No Series: UK: Grammar Dance

ELA.W.5.3d

Common core State Standards

  • ELA:  English Language Arts
  • W:  Writing Standards K-5
  • 5:  5th Grade
  • 3d: 
    Write narratives to develop real or imagined
    experiences or events using effective technique,
    descriptive details, and clear event sequences.

    a. Orient the reader by establishing a situation
    and introducing a narrator and/or characters;
    organize an event sequence that unfolds
    naturally.

    b. Use narrative techniques, such as dialogue,
    description, and pacing, to develop
    experiences and events or show the responses
    of characters to situations.

    c. Use a variety of transitional words, phrases,
    and clauses to manage the sequence of events.

    d. Use concrete words and phrases and sensory
    details to convey experiences and events
    precisely.


    e. Provide a conclusion that follows from the
    narrated experiences or events.

Download Common Core State Standards (PDF 1.2 MB)

|
ELA.L.3.1a

Common core State Standards

  • ELA:  English Language Arts
  • L:  Language Standards Kâ\x80\x935
  • 3:  3rd Grade
  • 1a: 
    Demonstrate command of the conventions of
    standard English grammar and usage when
    writing or speaking.

    a. Explain the function of nouns, pronouns, verbs,
    adjectives, and adverbs in general and their
    functions in particular sentences.


    b. Form and use regular and irregular plural
    nouns.

    c. Use abstract nouns (e.g., childhood).

    d. Form and use regular and irregular verbs.

    e. Form and use the simple (e.g., I walked; I walk;
    I will walk) verb tenses.

    f. Ensure subject-verb and pronoun-antecedent
    agreement.*

    g. Form and use comparative and superlative
    adjectives and adverbs, and choose between
    them depending on what is to be modified.

    h. Use coordinating and subordinating
    conjunctions.

    i. Produce simple, compound, and complex
    sentences.

Download Common Core State Standards (PDF 1.2 MB)

UK: Grammar Dance

Lesson Objective: Bring grammar to life with dance
Grades 4-5 / ELA / Kinesthetic
14 MIN
ELA.W.5.3d | ELA.L.3.1a

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Discussion and Supporting Materials

Thought starters

  1. How does Mr. O'Kelley handle the "pre-learning" while students wait to dance?
  2. See how 4 strategic stages of Mr. O'Kelley's lesson plan unfold What lessons do you dread and what can you do to engage both yourself and your students with the material?

1 Comment

  • Private message to Jennifer Lopez

I really enjoyed the complete incorporation of dance throughout a lesson which is not the most engaging or exciting lesson for kids. Not only does it engage the lids it also helps create a deeper understanding by correlating physical movements to educational terms. Grammar being part of the reason why I was passionate about teaching this is quite exciting to see and bookmark for the future. 

Recommended (0)

Transcripts

  • Transcript

    KS2 Literacy: The Grammar Dance

    0001 10:00:00:17 10:00:03:18

    Yeah, let's make it,
    "A huge bear roaring loudly".

    0002 10:00:03:18 10:00:07:08

    One, two, three, four,

    0003

    Transcript

    KS2 Literacy: The Grammar Dance

    0001 10:00:00:17 10:00:03:18

    Yeah, let's make it,
    "A huge bear roaring loudly".

    0002 10:00:03:18 10:00:07:08

    One, two, three, four,

    0003 10:00:07:08 10:00:10:15

    five, six, seven, eight.

    0004 10:00:15:13 10:00:19:03

    Right back at the...
    in fact, it was at half term,

    0005 10:00:19:03 10:00:24:12

    we had an inset in dance
    at a neighbouring primary school.

    0006 10:00:24:12 10:00:29:02

    I liked the idea of incorporating
    dance into the classroom.

    0007 10:00:29:02 10:00:31:04

    We just learned the basic structures

    0008 10:00:31:04 10:00:35:09

    according to the National Curriculum
    - travel, turning, jumping.

    0009 10:00:35:09 10:00:38:22

    And it just so happened
    to coincide with my aim

    0010 10:00:38:22 10:00:41:24

    of covering adverbs and verbs
    this half term,

    0011 10:00:41:24 10:00:44:12

    and adjectives and nouns
    and all the rest.

