The Blueprint for Teaching and Learning in Dance: Fully Developed Units - HREA
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The Blueprint for Teaching and Learning in Dance:
Fully Developed Units
Title of the Unit: Celebrating Harriet Tubman for Women’s
History Month
Benchmark: 2nd Grade
Teacher: Rachel McSween, P.S. 396K
Click below to go to:
• Unit
• Lesson Plans
• Tools
The Dance Unit Project is made possible by the generous support of Jody
and John Arnhold and the Arnhold Foundation.
Blueprint for Teaching and Learning in Dance:
Literacy Through Movement
Title of the Unit: Unit Dates: March 2–31
Celebrating Harriet Tubman for Women’s History Month Number of Class Sessions: 7
Dance Teacher Name: Rachel McSween Benchmark(s): Grade 2, Dance Blueprint
School: PS 396K- Ramon E. Betances Grade/Class: This unit is for a kindergarten through 2nd
grade class for students in a District 75 program. The
students are in a 6:1:1 population on the autism spectrum
and a 12:1:4 population with multiple disabilities who are
wheelchair users, some of whom are also visually
impaired. Most of the students are non-verbal.
Unit Description
What will students do in this unit? (One to three brief sentences)
In this unit, students will learn about Harriet Tubman. Through an adapted story, story board, song, and movement, they
will understand who she was, what she experienced, and why, focusing on “wh” questions. And through various
locomotor and non-locomotor movements, students will explore what it may feel like to escape from slavery, as Harriet
Tubman did.
Big Ideas of This Unit: Students will understand that: Essential Questions of This Unit: Students will answer:
• Harriet Tubman escaped slavery to seek • Who is Harriet Tubman?
freedom. • Why and how did Harriet Tubman escape
• The action of escape can be expressed through slavery?
various movement vocabularies (running, • What was the Underground Railroad?
hiding, crawling) • How can you express the action of escaping
through movement?
Indicators of Student Learning
CONTENT—Students will know: SKILLS—Students will be able to:
• Harriet Tubman was a slave. • Answer “wh” questions about Harriet Tubman
• Harriet Tubman escaped using the Underground • Execute locomotor and/or non-locomotor
Railroad. movements to express the action of escaping
• Harriet Tubman escaped to the North in order to • Replicate and recall simple movements patterns
be free. • Experience cooperative learning my taking and
• The actions of running, sneaking, swimming, and applying directions from the teacher to
crawling, and how these movements express the participate in a culminating performance
action of escaping.
Dance Blueprint Strands Addressed
(Highlight ONLY the components being assessed.)
Dance Making Developing Dance Making Connections Working with Exploring Careers
• Develop Skills Literacy • Understand Dance Community and and
and Techniques • Understand History and the Cultural Resources Lifelong Learning
• Improvise Dance as a Means Social and Cultural • Engage with • Learn About
• Choreograph of Expression and Significance of Community and Careers
• Perform Communication Dance (Theatrical, Cultural in and Related to
• Apply Dance Ritual & Social Institutions, Dance
Vocabulary, Dances) Colleges, and • Set and Work
Terminology, and • Connect Dance to Universities Toward Goals
Symbols Other Arts and • Use Dance • Value Dance as a
• Analyze, Critique, Disciplines Research Source of
and • Utilize Technology Resources Enjoyment
Communicate in • Share Dance and Lifelong
About Dance Connection with Experiences in Learning
• Identify and Dance and Between
Compare Dance • Connect Dance to Schools
Styles, Genres, Health and Well-
Major Works and Being
Artists
Common Core Learning Standards Addressed
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and large groups.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
Learning Experiences
(Briefly describe each experience)
Day 1:
• Students participate in a read-a-loud of an adapted SMART Board story about Harriet Tubman. Prior to the read-
aloud, they will be given sticks with “who?” “what?” and “why?” on them, along with the picture that correlates
with the story. Throughout the read-a-loud, they will raise their stick when it corresponds with the correct part
of
the story.
• They will then participate in a warm-up and learn the first movement word of the unit (running) that represents
a movement that Harriet Tubman may have used to escape. We will sing a song about Harriet Tubman as we
simultaneously incorporate the movement of running.
• In small groups, students will build their fine motor skills by lacing pictures of the “wh” parts of the story.
Day 2:
• Students participate in a read-a-loud of an adapted SMART Board story about Harriet Tubman.
• To understand what it was like for Harriet Tubman to work in the fields, they will pick up cotton balls and place
them into baskets
• After the story, they will assist the teacher in completing the class storyboard about the “wh” parts of the story.
• They participate in a warm-up and learn the second movement word of the unit (hiding) that represents a
movement that Harriet Tubman may have used to escape. We will sing a song about Harriet Tubman as we
simultaneously incorporate the movements of running and hiding.
• I will use a tri-fold board to allow students to hide behind in order to understand the concept of hiding
• In small groups, students will build their fine motor skills by assembling pictures of the “wh” parts of the story.
