and repeat and recall students. I will listen for
movements upon request. pronunciation, clarity, and
2. Students will explore moving their confidence in vocal tone.
own body parts/bony landmarks 2. To analyze movement, I will
observe students and look for not
only their knowledge of where the
bony landmarks are in relation to
their English comprehension, but
look for their motor skills and how
they move their body
(coordination, etc).

Prerequisite Knowledge/Experience

unknown

Key Concepts/Vocabulary/ Terms

head
eyes
ears
mouth
nose
shoulders
elbow
hand
knee
leg
foot
toes
fingers
arm

My name is...

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D. Dragon. Ph.D. Bridgewater State University 10/14
Resources/Materials/Technology/Tools/Pre-Preparation Needed

pre-preparation: write teacher names, week day, and month/date on the board
whiteboard
blank papers for writing down body parts
Reflection papers: what did you learn today? with translation underneath
- if not photocopied, write question on the board with translation underneath and give blank paper

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review We will begin by being transitioned into the classroom from a
Warming up coordinator, and introduce ourselves to the class.

Warming Up 2. Name Game: We will make a circle, and introduce names. 15 mins
We will first, go around the circle saying our names with a
movement that uses the whole body to accompany the name.
The rest of the class will repeat the name and movement. This
utilizes the peer education method of embodying another’s
movement. Beginning with the first verbalizations in class
being one’s own name can build trust and comfort with
students since their name is something they each may have
complete confidence with. We can repeat with different
movements.
We can also repeat with saying the complete phrase, “my
name is…”
5. Independent Practice 3. Who are you?: Students will have the opportunity to make 20 mins
Creating-Responding- “all about me” nametag posters in which they must include
Interconnecting their name in the poster, but everything else drawn is up to
them. We will share the posters with one another as a group.
Warming Up
Warming Up 3. Who are you?: Students will have the opportunity to share 10 mins
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D. Dragon. Ph.D. Bridgewater State University 10/14
their name tag poster with the class. They can introduce their
name and then anything else about themselves that they can
say in English, this will leave it open ended. Here, I can see
which English words they know and can express as a pre-
assessment. Students will vocalize: “My name is…” and this
phrase will also be written on the board. Students can
introduce their likes and hobbies in their native language if
wanted/needed.
Transition 1. Call and Response: We will set up a call and response as a 2 mins
class using clapping patterns. I will begin by creating various
clapping patterns and prompting the class to repeat them.
BREAK BREAK: outside time/ free play 20 mins
2. Statement of Objective We will explain that this week we are learning about the body. 20 mins
Exploring the Concept 1. Pre-Assessment: As a pre-assessment, we will ask where
various body parts are, and the students will move the body
part if they understand the vocalization of the word.
“Where is your…”
Head, Eyes, Ears, Mouth, Nose, Shoulders, Elbow, Hand, Knee,
Leg, Foot, Toes, Fingers, Arm
We will give each student the opportunity to draw the body
part being focused on on the board, and then we will write the
body part next to the drawing. We will pronounce the body
part, and have the students vocalize the body part with us.
Then, students can write the name of the body part on a
personal sheet of paper, and draw their own image of the body
part.
From this pre-assessment, we will find out which body parts
the students know and from here we can create a vocabulary
list which will act as our student learning outcome for the unit
vocabulary list.

Transition We will repeat our call and response clapping pattern and
return to a circle.

3. Teacher Input 1. Body Parts Through Rhythm: We will introduce and sing
Developing Skills “head, shoulders, knees, and toes,” encouraging students to
join in with us.
We will then begin to replace “shoulders” with another body
part we will cue students to contribute. For example, we could
ask if anyone else has a favorite body part, and we can sing
“head, elbows, knees, and toes.” Here, students will be
touching their body parts, moving their bodies, and vocalizing
their vocabulary all at one time.
Independent Practice Reflection: What did you learn today? Students will write
down at the end of class what they learned, which is open-
ended and can be interpreted individually. The question will be
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D. Dragon. Ph.D. Bridgewater State University 10/14
written in Indonesian, and does also not need to be answered
in English.
Transition I will ask students to return to a circle to end class, after
collecting their exit slip reflections.

7. Closure/ Evaluation/Summary Closing: We have created a clapping song surrounding giving

Cool down-Centering thank you and gratitude for class. We will repeat this song each
class to build community and predictability for students. A
song that is repeatable and simple can help students feel
confident with their learning and confident with owning and
knowing something that is based in community. Our song will
have everyone thank one another for class. For example, we
would all sing “thank you, thank you, thank you, thank you for
today, thank you (*person to the left of us).

Call and Response: elaboration for next time...Students will then have the opportunity to create a clapping
pattern themselves for the class to repeat. This creates a connection between myself and students as well as
students with other students to build a community and structure within class in a nonverbal way. This will help
in setting the class to be based in a nonverbal way to enhance verbal communication. How can we build
communication nonverbally? How can we create communication between others without the limits of spoken
language?

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D. Dragon. Ph.D. Bridgewater State University 10/14