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1.1 	Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll). 

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1.1 	Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop and skip, slide and roll). 

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Get ready to move! This is a great way to engage students in some fun movement! Students will have to listen to the sound and see if they need to walk, gallop, skate, tip-toe, jump, and run! Great for outdoor or indoor!

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2.8 	Demonstrate partner skills (e.g., imitating and leading/following). 

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2.8 	Demonstrate partner skills (e.g., imitating and leading/following). 

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This is not only a great way to get students moving, but it promotes partner skills as well!

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Get in on the latest dance craze - The Triangle Dance!

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3.4 	Describe dances seen in celebrations and community events

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3.4 	Describe dances seen in celebrations and community events

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This article gives students a great description of 5 different dances seen in celebrations all over the world!

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Different countries and cultures have different dances. These dances have spread around the world. Here are a few of them. Use the map to find the countries—and continents—where the dances began.

Break Dancing

ARTIGA PHOTO/GETTY IMAGES

This dance is full of energy. Break dancing began in the United States. Dancers move fast. They spin on their hands or on their head.

Irish Dancing

DARKBIRD77—GETTY IMAGES

This step dance comes from Ireland. Dancers hop, skip, and shuffle shuffle RADIUS IMAGES—GETTY IMAGES to slide your feet along the ground without lifting them (verb) I put on my ice skates and shuffled to the edge of the rink. their feet. They keep their upper bodies still while they dance. Let’s jig jig MARC ROMANELLI—GETTY IMAGES to do a lively dance (verb) When the fiddler played, we began to jig. !

Flamenco

CARON B—GETTY IMAGES

Flamenco comes from Spain. Dancers move to the sound of a guitar. They stomp their feet and clap. Some click an instrument called a castanet castanet FATCAMERA/GETTY IMAGES a musical instrument made up of two small, round parts that are clicked together (noun) My favorite instrument to play in music class is the castinet. while dancing.

Dragon Dance

WIND-MOON/GETTY IMAGES

This group dance comes from China. It is performed at celebrations. Dancers carry a big dragon puppet. The dragon is said to bring good luck.

Indian Dancing

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This type of dance comes from India. There are many different styles. This dancer is doing a classical Indian dance. It uses poses and gestures gesture HERO IMAGES/GETTY IMAGES a body movement that shows an idea or feeling (noun) A thumbs-up is a friendly gesture. . The movements tell a story.

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Different countries and cultures have different dances. These dances have spread around the world. Here are a few of them. Use the map to find the countries—and continents—where the dances began. Break Dancing This dance is full of energy. Break…

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4.1 	Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy). 

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4.1 	Use basic dance vocabulary to name and describe a dance observed or performed (e.g., levels, rhythm patterns, type of energy). 

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https://drive.google.com/file/d/1JPEMTx1ltJnLgbh3ANUFSP5gzox2nhz9/view?usp=sharing
Use the above link for an Irish Dancing Worksheet where students describe Irish Dance, what they know or don't know, and what they would like to know. The article is provided to support students research, and help activate any background knowledge. This is a great way to have students use dance vocabulary.

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Irish dance

Medium
Dance

Types

Ancestor arts

Originating culture
Irish

Originating era

18th century

Irish dance or Irish dancing is a group of traditional dance forms originating from Ireland, encompassing dancing both solo and in groups, and dancing for social, competitive and performance purposes. Irish dance in its current form developed from various influences such as French quadrilles and English country dancing throughout the 18th and 19th centuries. Dance was taught by "travelling dance masters" across Ireland throughout this period, and separate dance forms developed according to regional practice and differing purposes. Irish dance became a significant part of Irish culture, particularly for Irish nationalist movements. From the early 20th century, a number of organisations promoted and codified the various forms of dance, creating competitive structures and standardised styles.

Solo Irish dance includes the most well-known form of Irish dance, Irish step dance, which was popularised from 1994 onwards by dance shows such as Riverdance, and which is practised competitively across the Irish diaspora. Step dance is characterised by the rigid upper body and intricate footwork of its performers. Other forms of solo Irish dance include sean-nós dance, a relaxed and social dance style involving improvised steps, and festival Irish dance, a style which separated from step dance in the mid-20th century.

Irish dancing in groups is made up of a number of styles and traditions, which developed from French and English dances and formations. Ceili dance, practised both competitively and socially, is performed by groups of two to sixteen people, and often uses traditional or codified dances and formations. Its footwork is simple, and emphasis is placed on the figures and formations of the dances. Set dance is primarily a social tradition, for groups of four dancers, and includes elements of the intricate footwork found in step dance.

Irish stepdance

A variety of forms of solo Irish dance have developed which are described as stepdance. These include the well-known "modern" stepdance performed competitively; old-style stepdance, which is closer in style to the dance practised by 19th-century travelling dance masters; and festival dance, which separated from modern stepdance over stylistic and administrative disputes in the mid-20th century.

Modern stepdance

The most predominant form of Irish stepdance is that popularised by the Broadway show Riverdance, and other Irish dancing stage shows since the late 20th century. Characterised by a rigid torso and dances performed high on the balls of the feet.

Some of the footwork of softshoe dances may be compared to the footwork of Scottish country dancing, though the two styles should never be confused. Tap dance was also influenced by Irish Step Dancing. Unlike softshoe dancing, hardshoe dancing involves rhythmic and very fast striking of the floor with the tips of the shoes.

Three types of shoes are worn in competitive step dancing: hardshoes and two kinds of softshoe. The hardshoe ("heavy shoe", "jig shoe") is often mistaken for a tap shoe, but the taps on the sole of the shoe are made of wood, fiberglass, or resin, rather than of metal. The first hard shoes did have metal taps. It was common practice in the 17th and 18th century to hammer nails into the soles of a shoe in order to increase the life of the shoe. Dancers used the sounds created by the nails to create the rhythms that characterize hard shoe dancing. Later the soles were changed into resin or fiberglass to reduce the weight.