Day 3:
• Students participate in a read-a-loud of an adapted SMART Board story about Harriet Tubman.
• To understand the concept of attaining freedom, students will put paper rings around their wrists and break
free on my cue
• They assist the teacher in completing the class story board about the “wh” parts of the story.
Learning Experiences
(Briefly describe each experience)
• They participate in a warm-up and learn the third movement word of the unit (crawling) that represents a
movement that Harriet Tubman may have used to escape. We will sing a song about Harriet Tubman as we
simultaneously incorporate the movements of running, hiding, and crawling.
• Mobile students demonstrate crawling by crawling in a tunnel. Students who are wheelchair users roll through
and under their wheelchairs while I hold a tri-fold board above them.
• In small groups, students reinforce their knowledge of the “wh” parts of the story by participating in a BINGO
game activity.
Day 4:
• Students participate in a read-a-loud of an adapted SMART Board story about Harriet Tubman. Prior to the
reada- loud, they are given sticks with “who?” “what?” and “why?” on them, along with the picture that
correlates with the story. Throughout the read-a-loud, they will raise their stick when it corresponds with the
correct part of the story.
• They participate in a set warm-up.
• Using the Decide Now Application on the iPad, students spin the wheel to determine the movement we need to
execute (running, hiding or crawling).
• We connect all of the movements we have learned to do the Harriet Tubman song and movements.
• In small groups, students reinforce their knowledge of the “wh” parts of the story by participating in graphic
organizer activity.
Day 5:
• Students prepare for the Women’s History Month Performance by practicing in the movement room, learning
how to enter the stage, take their positions, bow, and exit the stage. The dance sequence that the students
practice will be based on the movements they spun on Day 4 using the Decide Now Application on the iPad.
• All props are placed on the appropriate marks to help students identify when and how they are used.
• The class practices the piece using the tree to run around, the giant rock to hide behind, and the tunnel to crawl
through.
Day 6:
• Students practice for the Women’s History Month Performance on stage in the auditorium using the skills we
practiced on Day 5. They rehearse how to enter the stage, perform the piece, bow, and exit.
• The teacher guides them through the rehearsal process and then given them the opportunity to try
independently.
Day 7: Performance Day
Day 8:
• Students are guided on how to reflect about and critique their own performance.
• They watch a video of the performance and then complete a reflection worksheet on which they write and/or
draw about the performance.
Pre-Assessment
What do students already know and understand about this What skills related to this unit have students already
area of developed?
dance making? • Spatial awareness.
• Students understand that a performance requires • Isolation of specific body parts including arms and
presenting a piece in front of an audience. legs.
• Students understand that rehearsals are a part of
the process.
Unit Assessments
Examples: Performance task with checklist, peer observation with feedback protocol, student self-assessment form,
videotape of student work with scoring rubric, test with grading system, student journal writing coded for vocabulary
Self-Assessment Peer Assessment Teacher Assessment
• Student self-assessment slip • Watch video of performance to • Storyboard/graphic organizer
assess their classmates through pre and post-assessment
discussion worksheets
• Teacher checklist of movement
skills
Resources
(Books, music, articles, websites, etc.)
• Textbook: Harriet Tubman adapted book or PowerPoint
• Worksheet: Who/what/why storyboard worksheet or web diagram
• Graphic Organizer: Use the web diagram to insert words that tell the who, what, and why of the story
• Media: Warm-up songs and “Wade in The Water”
Teacher Self-Assessment / Reflection Strategies
What worked well? What should be changed? Provide suggestions.
The use of visual cues for each of the movements was A next step I would like to take is to let my students dictate
successful. They allowed the students to better the lesson a bit more in order to fully understand what
understand what was required of them. know and the characteristics of their thought process.
The “touchable” items I presented the students with In Science Stories: A Science Methods Book for Elementary
throughout the unit were not only useful for my visually School Teachers, Janice Koch explains that often times
impaired students but for the class as a whole. The Harriet teachers create a lesson plan that is predictable and
Tubman doll allowed them to connect with the concept of controlled (2002). The teacher knows what the students’
“who.” The railroad made of popsicle sticks helped visually product should end up looking like (Koch, 2002). When
impaired students to understand what a railroad may look strict procedures are imposed, it can be difficult to see
like, and crawling through the tunnel (or rolling the what the students really know and how they think (Koch,
wheelchair under the tri-fold board) helped students to 2002).
grasp the idea of going underneath and crawling.
In the future, I would like to incorporate peer student
In order for visually impaired students to have an idea of feedback to deepen understanding of the work, and
what the flag looks like, I outlined it with glue. develop a rubric together that students could use to self-assess
and assess each.
Harriet Tubman Song
(To the tune of “London Bridge Is Falling Down”)
Harriet Tubman was a slave,
Was a slave, was a slave,
Harriet Tubman was a slave,
She sought freedom.