    0012 10:00:44:12 10:00:47:13

    I thought, "Well,
    why not see if there's a link

    0013 10:00:47:13 10:00:51:09

    between something like movement
    and dance and grammar?"

    0014 10:00:51:09 10:00:55:03

    I thought maybe that is my way in
    to turn it into something

    0015 10:00:55:03 10:00:59:11

    that children
    actually feel excited about.

    0016 10:00:59:11 10:01:03:20

    At the same time, they will maybe
    remember it a bit better than I did

    0017 10:01:03:20 10:01:05:24

    from my own schooling.

    0018 10:01:06:24 10:01:10:10

    (narrator) After seven years
    as a secondary geography teacher,

    0019 10:01:10:10 10:01:14:01

    Aidan O'Kelley
    moved into primary teaching.

    0020 10:01:14:01 10:01:18:03

    He did not relish the idea
    of tackling grammar.

    0021 10:01:18:03 10:01:21:06

    The idea of teaching grammar,

    0022 10:01:21:06 10:01:24:10

    when I began teaching
    four terms ago,

    0023 10:01:24:10 10:01:26:10

    I wouldn't say it was terrifying,

    0024 10:01:26:10 10:01:31:08

    but it filled me with a sense
    of, sort of, boredom, really.

    0025 10:01:31:08 10:01:33:13

    I have to be really frank
    and say that.

    0026 10:01:33:13 10:01:35:23

    So to teach something like grammar

    0027 10:01:35:23 10:01:38:22

    when you suddenly realised
    as an adult:

    0028 10:01:38:22 10:01:42:02

    "I don't really know
    if I remember much of this",

    0029 10:01:42:02 10:01:45:21

    it made me think, "Why didn't I
    remember very much of this?"

    0030 10:01:45:21 10:01:49:20

    And it wasn't something that
    I remembered feeling excited about

    0031 10:01:49:20 10:01:52:18

    or thrilled about
    when I was at school, grammar.

    0032 10:01:52:18 10:01:55:00

    And I really felt challenged
    last year,

    0033 10:01:55:00 10:01:57:17

    in my first year of teaching
    at primary, thinking:

    0034 10:01:57:17 10:02:01:17

    "How can I make grammar
    something very, very exciting,

    0035 10:02:01:17 10:02:04:06

    partly for me,
    so that I want to teach it?"

    0036 10:02:04:06 10:02:07:17

    I thought, "If I want to teach it
    then the children will respond."

    0037 10:02:07:17 10:02:09:10

    I just knew that they would.

    0038 10:02:10:18 10:02:14:07

    (narrator) Aidan's lesson plan
    covers four stages -

    0039 10:02:14:07 10:02:16:13

    shared writing as a whole group,

    0040 10:02:16:13 10:02:18:21

    collaborative writing in pairs,

    0041 10:02:18:21 10:02:21:16

    the development of ideas in groups,

    0042 10:02:21:16 10:02:25:11

    and finally,
    performance and appreciation.

    0043 10:02:32:21 10:02:35:09

    So if we're trying
    to put together a sentence

    0044 10:02:35:09 10:02:38:16

    which is action-packed
    with adjectives and adverbs,

    0045 10:02:38:16 10:02:42:15

    and if you have difficulty trying to
    think of all those different words,

    0046 10:02:42:15 10:02:47:04

    which one of these words
    would you start with?

    0047 10:02:47:04 10:02:49:02

    George.

    0048 10:02:50:02 10:02:53:11

    - The noun?
    - Yes. I'd start with the noun.

    0049 10:02:53:11 10:02:55:23

    What I have found
    with something like grammar,

    0050 10:02:55:23 10:03:01:14

    that in just covering adjectives
    and adverbs and nouns and verbs,

    0051 10:03:01:14 10:03:07:02

    in fact we have touched on
    imaginative story writing.

    0052 10:03:07:02 10:03:08:11

    Joyfully.

    0053 10:03:10:17 10:03:13:11

    - Cheetah.
    - (Aidan) Cheetah.

    0054 10:03:13:11 10:03:15:11

    Running.