Each shoe has eight striking surfaces: the toe, bottom, and sides of the front tap and the back, bottom, and sides of the back tap (the heel). Hardshoes are made of black leather with flexible soles. Sometimes the front taps are filed off in order to enable the dancer to stand on his or her toes, rather like pointe shoes. Hardshoes are worn when dancing the hornpipe, the treble jig or "heavy jig", and the treble reel or "tap reel". The same hardshoes are worn by all dancers, regardless of gender or age.

Images for kids

In Spanish: Danza irlandesa para niños

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5.2 	Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement). 

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5.2 	Demonstrate language arts concepts through dance (e.g., show different punctuation marks through movement). 

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This video incorporates who, what, where, when, why, how through dance! Great way to get students thinking!

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Get Your Kids Moving & Practicing Mindfulness with GoNoodle®. Start Watching Now & Get Access to Hundreds of Videos! Active Learning. Healthy Kids. Active Kids. Boost Learning.

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Guess the Feeling game is a great tool to help students identify emotions! Students get to select any Daniel Tiger character and guess what emotion they are expressing on their face!

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Being able to recognize and name feelings is the very first step in helping children manage their feelings. This game gives children a chance to play about what different feelings look like. And it can give you the chance to talk with your child about all kinds of different feelings.

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Guess the Feeling | Daniel Tiger | PBS KIDS

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Being able to recognize and name feelings is the very first step in helping children manage their feelings. This game gives children a chance to play about what different feelings look like. And it can give you the chance to talk with your child about all kinds of different feelings.

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Hang these affirmations around your classroom and have students pick and read aloud 5 to themselves each morning! This is a great way to monitor confidence levels.

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GoNoodle provides so many great breathing exercises for students! These are great tools to help students take a breath and refocus!

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Get Your Kids Moving & Practicing Mindfulness with GoNoodle®. Start Watching Now & Get Access to Hundreds of Videos! Active Learning. Healthy Kids. Active Kids. Boost Learning.

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This is a great tool to use for students to explore the meaning of teamwork. It provides 3 different games you can incorporate in the classroom, Scratch My Back, Picnic Blanket, and Ants in a Line.

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This tool is so much fun! Teach your students about helping the community by allowing them to design their very own invention! This is a great tool to keep students engaged and motivated as well!

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Project: Design a way to help your community . DESIGN SQUAD GLOBAL | PBS KIDS

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Have an idea for an invention? Draw your creation here and see what other kids are wishing for and designing!

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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This is a great engaging indoor activity to keep students moving in a variety of movements!

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Ninja Exercise for Kids | Learn about Japan | Indoor workout for Children

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance

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This video will help assist students with learning the proper ways of stretching!

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Standard 4: Students demonstrate the knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Standard 4: Students demonstrate the knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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This is intended to help students find ways to improve their PE activity levels. The activity has students partner up and measure each others heart rate after performing specific tasks.

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https://www.whatihavelearnedteaching.com/4-ideas-to-get-started-with-student-goal-setting/

I felt that these two links were of importance when getting starting with goal setting. These tools help students and teachers set smart attainable realistic goals that will promote students motivation across all content areas.

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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I like this video on YouTube Kids for students to demonstrate motor skills and movement patterns in a fun and musical way. These skills will be useful when performing various physical activities.

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YouTube Kids provides a more contained environment for kids to explore YouTube and makes it easier for parents and caregivers to guide their journey.

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This resource provides various tools throughout the book that will help educators motivate their students to believe in themselves and achieve anything they desire.

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Bring growth mindset strategies into the classroom with this easy-to-follow guide for teachers to empower learning through grit and resilienceCreat...

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Emotional Regulation: Stress Management 

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Emotional Regulation: Stress Management 

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I found this resource helpful when needing activities that we can utilize that will help our students in reducing stress.

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This blog post has many tools within to help teachers build positive relationships with students and how these strategies can be used to teach students how to build positive relationships with their peers.

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Students' brains are hard at work every moment of the day, learning skills and connecting new information with old. Those same brains are also constantly processing information when it comes to their relationship with you, their teacher.

Positive student relationships are fundamental to success. When students feel supported, they're more likely to engage in learning and have better academic outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems. These relationships are more important - and more challenging - than ever in uncertain times, like during the coronavirus pandemic.

Neuroscience can help us understand what's happening in students' brains when they feel safe and understood. Here are four reasons why positive teacher-student relationships are important - and how you can build those relationships.

1. Positive relationships build motivation.

This creates a cycle. You provide positive feedback. The student's brain releases dopamine. The student feels good and is motivated to feel that way again. With this increased motivation, students spend more time and attention working on a skill. They build those skills. You give more praise - sparking the release of more dopamine. And the cycle starts all over again.

On the flip side, when students don't receive positive feedback, they're less likely to enter the positive cycle of motivation and learning.

How to do it: To build a positive relationship, you need to have more positive interactions than negative ones. More specifically, researchers recommend having five positive interactions for every one negative interaction. Positive interactions could include greeting students by name as they arrive, giving praise for working hard, or asking about a student's pet.

Students who learn and think differently often have more negative interactions than positive ones. For example, students with ADHD may receive constant reminders from teachers to be on time and stay on task.

This doesn't mean that you should never provide students with corrective feedback and reminders. But make sure the positive interactions outweigh the negative ones. The more you get to know your students, the more you'll recognize when they need praise or encouragement, and when they're open to constructive feedback. You can keep a tally of how many reminders you give a student to complete an assignment. Try to find five times as many positive things to comment on and tally up as well.

2. Positive relationships create safe spaces for learning.

Think about how this applies to your own life. If you have a supportive principal who has established psychological safety in your school, you might be more likely to challenge yourself and try new ideas in your classroom. But if school leaders consistently give critical feedback, you might not feel psychologically safe enough to try something new. It's the same for students.

Building psychological safety is harder with some students than others. Think of the last time you saw a student seeming to overreact. This behavior may result from trauma or chronic stress in the student's life (such as having a learning or thinking difference or growing up as part of a marginalized group). This can cause them to feel threatened in situations that other students find harmless. The brain learns that the environment is not safe and remains on alert to potential danger.