Running, running, she escaped,
She escaped, she escaped
Running, running she escaped,
She sought freedom.
Hiding, hiding, she escaped,
She escaped, she escaped
Hiding, hiding she escaped,
She sought freedom.
Crawling, crawling, she escaped,
She escaped, she escaped,
Crawling, crawling, she escaped,
She sought freedom.
Photos of students at PS396K by Rachel McSween.
Name: Date:
Student Self-Assessment Rubric
Excellent! Great! Good OK!
4 points 3 points 2 points 1 point
Photos of students at PS396K by Rachel McSween.
Name: Date:
Harriet Tubman Story Board
Task: Using the sentences below, write the appropriate sentence in the correct box to describe who, what and
why. Draw a picture to correspond with the sentence.
Who? What? Why?
Harriet Tubman wanted to be free.
Harriet Tubman helped slaves escape through the underground railroad.
Harriet was a slave.
Celebrating Harriet Tubman for Women’s History Month
Teacher: Rachel McSween, P.S. 396K Ramon E. Betances
Lesson 1
Learning Objectives: Students will be able to
• Answer “wh” questions about Harriet Tubman by participating in a read-aloud and completing a
graphic organizer.
• Replicate and recall simple movement patterns by participating in a movement activity consisting of
locomotor and non-locomotor movements.
• Students will be able to experience cooperative learning by taking and applying direction from the
teacher by participating in the Harriet Tubman movement activities.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and large groups.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
NYCDOE Blueprint Benchmarks – Grade 2:
• Replicate and recall simple movement patterns.
• Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
• Experience cooperative learning by taking and applying direction from the teacher.
Materials:
Textbook: Harriet Tubman adapted book with Graphic Organizer: Web diagram to insert
“wh” popsicle sticks words that tell the who, what, and why of the
story.
Worksheet: Who, what, why storyboard Media: CD player, warm-up songs, “London
worksheet or web diagram Bridge Is Falling Down” instrumental track
Props: Artificial treeLesson Activities:
Introduction (5 minutes):
• Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
Do Now / Pre-Assessment (15 minutes):
• Students complete pre-assessment based on the Harriet Tubman story we will read throughout the
unit.
o Level 1 – Match picture to correct “wh” box.
o Level 2 – Match words to correct “wh” bubble on the bubble web.
o Level 3 – Choosing from a sentence bank, write the sentence in the corresponding “wh” column
and draw a picture to represent the sentence.
I Do (10 minutes):
• Read-aloud of adapted Harriet Tubman story.
• Students will be given sticks with the “who,” “what,” and “why” pictures from the story. When called
upon they will raise their stick to correspond with that part of the story.
• Students will get to see a doll that represents Harriet Tubman in order to understand who the story is
about. Visually impaired students can feel the doll.
• “Wh” questions:
o What is the story about?
o Who is the character in the story?
o What is the reason Harriet escaped slavery?
o Why did Harriet lead slaves through the Underground Railroad?
We Do / You Do Warm-Up / Movement (15 minutes):
• Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”
• We will practice the action of running.
o “Who can show us how to run?
o I will show a picture cue of running and I will allow each student to come to the front of the
room and demonstrate running.
• We will sing the Harriet Tubman song, inserting the movement term running into the verses:
Running, running, she escaped, she escaped, she escaped. Running, running, she escaped. She sought
freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)• As we sing the song, we will practice running around the tree (which will be a prop in the
show).
Assessment (5 minutes):
• Students will complete a self-assessment slip, on which they mark the score they believe they
earned for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will
place a check indicating if the student achieved the objective of “Students will be able to
replicate and recall simple movement patterns by participating in a movement activity
consisting of locomotor and non-locomotor movements” independently (I), with verbal
prompting (V), or with physical prompting (P).
Leveled Tasks:
LEVEL 1 TASKS LEVEL 2 TASKS LEVEL 3 TASKS
Select a picture to identify Using pictures, show the Describe events in the text.
who the story is about. events in the story (who,
what, and why). Write words/sentences that
Select a picture to identify represent what the text is
what the story is about. Use picture supports to about.
identify events in the text.
Select a picture to identify the
“why” part of the story.
Possible Misconceptions of Directions:
Students may not understand the “wh” elements of a story. Through the story map and “wh”
popsicle sticks, students will learn the who, what and why of the story during the mini-lesson, and it
will be reinforced through the small-group activities.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the
end of the lesson, they will determine what score they actually earned by pointing, touching, or
telling what they earned. Higher-level students will help lower-level students determine what score
they deserve.Modifications/Accomodations
I will provide visual cue cards for each student to Hand-over-hand assistance will be given for
follow along in identifying the who, what, and why. students with fine motor challenges.
Non-verbal students will be given the iPad Choice
Board Creator Application that is programed with
responses, which allows them to answer questions.
Please see Appendix for samples of all lesson materials.
