Your long-term substitute should be here this week; so I'm trying to not get too far ahead of what he may want to do with you later this week. Please be flexible as plans may change throughout the week.
Personal Comm (2nd Hour)
- Students will start their Who Am I Speeches this week, because this is an excellent way to get to know each other; however, I would like to make sure they feel prepared and ideally that their long-term substitute would be the person evaluating their speech.
- Please follow the approximate timing for speeches this week:
- Monday
- Please give every student two copies of the Who Am I? Speech Rubric.
- Quickly go through the rubric to describe scoring
- Ask students to pull up their outline and presentation on Google Classroom.
- Project a timer, and ask students to go through their presentations (quietly or in their heads). We are hoping for that all students can speak for at least two minutes.
- Next, ask students to find a partner. They will now take turns presenting their speeches (with their presentations pulled up). Students will fill out a rubric for their partner; they should provide one positive and one constructive comment at the bottom of the rubric.
- After both partners have gone, please instruct students to find another partner. They will do the same thing. Make sure all students have reviewed their rubrics and then submit them to you at the end of class.
- If there is time, you can show them this order for the Who Am I speech. If someone would like to volunteer to go first, they are welcome to! I did this through the random number generator.
- Tuesday
- Before beginning speeches, please be sure to go over appropriate etiquette for audience members:
- No cell phone use (texting/social media or videoing without someone's permission)
- Clap for everyone at the end of their speech
- Have a pleasant look on your face
- Also, please review the speech policy:
- Students must give required speeches in order to pass the class.
- For every day that students are unprepared to give their speech, they will lose one letter grade.
- Speeches can begin. Please use the rubrics provided and leave them in the folder. Use your best judgement to evaluate them.
- Please follow this order unless there are volunteers to go early.
- If someone is unprepared to go when it's their turn, please mark it on their rubric; there is a grade penalty for every day they are unprepared.
- Wednesday - Friday
- Continue speeches. On Friday, I'll post a reflection for them on Google Classroom to fill out.
Dance II-IV (Hours 1, 4, 5)
- This week, students will be working on a Choreography Project. These students have done this many times before, so they should know what to do. Please review the following guidelines:
- Groups can be from 1-4 people; if they want to have five in a group, they can have a group of 2 and one of 3 :)
- Ask students to remember absent students when choosing groups.
- Music should be school appropriate in terms of language and content.
- All choreography should be original.
- Students will submit "progress videos" at the end of class each day to document what they worked on during class.
- Students should create appropriately challenging choreography.
- Time limits based on Level
- Dance II - 1 minute
- Dance III - 1 minute 20 seconds
- Dance IV - 1 minute 40 seconds
- Performances will be Friday
Dance I (Hours 6-7)
- This week we'll introduce the students to the foundations of dance.
- Monday
- We'll begin by looking at the basics of all dancing. There are five elements involved in dance. Before watching this video, ask students to get in small groups and brainstorm what they think is necessary in order to dance. Each group will need a writing utensil and a post-it note or index card.
- Give them 3-5 minutes to write at least five things they think are necessary in order to dance.
- Write these on the board.
- Then go through and see which the entire class thinks are necessary to dance and which are nice to have.
- For example, it's nice to have music to dance, but it's not necessary to have.
- After you've gone through all of the words, please watch this video.
- Have a conversation about what was similar and different than what they said.
- Next, we'll focus on different reasons why people dance.
- Let them know that there are no wrong reasons.
- Write these on the board, and see if there are any that are close to "storytelling"
- This is one of the first reasons for dance.
- Watch this video from the beginning until they discuss Ancient Times around 1:20
- Today and tomorrow, students will focus on dance as entertainment or storytelling. Ask students to list out different fairy tales (it's okay if they give you Disney stories, too. Write this on the board. Let students know that they will be bringing these stories to life, and after students are in groups, please let each group select a story that they would like to recreate. Here are the guidelines:
- Please number students off so there are 4-5 people in each group.
- No two groups can recreate the same story.
- Students may not use any words during the performance, but they can use props and costumes.
- This isn't a dance; it's more like charades/miming.
- Each presentation should be a minimum of :45 seconds, and one team member will need to record the presentation and submit via Google Classroom.
- All group members must participate in the presentation.
- If someone is absent the first day, please help them find a group to perform with on Tuesday.
- If someone is absent on Tuesday, please ask them to email me to give them an alternative assignment.
- Tuesday
- Please give the groups 5-10 minutes to review their performances.
- Then, review guidelines for being a good audience member:
- Do not talk during a performance.
- Do not have your phone out to record them unless you have their permission.
- Do not text or scroll through social media during performances.
- Have a smile or pleasant expression on your face.
- Be encouraging with your words/facial expressions if they mess up.
- Clap for everyone at the end of their performance.
- Then, begin the performances. Ask that one person from each group has the substitute record their performance on the students' phone so that one member from each group and submit their performance via Google Classroom or social media.