For these students, when something is perceived as a threat, a region of the brain called the amygdala sets off an alarm. The amygdala is known for its role in detecting threats in the environment. Its job is to keep us safe and alive. Think of an animal that must decide whether to run or freeze when it sees a predator.

The amygdala triggers the release of cortisol (also called the stress hormone) and epinephrine (also called adrenaline). This sends extra energy throughout the body. The muscles tense up and the heartbeat quickens, preparing for fight or flight. When the threat detection system in the brain is highly activated, learning cannot happen. This is the opposite of psychological safety.

In students, this might look like:

Avoiding assignments

Putting their head down

Yelling or making negative comments

Walking out of the classroom or leaving a live video lesson

Acting out physically or aggressively

While building psychological safety may be even more difficult with these students, it is especially important for them. That's because oxytocin also helps keep the amygdala's threat detection system quiet. Over time, when students are surrounded by people they trust, their threat detection system is less likely to activate, and they're better able to learn.

For students who are at risk for a fight-or-flight reaction, your approach will need to differ slightly. Use strategies like when-then sentences so they can know exactly what positive outcome to expect when they complete a task, while giving students the power of choice. Expect that they may overreact sometimes, and provide the space and time needed to calm down. By remaining calm, you're not only reminding yourself to react to their behavior as a form of communication and respond appropriately. You're also building psychological safety and trust.

3. Positive relationships build new pathways for learning.

As you teach the new information, new neural pathways connect the old information with the new. If students don't understand the context or aren't able to link the new information to anything they currently know, they'll have a hard time understanding the lesson.

Ask students to share what they know about a topic. Every student has a different set of background knowledge. For example, if you know a student is a talented artist, you can leverage their knowledge of different kinds of paintbrushes to explain friction. Or you can make an analogy about the relationship between the characters in a student's favorite book and the domestic strife in the Civil War.

4. Positive relationships improve student behavior.

Neuroscience research has started to uncover why this imitation happens - and how it can be used to encourage positive behaviors. Studies have shown that when people observe an action being performed, it activates some of the same neural pathways that would be active if they actually performed the action. This is called the mirror-neuron system.

Essentially, our brains are practicing the action that we're seeing, even though our bodies don't move. Studies show that when people see an action first, they are able to perform the action more quickly than if they had not seen the action.

How to do it: Start by thinking through what behaviors and social skills you're modeling for your students. For example, you likely already model social skills like turn-taking, cooperation, and empathy on a daily basis. You can take it a step further and explain the behaviors you're modeling. The next time you're feeling frustrated, tell your students how you're feeling. Talk about how you deal with frustration, such as taking a few deep breaths.

For younger students, use pre-correcting and prompting as a classroom management strategy. It allows you to explicitly tell, show, and remind students how to approach tasks or situations.

Young children are even more likely than adults to imitate the behaviors they see. That's because they're still learning social skills and appropriate behavior. Plus, the prefrontal cortex (the part of the brain that allows us to choose where to direct our attention and to regulate our behaviors and emotions) isn't fully developed until we're in our 20s. Childhood is a prime time to model behavior and social skills for students.

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Building Relationships With Students: What Brain Science Says

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Brain science tells us why positive student relationships can lead to their success.

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This resource contains useful strategies, applications, articles, videos, activities and great advise about leadership and what that looks like for teachers and for students.

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One of the membership benefits of Leader in Me is access to Leader in Me Online and the thousands of classroom and professional development resources housed there. These include our ongoing special editions and series produced by our Leader in Me Studios team. We've pulled some sample videos from our library, and invite you to explore and share them!

If you are interested in bringing Leader in Me to your school or district, click here.

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One of the membership benefits of Leader in Me is access to Leader in Me Online and the thousands of classroom and professional development resources housed there. These include our ongoing special editions and series produced by our Leader in Me Studios team.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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SHAPE America's, Health Education Assessment Tool (HEAT) is a platform that contains an assessment bank of more than 800 test items, reviewed ready for immediate classroom use!

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The Health Education Assessment Tool (HEAT) Assessment Item Bank is a member benefit of SHAPE America. HEAT contains over 800 reviewed test items for you to use in your classroom! Assessments have been reviewed and revised from the original HEAP assessment item bank and includes different item types that are sortable by health skill and grade level.

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The Health Education Assessment Tool (HEAT) Assessment Item Bank is a member benefit of SHAPE America. HEAT contains over 800 reviewed test items for you to use in your classroom! Assessments have been reviewed and revised from the original HEAP assessment item bank and includes different item types that are sortable by health skill and grade level.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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This resource provides a wide variety of tools such as lessons, fitness concepts, principles, and classroom management strategies to improve health and performance.

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PE Central has partnered with S&S Discount Sports to provide a full range of sports and PE products for your program.

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First graders were doing a practice Pacer Test, where I had them run the width of the gym instead of the length. I stopped the CD when they got to 25 laps. After class, they told their teacher they ran 25 miles.

Submitted by Dan Fallon. Conway Elementary. Conway, NH.
More Kids Quotes | Submit a Kids Quote

Finding grants is EASY with our Grant Search tool. Just select your state; program category; type of institution and find grants FAST!
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PE Central | Physical Education Lesson Plans & Activities for PE Teachers

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PE Central provides lesson plans and information about effective physical education practices and programs.

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Dance: 2.DA:Pr4 C. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and applying them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.  

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Dance: 2.DA:Pr4 C. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and applying them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.  

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I like this tool GoNoodle "get moving", it can be used across many grade levels and students can relate to it. This promotes students kinesthetic awareness while dancing to the beat.

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Water Cycle | Songs For Kids | Sing Along | GoNoodle

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Media Arts:  2.MA:Pr5 A. Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills, such as tool use and collaboration, in media arts productions.

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Media Arts:  2.MA:Pr5 A. Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills, such as tool use and collaboration, in media arts productions.

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Creating pixel art is a useful tool for students to demonstrate their creativity and provides student-driven opportunities to enact roles, show their collaboration skills while they produce media art. Integration of various math content strategies also within this resource.