Lesson 2
Learning Objectives: Students will be able to
• Answer “wh” questions about Harriet Tubman by participating in a read-aloud, and piecing together
puzzles about the “wh” parts of the story, and lacing pictures of the “wh” parts of the story.
• Replicate and recall simple movement patterns by participating in a movement activity consisting of
locomotor and non-locomotor movements.
• Experience cooperative learning by taking and applying direction from the teacher by participating in
the Harriet Tubman movement activities.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and large groups.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, includingvisually,
quantitatively, and orally.
NYCDOE Blueprint Benchmarks – Grade 2:
• Replicate and recall simple movement patterns.
• Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
• Experience cooperative learning by taking and applying direction from the teacher.Materials
Textbook: Harriet Tubman adapted story Activity: “wh” puzzles & lacing pictures
Graphic Organizer: Who, what, why Media: CD player, warm-up songs, “London
storyboard Bridge Is Falling Down” instrumental track
Props: Tree, rock, spots for warm-up places
Lesson Activities:
Introduction (5 minutes):
• Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
I Do (10 minutes):
• Read-aloud of adapted Harriet Tubman story.
• I will have students pick up cotton balls and place them into a receptacle to simulate what it
was like for Harriet Tubman to work in the field picking cotton.
• Students will assist me in Velcroing the four “wh” parts of the story onto the class storyboard.
• “Wh” questions:
o What is the story about?
o Who is the character in the story?
o What is the reason Harriet escaped slavery?
o Why did Harriet lead slaves through the Underground Railroad?
We Do (15 minutes):
• Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”
• We will practice the action of hiding.
o “Who can show us how to hide?
o For students to understand the concept of hiding, I will use a tri-fold board to let
o students hide behind.
• We will sing the Harriet Tubman song, inserting the movement term hiding into the verses:
Hiding, hiding, she escaped, she escaped, she escaped. Hiding, hiding, she escaped. She
sought freedom.
• We will then sing the song including the movement term we learned the day before (running):Running, running, she escaped, she escaped, she escaped. Running, running, she escaped. She sought freedom.
Hiding, hiding, she escaped, she escaped, she escaped. Hiding, hiding, she escaped. Shesought freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)
• As we sing the song, we will practice running around the tree and hiding behind the large rock
(which will be props in the show).
You Do (15 minutes):
• Small groups:
o Activity #1:
Leveled lacing activities will be distributed according to students’ ability. The goal is to strengthen
fine motor skills by lacing the “wh” picture (Harriet, Underground Railroad station, or freedom flag).
2. Activity #2:
Strengthen fine motor skills and spacial awareness by assembling a puzzle of the “wh”pictures.
Assessment (5 minutes):
• Students will complete a self-assessment slip on which they mark the score they believe they
earned for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will
place a check indicating if the student achieved the objective of “Students will be able to
replicate and recall simple movement patterns by participating in a movement activity
consisting of locomotor and non-locomotor movements” independently (I), with verbal
prompting (V), or with physical prompting (P).
Leveled Tasks:
LEVEL 1 TASKS LEVEL 2 TASKS LEVEL 3 TASKS
Select a picture to identify Using pictures, show the Double events in the text.
who the story is about. events in the story (who,
what and why).
Select a picture to identify
what the story is about. Use picture supports to
identify events in the text.
Select a picture to identify the
“why” part of the story.Possible Misconceptions of Directions:
Students may not understand the “wh” elements of a story. Through the story map, students will
learn the who, what, and why of the story during the mini-lesson, and it will be reinforced through
the small-group activities.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the
end of the lesson, they will determine what score they actually earned by pointing, touching, or
telling what they earned. Higher-level students will help lower-level students determine what score
they deserve.
Modifications/Accomodations:
I will provide visual cue cards for each student to Hand-over-hand assistance will be given for
follow along in identifying the who, what, and why. students with fine motor challenges.
Non-verbal students will be given the ipad Choice
Board Creator Application that is programed with
responses, which allows them to answer questions.
Please see Appendix for samples of all lesson materials.
Lesson 3
Learning Objectives: Students will be able to
• Answer “wh” questions about Harriet Tubman by participating in a read-aloud and completing a BINGO
game activity to identify the “wh” items.
• Replicate and recall simple movement patterns by participating in a movement activity consisting of
locomotor and non-locomotor movements.
• Experience cooperative learning by taking and applying direction from the teacher by participating in
the Harriet Tubman movement activities.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and large groups.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.NYCDOE Blueprint Benchmarks – Grade 2:
• Replicate and recall simple movement patterns.
• Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
• Experience cooperative learning by taking and applying direction from the teacher.
Materials:
Textbook: Harriet Tubman adapted story Activity: BINGO cards
Graphic Organizer: Who, what, why, Media: CD player, warm-up songs, “London
storyboard Bridge Is Falling Down” instrumental track
Props: Tree, rock, tunnel, paper rings, and
spots for warm-up places
Lesson Activities:
Introduction (5 minutes):
• Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
I Do (10 minutes):
• Read-aloud of adapted Harriet Tubman story.