    0055 10:03:16:06 10:03:18:09

    So the cheetah is running.

    0056 10:03:18:09 10:03:22:10

    In terms of meeting the government
    criteria and making it rigorous,

    0057 10:03:22:10 10:03:26:21

    well, I feel with some children
    it has been necessary

    0058 10:03:26:21 10:03:33:02

    to go off on what could be called
    a more imaginative digression.

    0059 10:03:33:02 10:03:35:13

    But in fact
    it's not really a digression at all

    0060 10:03:35:13 10:03:38:07

    because it's brought them
    back to where they should be.

    0061 10:03:38:07 10:03:41:20

    (narrator) Aidan uses the word
    classes and their allocated colours

    0062 10:03:41:20 10:03:44:16

    to generate
    a provocative opening sentence.

    0063 10:03:44:16 10:03:46:22

    The opening line is going to be:

    0064 10:03:46:22 10:03:49:18

    "When I visited

    0065 10:03:49:18 10:03:52:10

    the freakish school,

    0066 10:03:52:10 10:03:54:08

    this is

    0067 10:03:54:08 10:03:57:19

    what I saw."

    0068 10:03:57:19 10:04:00:11

    Right, this is what I saw
    at the freakish school.

    0069 10:04:00:11 10:04:03:14

    Joseph,
    could you give us a noun, please?

    0070 10:04:03:14 10:04:06:08

    - Dinner lady.
    - (Aidan) Dinner lady.

    0071 10:04:06:08 10:04:08:24

    Can someone tell us
    what the dinner lady was doing

    0072 10:04:08:24 10:04:10:19

    in the freakish school?

    0073 10:04:10:19 10:04:11:21

    Cooking.

    0074 10:04:11:21 10:04:13:16

    If it's a freakish school,

    0075 10:04:13:16 10:04:18:05

    the adjective and adverb bring it
    to life and tell us something more.

    0076 10:04:18:05 10:04:20:03

    Let's have Alice.

    0077 10:04:20:03 10:04:23:21

    Could it be
    foul-smelling dinner lady?

    0078 10:04:24:24 10:04:28:23

    So I want you to tell us about
    your visit to the freakish school,

    0079 10:04:28:23 10:04:32:18

    and you can be as wild
    and as outrageous as possible,

    0080 10:04:32:18 10:04:35:19

    and bring all
    of the characters to life

    0081 10:04:35:19 10:04:38:20

    with your adjectives
    and your adverbs.

    0082 10:04:38:20 10:04:42:08

    (narrator) Aidan strikes a balance
    between a structured approach

    0083 10:04:42:08 10:04:43:24

    and the freedom to experiment.

    0084 10:04:43:24 10:04:49:15

    I find it easier to just do it
    all in the right order

    0085 10:04:49:15 10:04:53:07

    instead of noun, verb, adjectives.

    0086 10:04:53:07 10:04:55:10

    - You mean in this order?
    - (girl) Yeah.

    0087 10:04:55:10 10:04:57:04

    Oh, that's absolutely fine.

    0088 10:04:57:04 10:04:59:21

    If you start off
    with the same first letter,

    0089 10:04:59:21 10:05:02:03

    so, for example,

    0090 10:05:02:03 10:05:06:18

    if the adjective, noun, verb,
    and adverb all have the same letter,

    0091 10:05:06:18 10:05:11:01

    what do you actually call that, when
    they all start with the same letter?

    0092 10:05:11:01 10:05:14:02

    Because some of you
    have been doing this anyway.

    0093 10:05:14:02 10:05:17:14

    You have been doing it anyway
    without actually realising it.

    0094 10:05:17:14 10:05:19:19

    - Mischa.
    - Onomatopoeia. No.

    0095 10:05:19:19 10:05:21:14

    - No. Michaela.
    - Alliteration.

    0096 10:05:21:14 10:05:25:10

    Excellent.
    If you could quickly and quietly

    0097 10:05:25:10 10:05:27:24

    go to your away places, please.