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Pixel art is an easy and fun way to get students started with spreadsheets! Pixel art grids are easy to make in spreadsheets and so fun!

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Music: 2.MU:Pr6 A. Perform music for a specific purpose with expression.

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Music: 2.MU:Pr6 A. Perform music for a specific purpose with expression.

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This blog post contains great circle group games involving music, melodies and movement. I thought about small groups or partners coming up with movements to perform music to their classmates.

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Theatre: 2.TH:Pr6 Contribute to group guided drama experiences and informally share with peers. 

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Theatre: 2.TH:Pr6 Contribute to group guided drama experiences and informally share with peers. 

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Readers theater is a wonderful way for students to engage in guided drama experiences while informally sharing with peers. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills.

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Language Arts

Reader's theater lesson plans (with scripts):

Reader's theater scripts:

Math

Teachers can use reader's theater as an instructional technique for mathematical word problems. This example could be used for a reader's theater about 100's day and the concept of 100 .

Social Studies

Here are reader's theater scripts about America in varying reading levels.

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Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.

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Visual Arts: 2.VA:Pr5 Distinguish between different materials or artistic techniques for preparing artwork for presentation.

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Visual Arts: 2.VA:Pr5 Distinguish between different materials or artistic techniques for preparing artwork for presentation.

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This tool has been wonderful for students to use their creativity in drawing, origami, painting and provides seasonal project resources.

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Art For Kids Hub - Art Lessons - How To Draw For Kids

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Welcome to Art For Kids Hub! Here you’ll find all kinds of art lessons for kids, including how to draw for kids, even painting and origami for kids.

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Building relationships with students during the pandemic 

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Building relationships with students during the pandemic 

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This resource has many helpful tis for teachers to help build rapport with their students during a global pandemic. It discusses the 5 love language and how you can use each of them in your classroom.

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It's challenging - but so important - that we maintain connected relationships with our students during this time of disruption. But how can we do that, especially in the face of increased closures, absences, and hybrid or virtual learning environments?

The High 5 Adventure Learning Center team recommends five easy and effective practices for maintaining connections between educators and students based on the bestseller The 5 Love Languages, TM adapted for work with children by its original author Dr. Gary Chapman and co-author Ross Campbell as The 5 Love Languages of Children: The Secret to Loving Children Effectively (Chapman and Campbell, 2008). The 5 Love Languages provide a simple, quick, and effective method for meeting the connection needs of our students during this pandemic - while also acknowledging your connection style as an educator.

You may know The 5 Love Languages as the bestselling book on how to maintain healthy, loving relationships. The simple premise is that people show and receive love in different ways based on their personality, primarily gravitating to one of 5 "languages:" Words of Affirmation, Acts of Service, Spending Quality Time, Receiving Gifts, and Physical Touch.

Since its original publication, author Dr. Gary Chapman has expanded the concept to include an adaptation of the 5 Love Languages that describes the different ways in which children show they care and seek connection. This title, The 5 Love Languages of Children: The Secret to Loving Children Effectively (Chapman and Campbell, 2008) is also the model used by Jeanine Fitzgerald in her book The Dance of Interaction - A Guide to Managing Children's Challenging Behavior (Fitzgerald, 2005).

The 5 Love Languages provides a simple, quick, and effective method for meeting the connection needs of our students during this pandemic - while also acknowledging your connection style as an educator.

Words of Affirmation

Some people show they care or seek connection through language that uses words to affirm others. This is the student who may ask, "Did I do a good job?" or declares, "You're the best teacher ever!" People who connect through affirmations tend to celebrate the efforts of others and in return seek the same appreciation.

In a virtual setting, this may be one of the easier connection styles to accommodate but it will take an intentional effort, especially for educators whose go-to connection style is not affirmation. Look for opportunities to authentically affirm the efforts of students, especially during times of stress. Even small expressions of appreciation can go a long way.

Acts of Service

For people whose love language is Acts of Service, thoughtful actions are preferred over words. This is the student who frequently offers to help out by organizing books or classroom supplies, volunteers to help clean up after activities, or helps other students with work. This style can be challenging with remote or hybrid learning, but with a little creative thinking can be accomplished. Find ways to include students in the planning process and solicit their ideas and help in planning and preparing for in-class or online sessions. The important thing will be to acknowledge their effort and help.

Spending Quality Time

This Love Language is about giving another person your undivided attention. In a teaching context, quality time is about the one-to-one individual time spent with a student. This can be immensely challenging in disruptive periods when your time becomes scarce. Keep in mind that the goal is time, not time. Perhaps you can integrate some brief time during one-to-one check-ins with students to simply share stories, tell jokes, play a quick game, or simply show you care about them. Small interactions during one-to-one time can have a big impact on students.

Receiving Gifts

For some people, receiving a heartfelt gift is what makes them feel most loved. Gift givers are students who give you drawings or bring in little objects like interesting rocks or flowers from recess just for you. In fact, it may seem that they like giving more than receiving! This can be a challenging language to express in the disrupted teaching environment. Consider sharing a book, cartoon, or inspiring quote. As with all of the Love Languages, small, thoughtful efforts can have an outsized impact.

Physical Touch

The Love Language of appropriate physical touch isn't typically expressed in educational settings. Many educators must, by policy or by personal preference, refrain from contact such as hugs or allowing a young student to take your hand. There's also the reality that some people are just not comfortable with close physical contact. During this difficult time, our hearts go out to students whose primary connection style is touch. Research suggests that children and adults need a minimum of 12 healing touches a day, and even more during stressful times. You can still let students know you care by perhaps sharing a few high fives from a distance or giving virtual hugs.

The most important thing we can do is to increase our awareness of how our students seek to connect. You can also use the Love Language framework with colleagues as a way of asking for and providing thoughtful, intentional support.

Remember the way in which a person shows love is often the way they feel loved. Becoming more aware of these styles can help strengthen the authentic connections that are crucial to helping students learn and educational communities to thrive.

