8.Sing, “Echo me, here we go” and begin singing “Teddy Bear, Teddy Bear” one phrase at a time (ex. Teddy Bear, Teddy Bear, turn around), having them repeat each time.9.Sing, “Bigger pieces this time, you sing after m,.” and begin singing two phrases each time, with the students repeating after you.10. Sing, “Everyone together, ready, set, and here we go” and begin singing the whole song with the students.11. Check the students understanding by having them show a 1, 2, or 3 on their fingers (1 is completely lost, 3 is confident)12. Ask the class, “Was there one person singing the song, or a lot of people?” They should answer that there were many people singing.13. Have the students sing by themselves, singing “Ready, set, and here you go” on the starting pitch and maintainingthe tempo on your lap.14. Ask the class, “Was there one person singing the song, or a lot of people?” They should answer that there were many people singing.15. Have the students stand and spread out. Go over the guidelines and rules of personal space.16. Teach the dance movements that accompany the song.LAFS.1.RI.1.2Once students have learned the song and dance, have them sit down and begin asking them to identify some of the things the Teddy Bear did in the song, or some of the dance movements the class learned together. Have them raise their hands and answer
Movement and Shapes Unit Planone at a time and make a class list on a piece of chart paper.For each detail mentioned, ask how many students have done thisbefore, or do this every day as part of their routine. (For example,ask, “How many of you turn out the lights?” or “Does anyone saygoodnight before they go to sleep?”For each action/movement mentioned, ask the student to demonstrate the movement for the class. If the student is uncomfortable performing the movement by themselves, ask a few students to volunteer to do the movement with them, or have the entire class do the movement together.LAFS.1.SL.2.5Have students take a piece of paper and go back to their seats. Place a basket of markers in the center of each table.Have students draw some of the dance movements listed on the chart paper. Make sure to encourage them to draw how they thinkthe movement looks and remind them there is no correct way to draw it.Students will complete their drawings and keep them in their folders. They will not be required to share their drawings with theteacher or the class but will be able to use it as a tool to help themunderstand how movement can be represented through different mediums.Place the chart paper at the back of the room and collect the baskets of markers.Assessment:The drawings will serve as an informal assessment of whether the kids are able to transfer their ideas and feelings to paper. Rather than having them write about the movements and how they felt about them, this method will help them expand their thinking of movement and help connect this lesson to our final lesson, which is about shapes. Because the drawings will not be collected, I will simply ask each student what they chose to focus on, though I will not require them to show me their drawing.