    0098 10:05:35:09 10:05:38:06

    I think the collaborative
    approach to work,

    0099 10:05:38:06 10:05:40:20

    I began to see last year,
    in particular,

    0100 10:05:40:20 10:05:43:00

    was increasingly important.

    0101 10:05:43:00 10:05:46:08

    I really like the idea
    of children...

    0102 10:05:46:08 10:05:50:19

    bouncing ideas backwards
    and forwards and discussing things.

    0103 10:05:51:15 10:05:54:10

    Then two colons, like that.

    0104 10:05:54:10 10:05:58:01

    And when I visited
    the butcher's...

    0105 10:05:58:01 10:06:01:16

    - I saw...
    - I saw some smelly fish.

    0106 10:06:01:16 10:06:05:05

    Yeah, go on.
    No, Billy, take off the colons.

    0107 10:06:08:16 10:06:11:12

    (Aidan) I still have the concern
    at the end of the day

    0108 10:06:11:12 10:06:14:22

    that they'll be overdependent
    one on the other, for example,

    0109 10:06:14:22 10:06:18:03

    or that their work will be
    identical, but I should know better

    0110 10:06:18:03 10:06:20:09

    because it never is identical.

    0111 10:06:20:09 10:06:22:14

    They will always go off on tangents.

    0112 10:06:22:14 10:06:26:06

    They will always have their own
    ideas, but sharing at the same time.

    0113 10:06:26:06 10:06:30:15

    But what is interesting is that when
    they're listening to each other,

    0114 10:06:30:15 10:06:33:02

    they can actually
    be very, very supportive.

    0115 10:06:33:02 10:06:35:00

    Not always.
    They're not perfect.

    0116 10:06:35:00 10:06:36:19

    But they can actually be

    0117 10:06:36:19 10:06:40:01

    if they're listening to each other
    read their work.

    0118 10:06:40:01 10:06:43:03

    I want you to hear
    what people on blue table have done

    0119 10:06:43:03 10:06:46:19

    because Alice has decided not to
    stick with the freakish school,

    0120 10:06:46:19 10:06:51:00

    but has completely - this is what
    I absolutely get so excited about -

    0121 10:06:51:00 10:06:53:16

    you have completely
    gone off on your own tangent

    0122 10:06:53:16 10:06:57:02

    and created something
    very interesting. Go ahead.

    0123 10:06:57:02 10:07:01:09

    "The antique dressing table proudly
    held 30 fashionable perfumes,

    0124 10:07:01:09 10:07:05:02

    70 frilly pink knickers,
    100 odd pongy socks,

    0125 10:07:05:02 10:07:07:16

    170 Barbie picture boxes,

    0126 10:07:07:16 10:07:11:14

    one large triangular mirror
    carved around the edge,

    0127 10:07:11:14 10:07:13:23

    130 fake silver bracelets,

    0128 10:07:13:23 10:07:15:09

    600 forged pounds,

    0129 10:07:15:09 10:07:18:21

    and 600 sly socks swaying silently.

    0130 10:07:18:21 10:07:21:11

    Excellent.
    Very, very interesting indeed.

    0131 10:07:21:11 10:07:25:10

    It really strikes me
    when I hear people like Alice

    0132 10:07:25:10 10:07:28:10

    reading about her dressing table,

    0133 10:07:28:10 10:07:31:14

    and the quirkiness
    and the oddness of that.

    0134 10:07:31:14 10:07:35:14

    I'm thinking, "Oh, my God.
    There is such a story there."

    0135 10:07:35:14 10:07:39:05

    So, in a way, the grammar is...
    I thought it would be a foundation,

    0136 10:07:39:05 10:07:45:12

    but in fact it has already, I feel,
    given rise to some exciting stories.

    0137 10:07:50:16 10:07:54:16

    So you're going to have to come up,
    as a group, with a sentence,

    0138 10:07:54:16 10:07:58:18

    which you are going to put together
    as a little dance or performance.

    0139 10:07:58:18 10:08:02:17

    And then we're going to have
    one group after another,

    0140 10:08:02:17 10:08:07:05

    passing by like it's this wonderful,
    outrageous circus parade.

    0141 10:08:07:05 10:08:11:18

    But could we just have one quick
    example off the top of your head?