Additional Resources

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5 Ways to Stay Connected with Students During the Pandemic - High 5 Adventure Learning Center

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It's challenging - but so important - that we maintain connected relationships with our students during this time of disruption. But how can we do that, especially in the face of increased closures, absences, and hybrid or virtual learning environments?

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This recourse is helpful for teachers to help them create lessons around building empathy in their classrooms. It gives multiple examples of lessons that you can do virtually or in person learning.

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Teachers! Find teaching empathy activities, lesson plans, and school fundraising ideas to help your students understand child poverty while developing empathy.

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This resource has useful information about deep breathing and how it can have a positive effect on our learning and our teaching. SEL can help us have an understanding of what is really going on around us.

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How Social-Emotional Learning Benefits Everyone | Caige Jambor | TEDxBemidji

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This resource is a helpful tool to understand how teachers can build and equitable classroom. In order to build and equitable classroom we first need to incorporate SEL into our everyday lessons.

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.

SEL programs are more likely to be successful with all students when they are grounded in strategies that promote equity. Equity means 'leveling the playing field' and creating a culture where all students feel fully included, respected, represented, and valued. In an equitable classroom, students have the tools and supports they need to be successful no matter where they start. SEL can support equity by making children feel safe, strengthening their relationships with peers and teachers, and helping children manage and express their emotions. SEL programs build upon individual student strengths to ensure that they can access and benefit from high quality educational opportunities.

Teachers need concrete, evidence-based strategies for bringing an equity lens to SEL.

How can teachers start to build equity into SEL efforts and use SEL to support equity? Here are a few strategies that start in the classroom.

Download the Classroom Strategies: Build Equity into SEL Efforts Infographic.

Learn about families. Talk with or collect surveys from families. Ask about family composition, language, values, traditions, and concerns to help you understand and connect with families and students on a more personal level and build on students' competencies.

Engage families in SEL. Engage families in understanding the purpose of SEL and how it supports academic learning. Involve families in generating SEL goals for their children so that they can help their children meet these goals outside of the classroom.

Affirm diverse backgrounds and traditions. Have students share and listen to others' experiences and values. This builds empathy and affirms the strengths of diversity in the classroom.

Use effective discipline practices. Reduce and prevent the use of exclusionary discipline in your classroom. Teach students skills that help them take responsibility for their actions and manage their behavior in alignment with your SEL program.

Don't forget your own social and emotional assets and needs. Educators can experience stress from supporting students' social and emotional needs, managing behavior, and navigating student trauma. Regularly reflect on how you can leverage your assets to support SEL in your classroom and seek guidance and support from peers as needs arise.

Additional resources on bringing equity into SEL

11 Ways Schools Can-and Should-Involve Families in SEL Programming. This article shares SEL practices that schools can use to engage families, and practices families can use to support SEL efforts at home.

Pursuing Social and Emotional Development Through a Racial Equity Lens. This brief describes ways equity and social, emotional, and academic development can be mutually reinforcing. It also provides considerations for examining issues of race directly in SEL programs. The authors offer productive strategies such as:
Building on student strengths, attending to root causes (such as discrimination, violence, homelessness, and hunger), addressing stereotype threat, respecting all cultures, providing needed resources, supporting adult social-emotional health, and engaging families and communities.

School Guides for Incorporating Equity into SEL programs

Applying an Equity Lens to Social, Emotional, and Academic Development. This issue brief describes some of the barriers that students face in developing social and emotional competencies and promising initiatives that apply an equity lens to SEL. Opportunities for eliminating barriers include:

School racial and socioeconomic integration initiatives

Restorative justice practices

Trauma-informed system interventions

Culturally competent and equity-literate educators

SEL and mindfulness programming to support students and teachers

Integrating a Focus on Equity into Social and Emotional Learning. This infographic summarizes some of the practices described in the issue brief above.

More on SEL

Topics: Classroom-based intervention Family engagement Social-emotional learning

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Want to build an equitable classroom? Start with social-emotional learning (SEL)

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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This resource is an activity log that helps students all reach the same outcome regardless of their physical abilities. It gives them options to demonstrate motor skills and movement in a variety of ways.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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This resource gives helpful information on how to maintain physical activities during the holidays that is also fun for kids. It incorporates holiday traditions and well as music to keep their bodies moving.

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Healthy Holiday Challenge

It's important to take time during the holiday season to reflect on things we may be thankful for and to celebrate how those things impact our health. To help make this easier, take the Holiday Challenge each week this December!

Reindeer Circuit Training

Help your students be active during celebrations, recess and physical education class this month with some holiday magic.

Stay Active During Winter Break

Is it too cold or snowy to go outside and play during winter break? Get creative with these indoor activities that will get students and families moving and having fun!

Passport to the Winter Olympics

Prepare for the Winter Olympic and Paralympic Games just like an Olympic athlete. Create your travel passport, pick your events, and practice for the big day.

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12 Days of Fitness - Action for Healthy Kids

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It's important to take time during the holiday season to reflect on things we may be thankful for and to celebrate how those things impact our health. To help make this easier, take the Holiday Challenge each week this December! Help your students be active during celebrations, recess and physical education class this month with some holiday magic.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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This resource can be helpful for physical movement in all subject areas. It gives insight on how to keep our kids moving throughout the duration of the day.

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Active Learning Opportunities - Action for Healthy Kids

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Incorporate physical activity before, during, and after the school day, as well as into daily lesson plans.

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This is a digital choice board. It provides options and links for activities for students to choose for a brain break. The objective stated on the choice board calls students to notice and reflect on their emotions and determine what they need in order to take care of themselves.

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Marcy's Having All The Feels is a picture book that explores feelings. It shows how to identify emotions, and also how important feeling each emotion is. Lastly, it shares what each emotion can teach you and how all feelings are normal.

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The book "What If Everybody Did That?" explores how poor decision making can affect a whole group. It gives examples of different types of poor decions and asks the driving question, "what if everybody did that", and promotes reflection about what could happen if everyone made these poor decisions and what effect they would cause.