• I will explain the term freedom by having the students put paper rings around their wrists and “on
the count of 3, break the chains and shout FREEDOM!”
• Students will assist me in Velcroing the three “wh” parts of the story onto the class storyboard.
• “Wh” questions:
o What is the story about?
o Who is the character in the story?
o What is the reason Harriet escaped slavery?
o Why did Harriet lead slaves through the Underground Railroad?
We Do (15 minutes):
• Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”
• We will practice the action of crawling.
o “Who can show us how to crawl?”
o For students to understand the concept of crawling, I will show them a visual cue.o I will have a tunnel set up so that students can show how they crawl under the tunnel as if it were
the Underground Railroad.
o For students in wheelchairs, I will hold the tri-fold board up and let them roll their wheelchair
underneath.
o Visually impaired will feel the “railroad” made of popsicle sticks.
o We will sing the Harriet Tubman song, inserting the movement term crawling into the verses:
Crawling, crawling, she escaped, she escaped, she escaped. Crawling, crawling, she
escaped. She sought freedom.
o We will then sing the song including the movement term we learned in previous lessons
(running and crawling):
Running, running, she escaped, she escaped, she escaped. Running, running, she escaped.
She sought freedom.
Hiding, hiding, she escaped, she escaped, she escaped. Hiding, hiding, she escaped. She
sought freedom.
Crawling, crawling, she escaped, she escaped, she escaped. Crawling, crawling, she
escaped. She sought freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)
o As we sing the song, we will practice running around the tree, hiding behind the large rock
and crawling through the tunnel (which will be props in the show).
You Do (15 minutes):
o Small groups:
o Activity: Participate in BINGO to identify the three “wh” parts of the story.
Assessment (5 minutes):
o Students will complete a self-assessment slip on which they mark the score they believe they earned
for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
o I will assess the students’ movement skills by using the Teacher Movement Checklist. I will place a
check indicating if the student achieved the objective of “Students will be able to replicate and recall
simple movement patterns by participating in a movement activity consisting of locomotor and non-
locomotor movements” independently (I), with verbal prompting (V), or with physical prompting (P).Leveled Tasks:
LEVEL 1 TASKS LEVEL 2 TASKS LEVEL 3 TASKS
Select a picture to identify Using pictures, show the events Describe events in the text.
who the story is about. in the story (who, what and
why).
Select a picture to identify
what the story is about. Use picture supports to
identify events in the text.
Select a picture to identify
the “why” part of the story.
Possible Misconceptions of Directions:
Students may not understand the “wh” elements of a story. Through the story map, students will learn the
who, what, and why of the story during the mini-lesson, and it will be reinforced through the small group
activities.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the end of the
lesson, they will determine what score they actually earned by pointing, touching, or telling what they earned.
Higher-level students will help lower-level students determine what score they deserve.
Modifications/Accommodations:
I will provide visual cue cards for each student Hand-over-hand assistance will be given for
to follow along in identifying the who, what, students with fine motor challenges.
and why.
Non-verbal students will be given the iPad
Choice Board Creator Application that is
programed with responses, which allows them
to answer questions.
Please see Appendix for samples of all lesson materials.
Lesson 4
Learning Objectives: Students will be able to
o Answer “wh” questions about Harriet Tubman by participating in a read-aloud and completing a
graphic organizer.
o Replicate and recall simple movement patterns by participating in a movement activity consisting of
locomotor and non-locomotor movements.
o Experience cooperative learning by taking and applying direction from the teacher by participating in
the Harriet Tubman movement activities.Learning Standards:
o RI.2.7: Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
o SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and large groups.
o SL.2.2: Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally.
NYCDOE Blueprint Benchmarks – Grade 2:
o Replicate and recall simple movement patterns.
o Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
o Experience cooperative learning by taking and applying direction from the teacher.
Materials:
Textbook: Harriet Tubman adapted story with Activity: “wh” puzzles
“wh” popsicle sticks
Graphic Organizer: Who, what, why storyboard Media: CD player, warm-up songs, “London Bridge
Is Falling Down” instrumental track
Props: Tree, rock, tunnel and spots for warmup
places
Lesson Activities:
Introduction (5 minutes):
o Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
I Do (10 minutes):
o Read-aloud of adapted Harriet Tubman story.
o Students will be given sticks with the “who,” “what,” and “why” pictures from the story. When called
upon they will raise their stick to correspond with that part of the story.
o Students will assist me in Velcroing the four “wh” parts of the story onto the class storyboard.
o To reinforce what the four “wh” parts of the story are, we will complete the following activities:
o Harriet Tubman – Students will get to see the doll, and visually impaired can feel the doll.o Underground Railroad – I will put a cardboard tri-fold over the students’ heads so they
understand what underneath means. Visually impaired will feel the “railroad” made of popsicle
sticks.
o Flag (freedom) – Students will see the picture of the American flag. Visually impaired students
will feel the “braille” version of it.
o “Wh” questions:
o What is the story about?
o Who is the character in the story?
o What is the reason Harriet escaped slavery?
o Why did Harriet lead slaves through the Underground Railroad?