    0142 10:08:11:18 10:08:14:13

    What might you see
    passing by in a circus parade?

    0143 10:08:14:13 10:08:18:06

    And make it outrageous
    and wild and exciting

    0144 10:08:18:06 10:08:22:05

    because, remember,
    you are going to be acting it out.

    0145 10:08:23:05 10:08:25:04

    - Billy.
    - Um...

    0146 10:08:25:04 10:08:27:22

    - A cheetah.
    - (children giggle)

    0147 10:08:29:09 10:08:33:02

    A cheetah.
    What is the cheetah doing, Billy?

    0148 10:08:35:01 10:08:37:11

    - Walking slowly.
    - Shh.

    0149 10:08:37:11 10:08:40:03

    Mm. OK. Walking...

    0150 10:08:41:03 10:08:43:04

    slowly.

    0151 10:08:43:04 10:08:45:06

    And... Shh. Don't.

    0152 10:08:45:06 10:08:47:17

    - What kind of a cheetah is it?
    - Extraordinary.

    0153 10:08:47:17 10:08:49:13

    An extraordinary cheetah.

    0154 10:08:49:13 10:08:52:13

    Now, that's quite a challenging one
    to actually act out.

    0155 10:08:52:13 10:08:55:13

    OK. What you're going to do
    in your groups,

    0156 10:08:55:13 10:08:59:03

    and we've discussed what groups
    you'll be in for this afternoon,

    0157 10:08:59:03 10:09:03:03

    you're going to have to come up,
    as a group, with a sentence,

    0158 10:09:03:03 10:09:07:01

    which you are going to put together
    as a little dance or performance.

    0159 10:09:07:01 10:09:10:13

    And you'll have some time
    in the hall to practise that.

    0160 10:09:13:24 10:09:17:19

    "Jumping dwarves
    pirouetting slowly."

    0161 10:09:18:09 10:09:20:21

    - Have you checked your spelling?
    - (girl) No.

    0162 10:09:20:21 10:09:23:23

    I didn't think so. Dictionary.

    0163 10:09:25:23 10:09:28:23

    I'll give you a hint.
    "P-i" is what it starts with.

    0164 10:09:28:23 10:09:30:23

    So look up under "p-i".

    0165 10:09:30:23 10:09:33:05

    Pir-ou-etting.

    0166 10:09:33:05 10:09:35:02

    Pirouetting.

    0167 10:09:39:12 10:09:41:14

    Tiger echoing,

    0168 10:09:41:14 10:09:43:14

    swaying slowly.

    0169 10:09:43:14 10:09:45:07

    Five, four,

    0170 10:09:45:07 10:09:47:17

    three, two, one.

    0171 10:09:47:17 10:09:49:23

    One, two,

    0172 10:09:49:23 10:09:52:03

    three, four,

    0173 10:09:52:03 10:09:55:09

    five, six, seven, eight.

    0174 10:09:55:09 10:09:57:19

    And sway, two,

    0175 10:09:57:19 10:09:59:13

    three, four,

    0176 10:09:59:13 10:10:02:23

    five, six, seven, eight.

    0177 10:10:02:23 10:10:05:11

    Slowly, two,

    0178 10:10:05:11 10:10:07:11

    three, four,

    0179 10:10:07:11 10:10:10:16

    five, six, seven, eight.

    0180 10:10:10:16 10:10:12:23

    Keep going, two,

    0181 10:10:12:23 10:10:14:19

    three, four,

    0182 10:10:14:19 10:10:17:21

    five, six, seven, eight.

    0183 10:10:17:21 10:10:20:11

    - Excellent.
    - (all clap)

    0184 10:10:20:11 10:10:22:06

    (Aidan) OK, once more.

    0185 10:10:22:06 10:10:25:20

    Posing penguins wobbling evilly.

    0186 10:10:25:20 10:10:28:13

    (Aidan) One, two, three.

    0187 10:10:28:13 10:10:31:03

    And one, two...

    0188 10:10:31:03 10:10:34:14

    I just feel, at this stage, we have
    the space and the opportunity

    0189 10:10:34:14 10:10:37:11

    to explore
    different ways of learning.