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“What if Everybody Did That?” by Ellen Javernick {Storytime With Dustin}

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In this video, Hank talked about ways to develop self-control.  He shared about a time when he was asked to water the garden and how it did not go well.  Sometimes it can be hard to control your body and mind.  He learned that he needed to pause, breathe, and then do.  He tried again and this time was successful.

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I CAN CONTROL MYSELF | Social Emotional Learning for Kids | Learning Self-control - Health Hero

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In this story,  Little Lucas will learn what kindness means and have more understanding for others, accept differences, and show more empathy. This is a great read for children to see how super you can become with simple acts of kindness.

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Kindness is My Superpower | Read Aloud by Reading Pioneers Academy

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In this video, the student describes self-esteem. She explains how you can build self-esteem, and actions you can take to make you feel good. She give tools, tips, examples, scenarios, and affirmations for students to try.

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Self-Esteem: How To Feel Awesome About Being You

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In this video, the student describes how to set a goal and reach it with 4 important steps. She explains the importance of mindset and how to word towards it in student-friendly language.

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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In this video, Jack Hartman connects movement with pattern and routine. He models simple exercise movements in a pattern-like way so students can understand that there is a routine and flow to exercise movements.

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Pump Up the Pattern | Fun Exercise Song for Kids | Jack Hartmann

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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This is a fun informational video that explains the importance of physical exercise. It incorporates information about correct ways to perform physical exercise, and what happens if you don't exercise. It also goes over the benefits of physical fitness for cognitive function.

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The importance of being physically active - Smartkids

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Standard 4: Students demonstrate the knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Standard 4: Students demonstrate the knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Here is a student-friendly article titled "What if I Don't Like Sports?". The article reviews reasons why kids may have an aversion to sports, and promotes learning more about sports and trying them out. There are tabs on the article that are geared for students, parents, and educators. The article offers an audio read for students to listen to.

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What If I Don’t Like Sports? (for Kids) - Nemours KidsHealth

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Sports can be challenging when you’re new to them, but they also can be really fun. Take a second look at sports - and learn other ways to be active - in this article for kids.

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Development of Dance Vocabulary 1.5 Name a large number of locomotor and axial movements used in dance.

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Development of Dance Vocabulary 1.5 Name a large number of locomotor and axial movements used in dance.

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This website provides a glossary for teachers. It includes a large number of locomotor and axial movements used in dance.

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For Primary Teachers: Build a Word Wall!

Download and print 32 dance terms appropriate for primary students (PDF format):

Terms only
Terms and definitions
Terms used in sentences
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A

accent: a movement or shape performed in such a way as to give emphasis.

actions: what the body is doing; includes locomotor and non-locomotor movements.

aesthetics: standards on which to make judgments about the artistic merit of a work of art.

alignment: body placement or posture; the relationship of the skeleton to the line of gravity and the base of support. Proper alignment lessens strain on muscles and joints and promotes dance skills.

analyze: to examine the unique features of a work of art as they relate to the elements of the art form and principles of design, composition, performance, and/or production; to identify and examine separate parts as they function independently and together in works of art.

asymmetry: uneven, irregular design.
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B

body bases: body parts that support the rest of the body. For example, when standing, the feet are the body base; when kneeling, the knees are the body base.

body parts: the sections of the body or body appendages, as in the arms, legs, head, torso, etc.

binary form: two-part structure; AB.
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C

call and response: a structure often associated with African music and dance forms, although it is also used elsewhere, including in classical, folk, traditional, and other primal forms. One soloist/group performs, with the second soloist answering or entering in "response."

canon: choreographic form that reflects the musical form of the same name, in which individuals and groups perform the same movement/phrase beginning at different times.

choreographic structure: the specific compositional forms in which movement is structured to create a dance.

classical dance: dance that has been developed over time into highly stylized structures and forms within a culture. Classical forms are generally developed within the court or circle of power in a society.

compositional forms : structures of dance composition. Examples include

AB-a form made up of two contrasting sections, each of which may or may not be repeated.

ABA-a three-part compositional form in which the second section contrasts with the first section. The third section is a restatement of the first section and can be in a condensed, abbreviated, or extended form.

narrative-choreographic structure that follows a specific story line to convey specific information through the story.

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D

dance criticism: the process and result of critical thinking about dance. It usually involves description, analysis, and interpretation of dance, as well as some kind of judgment.

describe: part of the initial process of responding to works of art. Refers to identifying and communicating, orally or in writing, the elements of the specific art form present in a work; also refers to when, where, and by whom the work was done.

directions : forward, backward, sideways, up and down.

dynamics : the dance element that relates to how a movement is done; movement quality.
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E

elevation: the body's propulsion into the air away from the floor, such as a leap, hop, or jump.

ethnic dance: dances that are usually created and performed by specific ethnic groups within societies or cultures.

expression: a process of conveying ideas, feelings, and meaning through the selective use of the communicative possibilities of dance.
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F

focus: a central point or focus of attention in the movement space; the concentration, attention, or specific energy given to movement in space.

folk dances: dances that are usually created and performed by specific groups within cultures. Generally these dances originated outside the court or circle of power within a society.

force (energy): degree of muscular tension and use of energy while moving, such as heavy/light, sharp/smooth, tension/relaxation, bound/flowing. Tension/relaxation: Tension feels hard and tight; relaxation feels soft and loose.

flow: continuity of movement. When energy is released freely, we describe the movement as free-flowing. Energy can also be released in a controlled, restrained manner.
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I

improvisation: movement that is created spontaneously, ranging from free-form to highly structured, but always with an element of chance. Improvisation provides the dancer with the opportunity to bring together elements quickly and requires focus and concentration. It is instant and simultaneous choreography and performance.

initiation: the point at which movement is said to originate. It particularly refers to specific body parts and is generally said to be either distal (from the limbs or head) or central (from the torso).

interpret: this process of responding to works of art identifies the ideas, feelings, moods, and overall meaning communicated by the work of art. It also calls for the investigation of the influence of time and place upon the artist who created the work.
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K

kinesphere: see space.