We Do (15 minutes):
o Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”
o Using Decide Now Application on iPad , selected students will spin the wheel to determine what
movement we will execute that resembles modes of travel that Harriet Tubman may have used to
escape slavery:
o Running
o Hiding
o Crawling
o As a class, we will execute the movements that are spun on the wheel.
o We will sing the Harriet Tubman song, using all of the movement terms we learned (running, hiding
and crawling):
Running, running she escaped, she escaped, she escaped. Running, running, she escaped.
She sought freedom.
Hiding, hiding, she escaped, she escaped, she escaped. Hiding, hiding, she escaped. She
sought freedom.
Crawling, crawling she escaped, she escaped, she escaped. Crawling, crawling, she
escaped. She sought freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)
o As we sing the song, we will practice running around the tree, hiding behind the large rock
and crawling through the tunnel (which will be props in the show).
You Do (15 minutes):
o Students complete pre-assessment based on the Harriet Tubman story we will read
throughout the unit:
o Level 1 – Match picture to correct “wh” box.
o Level 2 – Match words to correct “wh” bubble on the bubble web.o Level 3 – Choosing from a sentence bank, write the sentence in the corresponding “wh” column
and draw a picture to represent the sentence.
Assessment (5 minutes):
• Students will complete a self-assessment slip on which they mark the score they believe they earned
for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will place a
check indicating if the student achieved the objective of “Students will be able to replicate and recall
simple movement patterns by participating in a movement activity consisting of locomotor and non-
locomotor movements” independently (I), with verbal prompting (V), or with physical prompting (P).
Leveled Tasks:
LEVEL 1 TASKS LEVEL 2 TASKS LEVEL 3 TASKS
Select a picture to identify who Using pictures, show the events in Describe events in the text.
the story is about. the story (who, what, and why).
Write words/sentences that
Select a picture to identify what Use picture supports to represent what the text was
the story is about. identify events in the text. about.
Select a picture to identify the
“why” part of the story.
Possible Misconceptions of Directions:
Students may not understand the “wh” elements of a story. Through the story map and “wh”
popsicle sticks, students will learn the who, what, and why of the story during the mini-lesson,and it
will be reinforced through the small group activities.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the
end of the lesson, they will determine what score they actually earned by pointing, touching, or
telling what they earned. Higher-level students will help lower-level students determine what score
they deserve.Modifications/Accommodations:
I will provide visual cue cards for each student Hand over hand assistance will be given for
to follow along in identifying the who, what, students with fine motor challenges.
and why.
“Touchable” items will be used for visually impaired students:
To understand Harriet Tubman – Students will get to see the doll and visually impaired can feel
the doll.
To understand Underground Railroad – I will put a cardboard tri-fold over the student’s heads
so they understand what underneath means. Visually impaired students will feel the “railroad”
made of popsicle sticks.
To understand Flag (freedom) – Students will see the picture of the American flag. Visually
impaired students will feel the “braille” version of it. I will also make paper rings for the
students to put on their wrists and “break free.”
Non-verbal students will be given the iPad Choice Board Creator Application that is programed
with responses, which allows them to answer questions.
Please see Appendix for samples of all lesson materials.
Lesson 5
Learning Objectives: Students will be able to
• Work collaboratively to recall and replicate movement in order to perform in the Women’s History
Month show.
• Replicate and recall simple movement patterns by participating in the Harriet Tubman movement
piece, consisting of locomotor and non-locomotor movements.
• Experience cooperative learning by taking and applying direction from the teacher.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
NYCDOE Blueprint Benchmarks – Grade 2:
• Replicate and recall simple movement patterns.
• Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
• Experience cooperative learning by taking and applying direction from the teacher.Materials:
Media: CD player, warm-up songs, “London Props: Tree, rock and tunnel, spots for
Bridge Is Falling Down” instrumental track warm-up places
Lesson Activities:
Introduction (5 minutes):
• Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
I Do (5 minutes):
• I will explain to students that we will be preparing for the Women’s History Month show:
“Today we will put all of the movements and song together to practice for the show. It is
important to follow directions so that when we get to the stage on Thursday we are
prepared.”
We Do (20 minutes):
• I will arrange the students on floor circles to prepare for the warm-up.
• Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”
• We will sing the Harriet Tubman song, using all of the movement terms we learned (running, hiding
and crawling):
Running, running she escaped, she escaped, she escaped. Running, running, she escaped.
She sought freedom.
Hiding, hiding she escaped, she escaped, she escaped. Hiding, hiding, she escaped. She
sought freedom.
