5/23/2013

Early Childhood Education

Learning Experience Template

Name: Marissa Boyle and Katie Daniels Lesson Title: Freeze Dance
Date: April 17, 2018 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):
Language and Literacy- Follow two step directions or requests
Approaches Towards Learning: Express individuality, life experiences, and what they know and are able to do through a variety of media.

Motor Development: Use non-locomotor skills with control, balance and coordination during active play (e.g., bending, stretching and twisting).

Pre-assessment of current knowledge: During inside recess, the students dance to different songs that the teacher plays and projects it on the projector. She
generally uses Gonoodle or Just Dance Kids versions of the same songs, so some students have the dance moves memorized. They also do this at times when
the classroom gets a little bit rowdy and the teacher feels like the students need to get some energy out. Just doing one song helps them channel their energy into
one place and they are then able to bring it back and focus on the task at hand.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional Identify Evidence: (What will you collect or record as data Academic Language:
Objective(s): The student will be to demonstrate students have met your objective(s) and Freeze, dance, Stop & Dance (In sign language for deaf
able to... skill?)

The student will be able to move
when the music starts playing and
freeze when the music stops.
The student will be able to
demonstrate dance movements.
One Assessed Developmental
Skill:
The student will be able to use
non-locomotor skills without falling
down.
Safety Considerations:
We want to collect the data while the students are playing
the freeze dance game. We will have a checklist to record
that will identify several different objectives. One category
will identify whether or not the student froze when the music
stopped. Another category will identify whether or not the
student demonstrated dance moves or if they just stood or
sat down. There will also be a section that identifies if the
student fell down- this will show us how they use their non-
locomotor skills.
We will also set up a camera so we can record the game in
order to ensure we have the accurate data.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
In order to aggregate our evidence into a class view, we will
view our checklist. We will have each students name on the
checklist, as well as columns for each specific objective.
There will be checkmarks to identify if the objective was
met or not. This will allow us to view each individual child,
student)
Procedural steps:
1. The students will clean up their centers and gather
on the carpet. If the weather is nice, we will bring the
students outside and complete the lesson. If it is too
cold or wet, we will stay inside and do the lesson on
the carpet.
2. We will tell the students that we are going to do an
activity today involving the word “Freeze”. We will ask
if anyone knows what freeze means and allow time
for student responses.
3. Once students provide responses, we will explain
that we will be playing “freeze dance” today. When a
song is playing, you will be dancing, but when the
song stops, they have to freeze!
4. We will do one practice round with them to model
what to do- (Play a short snippet of a song-Katie and
Marissa will dance- music stops, Katie and Marissa
freeze).
 5/23/2013
Early Childhood Education
Learning Experience Template

Students need to give each other
enough space so they do not bump
into each other.
There is one student who runs
around and we will need to make
sure he does not knock any
students down.
but it will also allow us to see the entire class as a whole.
Based on this, we will be able to see where our students
are and plan for future instruction. If a majority of our
students are not meeting the same objective, we will know
that we need to go over it again and reteach a particular
topic. If students are meeting all of our objectives, we will
know that we can move on and introduce the students to
something new.
5. We will then ask the students if they have any more
questions.
6. Katie will start playing the music and then stop it
7. This will continue several more times, each time, the
time music is played will get shorter so students will
be freezing more frequently
8. After the music is finished, we will ask the students to
show us their favorite position that they “froze” in.

Authentic Materials: (Describe authentic real life, hands-on

materials.)
Cell phone
Youtube
Bluetooth speaker
Open space (either outside or on the carpet)

Adult Roles:
Katie will be in charge of stopping and starting the music.
Marissa will be in charge of compiling the data of the students
in the back of the classroom.
One of the paras will be taking pictures and recording if a
student falls down, one of the paras will be monitoring the
student who runs, and the other para and teacher will be
monitoring the students.

Resources & References:

http://www.lifeprint.com/asl101/pages-layout/signs.htm

Reflection: (What have you learned about your students? How will this inform future instruction?)
 5/23/2013
Early Childhood Education
Learning Experience Template

The students in our classroom are very active, energetic and constantly moving, which is why we thought movement would be the perfect type of arts to

incorporate into our lesson. We are in an ECIP classroom and we have a wide variety of students and abilities, so we wanted to make sure we were able to cater

the lesson to be accessible to all students. There is one student who has just recently joined the class and is three years old. He is autistic and runs around the

classroom every chance he can, but seems to be motivated by music. I was really hoping this lesson would interest him and entice him to participate with his

classmates. Unfortunately, he did not want to dance, but the music did entice him to sit quietly and play with colored toys. This shows me how powerful music can

be for some students. One thing we really had to take into consideration was one of our students who is deaf but has cochlear implants. The cochlear implants

allow her to hear vibrations of sound, however on the day of our lesson she was not wearing them. She typically has an interpreter with her, but on the day of the

lesson, the interpreter was sick. Luckily Katie and I had learned how to sign stop (for freeze) and dance, so she was able to follow our sign to know when to stop

and start dancing. However, it was challenging to give her the directions because we are not fluent in sign language. She absolutely loves to dance, and

completely understood what to do, but this language barrier made the instruction a little bit more challenging. But, it was an important lesson to never rely on other

adults to help with your lesson- even though the interpreter has been there every single day, we should have planned for if she wasn’t there. Also, when planning

for this lesson, Katie and I had anticipated that a warm April morning would be the perfect opportunity to incorporate the outdoors with movement. However, Ohio

weather is unpredictable, and when we woke up on the morning of April 17, we were welcomed by a small dusting of snow- not conducive to our movement lesson

outside. But, as flexible and adaptable teachers, we had a back up plan in place and we were just as prepared to do our lesson on the carpet in the classroom.

We learned a great deal about our students from this lesson- most importantly that they are incredible dancers! Typically when we have watched them

dance prior to this, they dance they just follow the movements from the projector, so it was nice to see them be creative with their own unique dance movements.

They really are expressive and you can tell a lot about their personalities by their dancing. I really enjoyed the opportunity to get to watch them be creative. Some

students were even getting on the floor and doing dance moves like the worm and break dancing- I am curious where they pick up their unique moves! Another

thing I learned about my students is that it is capable to “wear them out”. Often times I wonder what it takes to get preschoolers to calm down, but it seems that

having them dance may be the perfect solution! After a few songs, they were completely worn out and ready to settle down for lunch. This shows me that we can

implement these movement lessons before instructional time when we want the students to sit and not move around as much. As far as future instruction, I think I
 5/23/2013
Early Childhood Education
Learning Experience Template

would try to build upon this lesson by getting students to move fast/slow depending on the tempo of the song. If it was going really fast, they would move around

fast, but if it was slow, they would move slowly- but when the music stopped they would still have to freeze. This would just be another way they could use their

bodies to get their energy out as well as learn fast/slow tempo while still playing freeze dance. They really seemed to enjoy the game, so I think this would be a

great way to build upon instruction.