kinesthetic: refers to the ability of the body's sensory organs in the muscles, tendons, and joints to respond to stimuli while dancing or viewing a dance.
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L

landing: the manner and quality in which the body returns to earth following an action of elevation such as a leap, hop, or jump.

levels : the vertical distance from the floor. Movements take place on three levels: high, middle, and low or deep level.

locomotor movements: movements that travel from one location to another. Examples include

walk: steps from one foot to the other, with the weight being transferred from heel to toe.

run: steps from one foot to another performed at a relatively fast tempo.

hop: a movement whereby the body is propelled through space by springing from one foot and landing on the same foot.

jump: a movement whereby the body is propelled through space by springing from two feet and landing on two feet.

leap: a movement whereby the body is propelled through space by springing from one foot and landing on the other foot.

gallop: a sliding step whereby the body is propelled through space in an uneven rhythm, so the same foot is always leading.

skip: a step and a hop, alternating feet.

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M

metric rhythm: the grouping of beats in a recurring pattern.

movement quality: the identifying attributes created by the gathering, release, follow-through, and termination of energy in the body, which are key to making movement expressive and therefore dance-like. Typical terms denoting movement quality include, but are not limited to, smooth, sustained, swinging, percussive, and vibratory as well as effort combinations such as float, dab, punch, and glide. See also dynamics.

movement theme: a complete idea in movement that is manipulated and developed within a dance.

musicality: the attention and sensitivity to the musical elements of dance while creating or performing.
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N

non-locomotor movements : movement that is performed around the axis of the body rather than designed for travel from place to place, such as bend and stretch, push and pull, rise and sink, swing and sway, twist and turn, shake; also called axial movements.
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P

pathways : patterns we make as we move through the air or around the floor (i.e., straight, vertical, horizontal, zig-zag). Can be made with locomotor or non-locomotor movements, separately or in combination.

pattern: a repetition of lines, shapes, and/or movements that results in a spatial or movement design.

phrase : a brief sequence of related movements that has a sense of rhythmic completion.

purpose: the intended function of a dance within its cultural and/or aesthetic contexts.
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R

rondo form: a dance structure with three or more themes where one theme is repeated; ABACAD ...
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S

shape : the form created by the body's position in space. Aspects of shape are open/closed, symmetrical/asymmetrical, angular/curved.

space: includes directions, size, pathways, levels, and shapes.

general space-the dance area.

personal space (also called kinesphere)-the area of space occupied by the dancer's body.

size-the magnitude of a body shape or movement, from small to large.

style: a distinctive manner of moving or dancing; the characteristic way a dance is done, created, or performed that identifies the dance of a particular performer, choreographer, culture, or period.

symmetry: a balanced, even design of shapes and/or movements in space.
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T

tension/relaxation: tense movements feel hard and tight; relaxed movements feel soft, loose, and flowing.

tertiary form: three-part structure; ABA.

time: includes duration, tempo, and beat.

duration-the length of time a movement lasts.

tempo-the speed with which a movement is performed.

beat-the underlying rhythmic pulse.

time signature: a written symbol in music that denotes a metric rhythm; for example, 3/4, 4/4.
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W

warm-up: movements and/or movement phrases designed to raise the core body temperature and bring the mind into focus for the dance activities that follow.
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Educators K-12 English Language Arts and Literacy The Arts Learners

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asymmetry: uneven, irregular design.
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binary form: two-part structure; AB.
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AB-a form made up of two contrasting sections, each of which may or may not be repeated.

ABA-a three-part compositional form in which the second section contrasts with the first section. The third section is a restatement of the first section and can be in a condensed, abbreviated, or extended form.

narrative-choreographic structure that follows a specific story line to convey specific information through the story.

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kinesphere: see space.
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walk: steps from one foot to the other, with the weight being transferred from heel to toe.

run: steps from one foot to another performed at a relatively fast tempo.

hop: a movement whereby the body is propelled through space by springing from one foot and landing on the same foot.

jump: a movement whereby the body is propelled through space by springing from two feet and landing on two feet.

leap: a movement whereby the body is propelled through space by springing from one foot and landing on the other foot.

gallop: a sliding step whereby the body is propelled through space in an uneven rhythm, so the same foot is always leading.

skip: a step and a hop, alternating feet.

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general space-the dance area.

personal space (also called kinesphere)-the area of space occupied by the dancer's body.

size-the magnitude of a body shape or movement, from small to large.

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duration-the length of time a movement lasts.

tempo-the speed with which a movement is performed.

beat-the underlying rhythmic pulse.

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Download and print 32 dance terms appropriate for primary students (PDF format): Terms only Terms and definitions Terms used in sentences ↑ Top accent: a movement or shape performed in such a way as to give emphasis. actions: what the body is doing; includes locomotor and non-locomotor movements.

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Read and Notate Music: 1.2 Read, write, and perform simple patterns of pitch, using solfège.

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Read and Notate Music: 1.2 Read, write, and perform simple patterns of pitch, using solfège.

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This fun 2nd grade music class is a thorough review of steady beat, rhythm, solfege using so and mi, as well as quarter note, eighth note, and quarter rest rhythms. This is a great and simple lesson for teachers to adapt for their classrooms.

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Diversity of Music: 3.2 Sing simple songs and play singing games from various cultures.

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Diversity of Music: 3.2 Sing simple songs and play singing games from various cultures.

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This video provides a preview of music from around the world and various cultures. It would be a great song to use for activating prior knowledge or introducing a unit on musical diversity.

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Skills, Process, Materials, & Tools: 2.4 Create a painting or drawing, using warm or cool colors expressively.

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Skills, Process, Materials, & Tools: 2.4 Create a painting or drawing, using warm or cool colors expressively.

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This website provides a plethora of lesson plans for creating art using warm and cool colors. This is a great resource for a single lesson or for gathering ideas to create a unit.

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Warm and Cool Colors Lesson Plans & Worksheets | Lesson Planet

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Warm and cool colors lesson plans and worksheets from thousands of teacher-reviewed resources to help you inspire students learning.