Crawling, crawling, she escaped, she escaped, she escaped. Crawling, crawling, she
escaped. She sought freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)
• As we sing the song we will practice running around the tree, hiding behind the large rock and crawling
through the tunnel (which will be a props in the show).
• The space will be set up just as the stage will be with a tree to run around (stage left), a rock to hide
behind (center stage), and a tunnel to crawl through (stage right).
• Without any music we will practice how to enter the stage. We will then practice the performance
piece.
• Then, we will add the music and practice two times all together.• I will show students how to take a bow and exit the space once they are finished.
You Do (15 minutes):
• After we have rehearsed two times, I will remove myself from the scene and have students run the
piece two times independently.
• I will give notes and corrections after the first run through.
Assessment (5 minutes):
• Students will complete a self-assessment slip on which they mark the score they believe they
earned for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will place a
check indicating if the student achieved the objective of “Students will be able to replicate and recall
simple movement patterns by participating in a movement activity consisting of locomotor and non-
locomotor movements” independently (I), with verbal prompting (V), or with physical prompting (P).
Possible Misconceptions of Directions:
Students may not understand how to prepare for a show. This lesson will teach students how to enter
and exit the performance space before we go to the stage later in the week.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the
end of the lesson, they will determine what score they actually earned by pointing, touching, or
telling what they earned. Higher-level students will help lower-level students determine what score
they deserve.
Modifications/Accommodations:
I will provide visual cue cards for each Non-verbal students will be given the iPad
student to follow along for each Choice Board Creator Application that is
movement. programed with responses, which allows
them to answer questions.
Please see Appendix for samples of all lesson materials.Lesson 6
Learning Objectives: Students will be able to
• Work collaboratively to recall and replicate movement in order to perform in the Women’s History
Month show.
• Replicate and recall simple movement patterns by participating in the Harriet Tubman movement
piece, consisting of locomotor and non-locomotor movements.
• Experience cooperative learning by taking and applying direction from the teacher.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• SL.2.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
NYCDOE Blueprint Benchmarks – Grade 2:
• Replicate and recall simple movement patterns.
• Execute basic locomotor (traveling) and non-locomotor (stationary) movements.
• Experience cooperative learning by taking and applying direction from the teacher.
Materials:
Media: CD player, warm-up songs, “London Props: Tree, rock and tunnel, spots for
Bridge Is Falling Down” instrumental track warm-up places
Lesson Activities:
Introduction (5 minutes):
• Show students rubric & ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
I Do (5 minutes):
• I will explain to students that we will be preparing for the Women’s History Month show:
“Today we will go on the stage to practice our piece for the show next week. It is
important to follow directions and recall what we did in practice.”
We Do (20 minutes):
• I will arrange the students on floor circles to prepare for the warm-up.
• Warm-up from Action Songs for Preschoolers:
o Track 1: “Warm-Up Time”
o Track 4: “Finger Poppin’”• The stage will be set with a tree to run around (stage left), a rock to hide behind (center stage) and a
tunnel to crawl through (stage right).
• Without any music, we will practice how to enter the stage. We will then practice the dance and song.
• We will sing the Harriet Tubman song, using all of the movement terms we learned (running, hiding
and crawling):
Running, running, she escaped, she escaped, she escaped. Running, running she escaped.
She sought freedom.
Hiding, hiding, she escaped, she escaped, she escaped. Hiding, hiding, she escaped. She
sought freedom.
Crawling, crawling, she escaped, she escaped, she escaped. Crawling, crawling, she
escaped. She sought freedom.
(Sung to the tune of “London Bridge Is Falling Down.”)
• Then, we will add the music and practice two times all together.
• I will show students where to stand to take a bow and where to go when they exit the stage once they
are finished.
You Do (15 minutes):
• After we have rehearsed two times, I will remove myself from the scene and have students run the
piece two times independently.
• I will give notes and corrections at the end.
Assessment (5 minutes):
• Students will complete a self-assessment slip on which they mark the score they believe they earned
for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will place a
check indicating if the student achieved the objective of “Students will be able to replicate and recall
simple movement patterns by participating in a movement activity consisting of locomotor and non-
locomotor movements” independently (I), with verbal prompting (V), or with physical prompting (P).
Possible Misconceptions of Directions:
Students may not understand how to prepare for a show. This lesson will allow students to rehearse
on stage and learn how to enter and exit the performance space.Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the
end of the lesson, they will determine what score they actually earned by pointing, touching, or
telling what they earned. Higher-level students will help lower-level students determine what score
they deserve.
Modifications/Accommodations:
I will provide visual cue cards for each Non-verbal students will be given the iPad
student to follow along for each Choice Board Creator Application that is
movement. programed with responses, which allows
them to answer questions.
Please see Appendix for samples of all lesson materials.