    0190 10:10:38:11 10:10:42:06

    I just felt it was really important
    that we would approach topics

    0191 10:10:42:06 10:10:44:12

    in a whole variety of ways.

    0192 10:10:44:12 10:10:48:04

    So some of the time, yes,
    is the mundane, sitting down,

    0193 10:10:48:04 10:10:51:22

    doing your spelling test, writing
    things in your book, for example.

    0194 10:10:51:22 10:10:55:02

    But other times it's creating,
    it's visualising.

    0195 10:10:55:02 10:10:58:03

    And, increasingly,
    it's the kinaesthetic approach -

    0196 10:10:58:03 10:11:00:00

    acting out, performing.

    0197 10:11:00:00 10:11:04:00

    But if the children are having
    that variety of experiences,

    0198 10:11:04:00 10:11:06:18

    it makes it exciting.

    0199 10:11:16:18 10:11:20:10

    (Aidan) The circus parade came
    to town and this is what I saw.

    0200 10:11:20:10 10:11:23:05

    Welcome, ladies and gentlemen,
    boys and girls,

    0201 10:11:23:05 10:11:25:11

    to our circus of madness.

    0202 10:11:25:11 10:11:27:11

    (Aidan) Five, six,

    0203 10:11:27:11 10:11:29:11

    seven, eight.

    0204 10:11:29:11 10:11:32:15

    And one, two, three, four,

    0205 10:11:32:15 10:11:34:17

    five, six, seven, eight.

    0206 10:11:34:17 10:11:38:16

    We're the jumping dwarves
    pirouetting slowly.

    0207 10:11:40:20 10:11:42:21

    (Aidan) Turn, two, three, four,

    0208 10:11:42:21 10:11:45:16

    five, six, seven, eight.

    0209 10:11:47:15 10:11:50:17

    Three slithering snakes
    smiling evilly.

    0210 10:11:50:17 10:11:53:17

    (Aidan) ..four, five,
    six, seven, eight.

    0211 10:11:57:07 10:12:00:02

    Four loopy fleas gnawing ruthlessly.

    0212 10:12:00:02 10:12:02:12

    (Aidan) ..five, six, seven, eight.

    0213 10:12:02:12 10:12:04:08

    Gnaw, two, three, four,

    0214 10:12:04:08 10:12:07:01

    five, six, seven, eight.

    0215 10:12:09:17 10:12:12:16

    We are dangerous rhinos

    0216 10:12:12:16 10:12:14:21

    charging rapidly.

    0217 10:12:16:11 10:12:19:15

    (Aidan) ..six, seven, eight.
    One, two, three...

    0218 10:12:22:21 10:12:26:14

    I am a mad monkey dancing madly.

    0219 10:12:26:14 10:12:29:04

    (Aidan) ..four, five,
    six, seven, eight.

    0220 10:12:32:03 10:12:35:12

    I'm a Turkish lady
    dancing cheerfully.

    0221 10:12:35:12 10:12:38:12

    (Aidan) ..five, six, seven, eight.

    0222 10:12:40:18 10:12:43:03

    I guess, at the end of the day,

    0223 10:12:43:03 10:12:47:13

    the aim is to make people really
    enthusiastic readers and writers.

    0224 10:12:47:13 10:12:50:14

    And, I feel, by enthusing children

    0225 10:12:50:14 10:12:54:01

    through drama or dance
    or whatever, then...

    0226 10:12:54:01 10:12:57:22

    For me, I think that is the key -
    making them enthusiastic -

    0227 10:12:57:22 10:13:00:12

    so they come to
    their literacy lesson thinking:

    0228 10:13:00:12 10:13:03:09

    "Oh, literacy.
    Fantastic. I'm so excited",

    0229 10:13:03:09 10:13:08:22

    which I think is such an essential
    part of reading and writing.

    0230 10:13:08:22 10:13:11:02

    One, two, three, four,

    0231 10:13:11:02 10:13:14:09

    five, six, seven, and bow.

    0232 10:13:18:23 10:13:22:18

    Visiontext Subtitles: Jo Clarke
    www.visiontext.co.uk

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