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Development of Theatrical Skills: 2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

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Development of Theatrical Skills: 2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

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This website provides games for all categories of drama for students. This link directs to games for improvisation. This is a great resource for games to use to teach theater.

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Improvisation games will help you develop an instinctive response, spontaneity and the confidence you need to build when improvising. When the class is confident it can be an excellent tool to develop acting skills and can help generate creative material.

Be careful though, not everyone enjoys having to give instant responses and you will need to think of how you can support this.

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Improvisation games will help you develop an instinctive response, spontaneity and the confidence you need to build when improvising. When the class is confident it can be an excellent tool to develop acting skills and can help generate creative material.

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This is a book teachers can read to their second grade class. This book teaches students about the importance of friendship and support. It is a great tool for teaching social and emotional learning.

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Check out this great listen on Audible.com. When Stick rescues Stone from a prickly situation with a Pinecone, the pair becomes fast friends. But when Stick gets stuck, can Stone return the favor? With a subtle anti-bullying message even the young will understand, Stick and Stone have energy, emot..…

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2.3 Create a simple sequence of movement with a beginning, middle and an end, incorporating-level and directional changes.

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2.3 Create a simple sequence of movement with a beginning, middle and an end, incorporating-level and directional changes.

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This resource uses a dance instructor, teach elementary students a lesson focusing on the dance element of space. This is designed for teacher use, to demonstrate how to teach creative dance

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Creating a Movement Sequence | Dance Arts Toolkit | PBS LearningMedia

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Adam Kirk, a dynamic fitness instructor, and Rayma Beale, dance instructor, teach elementary students a lesson focusing on the dance element of space. This segment is designed for teacher use, to demonstrate how to teach creative dance.

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1.3 Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).

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1.3 Perform short movement problems, emphasizing the element of time (e.g., varied tempos, rhythmic patterns, counting).

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This is a great resource for teachers to use with their students to teach rhythmic patterns and pulse. This can be done in small groups and easily assessed.

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Using this Rhythm Reading Worksheet in class

Our Rhythm Reading Worksheet is a wonderful resource to help support your teaching of rhythm and pulse, or call and response, to students. Created by teachers to save you time, this resource comes in different formats, including two eco-friendly options, which will save on printing costs. We also have an editable version of this Rhythm Reading Worksheet, so you can create your own call and response rhythms.

All you need to do is select the format you want, download and print it, before you hand it to your students to use. If you laminate several copies, you'll have a Rhythm Reading resource that you can use time and time again, without having to be concerned about the paper being written on, ripped or crumpled. All you need to do is wipe clean your students' work and the laminated resource is ready for another lesson.

You can use this Rhythm Reading Worksheet in different ways. Place your students in groups of 6 before giving each group a number, which will be their group name. You can show your class how to do the activity by clapping to a few questions and answers, then asking if anyone would like to respond to a question. Get a few groups to answer your questions and then get them to call and respond to one another using clapping and rhythm.

After, give each table instruments and a copy of our Rhythm Reading Worksheet and get them to practice all the activities on the worksheet. Alternatively, you can get tables to call and respond to one another as they complete the activities. Completing this activity will not only build confidence but also an awareness of rhythm and pace. It can also be used alongside Rhythm and Pulse Lesson Teaching PowerPoint.

What similar resources does Twinkl have?

We have a range of resources that can develop students' musical awareness. We even have some activities that don't involve instruments, but actually require them to use different parts of their body, like their hands.

Our Body Percussion Games and Activities PowerPoint is a great resource to begin with, as it helps students discover all the different noises they can make with their hands, feet and mouth whilst creating a rhythm. Full of colour and activities, it will captivate your students.

You can then move onto our Body Percussion Rainstorm Activity, which encourages students to make noises that gradually build up from a rainstorm to something much louder! This is a fantastic way to put what they've learnt into practice.

Now, your students are experts in body percussion, they'll be able to work in groups to use our Composing Body Percussion Patterns Resource Pack, which is a great way to show their musical creativity to thier peers.

What is call and response?

In music, call and response often has two parts. The first one is a melody, often described as the call, or questioning phrase. The second part is in direct response to it, referred to as the response or answer.

If you clap to the syllables in "How are you?" and another person claps back in syllables to 'I'm fine', using the pace you would as if you were talking, this would be an example of call and response.

The above video may be from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Our Rhythm Reading Worksheet is a wonderful resource to help support your teaching of rhythm and pulse, or call and response, to students. Created by teachers to save you time, this resource comes in different formats, including two eco-friendly options, which will save on printing costs.

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VA 1.2 	Perceive and discuss differences in mood created by warm and cool colors

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VA 1.2 	Perceive and discuss differences in mood created by warm and cool colors

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This is a great resource for students to identify colors and how they can effect your mood. It gives students visual representations of colors in a nature setting that students have background knowledge on and teaches them about warm anc cool colors.

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3.2. Diversity of Music: Sing simple songs and play singing games from various cultures

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3.2. Diversity of Music: Sing simple songs and play singing games from various cultures

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This resource uses music to help students learn about different cultures and incorporate diversity in a song.

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The Singing Walrus - English Songs For Kids

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So Many Colors, So Many Shapes | Diversity Song | The Singing Walrus

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1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences

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1.1. Development of the Vocabulary of Theatre: Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences

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This a great game to teach students about plot while acting. This resource is called circle story and is used in small or large group setting. It incorporates drama with ELA making it a great resource to use in the classroom.

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A group can perform the story that has been developed in the circle, either by improvising as the story is being told, or using it as a stimulus to develop afterwards.

A 'director' can sit in the centre of the circle and point to whoever he/she wishes to tell the story next

Give the story a title e.g. How the Pig got its curly tail.

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A group can perform the story that has been developed in the circle, either by improvising as the story is being told, or using it as a stimulus to develop afterwards. A 'director' can sit in the centre of the circle and point to whoever he/she wishes to tell the story next Give the story a title e.g.