Lesson 7
Learning Objectives:
• Students will be able to reflect upon their performance in the Women’s History Month show
through discussion and writing.
Learning Standards:
• RI.2.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
• W.2.8: Recall information from experiences or gather information from provided sources to answer a
question.
• SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts
with peers and adults in small and larger groups.
NYCDOE Blueprint Benchmarks – Grade 2:
• Evaluate class performances and video evidence of student performances using observation,
discussion, drawings, and video.
• Express personal feelings about the dance.
Materials:
Worksheet: Reflection Worksheet Writing tools: pencils and crayons
Supports: Visual cues and iPad Choice Board Application
Media: Video of performance
Writing tools: pencils and crayonsLesson Activities:
Introduction (5 minutes):
• Show students rubric and ask them what they would like to earn for the lesson:
4 = Excellent
3 = Great
2 = Good
1 = Okay
Do Now (5 minutes):
• Turn & Talk: I will direct students to turn to a partner and discuss their thoughts on the Women’s
Month performance:
o What was your favorite part about performing on stage?
o What was your least favorite part about performing on stage?
• I will have picture cues of smiley faces (one representing “like” and one representing “dislike”) for
students who need a visual representation of what they are being asked to discuss.
I Do (10 minutes):
• I will introduce ways in which to critique art in an appropriate manner and what elements can be
discussed in a critique.
• Explain definition of critique.
• Give examples of elements that can be critiqued:
o Costume
o Choreography
o Execution of movements
o Execution of vocals
• Give examples of appropriate ways to critique:
o “I enjoyed the way that Sam’s voice was loud and strong during the song.”
o “I found it interesting how different students did the running part very different from one
another.”
• Picture cues of the various elements that can be discussed will be supplied (e.g., picture of costume,
dance, music).
• Questions:
o How did you feel performing on stage?
o What was your favorite part?
o What was your least favorite part?
We Do (15 minutes):
• We will then watch clips of the Women’s History performance on the Smart Board.You Do (15 minutes):
• In small groups, students will take turns going around the circle to discuss/critique what they
saw, choosing from any of the critique categories:
o Dance movement
o Vocals
o Costumes
o Set
• The iPad Choice Board Creator App will be used for non-verbal students to respond and discuss and
picture cues of the various elements that can be discusses will be provided (e.g., picture of costume,
dance, music).
• I will direct students to work independently to write a sentence and draw an illustration about their
favorite part of the show.
• Students who are unable to write will write what they can and a paraprofessional will translate it
underneath in pencil.
Assessment (5 minutes):
• Students will complete a self-assessment slip on which they mark the score they believe they
earned for the lesson. (Verbal students will help lower-functioning students self-assess.)
o Rubric:
4 = Excellent
3 = Great
2 = Good
1 = Okay
• I will assess the students’ movement skills by using the Teacher Movement Checklist. I will place a
check indicating if the student achieved the objective of “Students will be able to replicate and recall
simple movement patterns by participating in a movement activity consisting of locomotor and non-
locomotor movements” independently (I), with verbal prompting (V), or with physical prompting (P).
Possible Misconceptions of Directions:
Students may not understand how to reflect upon a performance and provide critique. Through modeling and
explanation students will gain an understanding of how to reflect. Picture cues and iPad applications will help
non-verbal students to respond.
Self-Assessment System:
Students will be shown the rubric before the lesson and asked what they would like to earn. At the end of the
lesson, they will determine what score they actually earned by pointing, touching, or telling what they earned.
Higher-level students will help lower-level students determine what score they deserve.Modifications/Accommodations:
The iPad Choice Board Creator App will be Students who are unable to write will write
used for non-verbal students to respond and what they can, and a paraprofessional will
participate in discussion. Picture cues of the translate it underneath in pencil.
various elements that can be discussed will
be provided (e.g., picture of costume, dance,
music).
Please see Appendix for samples of all lesson materials.Teacher Movement Checklist
Date: Key
I=Independent
VP= Verbal Prompt
Class: P=Physical Prompt
Objective: Students will be able to replicate and recall movement patterns consisting
of locomotor and non-locomotor movements.
Student’s Name: Independent Verbal Prompt Physical PromptHarriet Tubman Song
(To the tune of “London Bridge Is Falling Down”)
Harriet Tubman was a slave,
Was a slave, was a slave,
Harriet Tubman was a slave,
She sought freedom.
Running, running, she escaped,
She escaped, she escaped
Running, running she escaped,
She sought freedom
Hiding, hiding, she escaped,
She escaped, she escaped
Hiding, hiding she escaped,
She sought freedom
Crawling, crawling, she escaped,
She escaped, she escaped,
Crawling, crawling, she escaped,
She sought freedomHarriet Tubman Adapted by: Ms. McSween
Harriet Tubman was a slave.
Harriet was six years old when she started working in
the fields.Harriet did not want to be a slave anymore. She escaped
on the Underground RailroadAt last she was free!
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