For Teachers of Grades 3-6 4 hours of instruction time This workshop is designed to instruct teachers on how to assist students compose free-verse poems and choreograph them into dances. To prepare, students explore free-verse poetry and delve into the nuances of rich vocabulary and learn how prosody enhances the meaning of text. For the workshop, literacy learning is leveraged, or supported, by dance. The workshop finds the elegant fit between literacy strategies and dance and integrate instruction in ways that promote literacy learning through art. In this workshop, dance is used to strengthen reading skills. As a culminating event, students showcase their poetry and dances for an audience and reflect on their experience.

1. Words in Motion!
with
Harlan Brownlee
www.ArtsInEducation.net
©2007 Young Audiences: Arts For Learning
1

2. Words in Motion!
Purpose: Developing
vocabulary and the
ability to read with
expression through an
exploration of free-
verse poetry and dance.
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2

3. LEVERAGING LEARNING
Literacy Components:
• Vocabulary: Purpose is to develop deep and sustained
word knowledge – to know words well, to explain them,
and to use them.
• Prosody: Prosody is referred to as “reading with
expression.” It is the variation of tone used when speaking
or reading aloud and the emphasis given to certain
syllables in a word.
Art Discipline to Leverage Literacy:
Dance
• Poets & Choreographers use images to create
meaning in people’s minds
Processes:
Dance Concepts & Choreography
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4. INTEGRATION - BIG IDEAS
• #1: To leverage learning, literacy and
dance instruction are interwoven.
• #2: Deep understanding of the meaning
of words, requires multiple exposures in
a variety of contexts.
• #3: Dancing poems provides a context to
build deep understandings of words.
• #4 Prosody fits nicely with vocabulary,
poetry, and dance as students express
the meaning of poems through their
bodies and voices.
• #5 Reflection and revision are necessary.
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5. GRADUAL RELEASE OF
RESPONSIBILITY
T S
T S T S T S
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5

6. Standards
• Literacy
– NCTE and IRA Language Arts Standards
– NCTE 3 – Students apply a wide range of strategies to
comprehend, interpret, evaluate, and appreciate texts. They draw
on their prior experience, their interactions with other readers and
writers, their knowledge of word meaning, and of other texts, their
word identification strategies, and their understanding of textual
features.
– NCTE 6 – Students apply knowledge of language structure and
conventions, media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
• National Standards for Dance
– NDS 1 – Students identify and demonstrate movement elements
and skills in performing dance.
– NSD 2 – Students improvise, create, and perform dances based on
their own ideas and concepts from other sources.
– NSD 3 – Students understand dance as a way to create and
communicate meaning.
– NSD 7 – Students make connections between dance and other
disciplines.
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6

7. Words in Motion!
Unit Resources
• TEACHER’S INSTRUCTIONS
–TABLE OF CONTENTS
• STUDENT NOTEBOOK
–POEMS
• TEACHER TOOLKIT
–POEMS
www.ArtsInEducation.net 7

8. WORDS IN MOTION!
ORGANIZATION
• Section One: Unit Introduction
• Section Two:
Instruction & Guided Practice
• Section Three:
Instruction & Cycles of Independent
Practice, Feedback, & Revision
• Section Four: Perform, Inform, and Reflect
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8

9. VISUAL UNIT OVERVIEW
OF WORDS IN MOTION
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9

10. DANCE CONCEPTS
For communicating vocabulary and poetry meaning through dance
• SPACE
– Place – Making shapes or moving while staying in one spot
– Shared space – Moving while traveling through the empty space in
the room
• SHAPE – Freezing the body like a statue
• LEVEL – Making shapes or moving at high, medium, or low
distances from the floor
• ENERGY
– Sharp – Sudden and jerky; abruptly starts and stops
– Shaking –Moving back and forth or up and down quickly
– Smooth – Continuous, flowing, and does not stop
– Swinging – Swaying or moving as if suspended like a swing
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10

11. Section Two, LESSON 1
(Steps 1-2)
• Introduce Unit:
Words in Motion
• Show:
Visual Unit Overview
www.ArtsInEducation.net 11

12. Section Two, LESSON 2
(Steps 1-9)
• Read aloud poem, A Writing
Kind of Day
• Instruct on Free-Verse Poetry
• Instruct on Dance Concepts of
Shape, Level, Moving in Place,
Moving through Shared Space
• Explore Meaning of Poem
Through Dance
www.ArtsInEducation.net
12

13. A Writing Kind of Day
By Ralph Fletcher
It is raining today,
A writing kind of day.
Each word hits the page
Like a drop in a puddle,
Creating a tiny circle
Of trembling feeling
That ripples out
And gathers strength
Ringing toward the stars
www.ArtsInEducation.net 13

14. CHARACTERISTICS OF FREE-VERSE POETRY
(Post in the room)et line length
No set rhythm
No set rhyming pattern
Poems express ideas and feelings
Words help the reader form a picture in
his/her mind
Words are carefully selected to support the
meaning.
www.ArtsInEducation.net 14

15. SAFETY CHART
(recommendations for what to elicit from students)
• Respect each other.
• Remember your personal space (space bubble)
• Control your body.
• Listen to directions and to the music.
• Look where you are going.
• Use your movement to communicate – not your
voice.
• Encourage each other to be comfortable
• Have fun.
Tip: Concentrate on positive strategies like “control your
body” rather than “no hitting.”
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16. Place Shared Space
stretch walk
bend leap
skip
twist
jump
shake hop
swing gallop
turn crawl
fall roll
tip-toe
melt
forward
wiggle backward
sway sideways
www.ArtsInEducation.net 16

17. PROCESS FOR DANCING THE
MEANING OF POEMS
• 1) Read section of poem / Discuss
• 2) Explain instructions for the dance
• 3) Re-read section of poem
• 4) Play music / Students dance / Re-read
section of poem while students dance
• 5) Stop music / Spotlight students
• 6) Sit & reflect
• 7) Prepare for next section of the poem
• Repeat process
www.ArtsInEducation.net 17

18. Reflection
How does the movement &dance inform the
meaning of the word?
Meaning of
Word
Movement
& Dance
www.ArtsInEducation.net 18

19. Section Two, LESSON 3
(Steps 1-6)
• Instruct on Vocabulary –
Graphic Organizer: “Strength”
• Instruct on Dance
Dance Skill: Mirror
•Explore Vocabulary through
Dance
•Introduce “Words in Motion
Wall”
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20. Words in Motion Wall
Create a large space on a classroom wall to record targeted
vocabulary and multiple understandings of each word. These multiple
understandings include synonyms, antonyms, and perhaps additional
meanings students find in the dictionary and thesaurus. Chunk
targeted words and multiple understandings together. For example:
• Strength (A Writing Kind of Day)
• power
• asset
• might
• force
• influence
• fault
• weakness
• flaw
• imperfection
www.ArtsInEducation.net 20

21. “MIRRORING”
A SKILL FOR DANCE MAKING
When students interpret words through mirroring
movements, they build skills as improvisers and
choreographers. The leaders have an opportunity to see the
movements they initiate. They also observe and do the
movements that are created by their partners. They give each
other feedback, describing their observations of the
movements and discuss how the movement choices show
their understandings of the words.
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21

22. Graphic Organizer – Word Exploration
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23. Show What I Know #1 Card
• Student Reflection & Formative
Assessment
Select one of the understandings you explored for the word “strength.”
Describe the dance concepts you used and how they showed your
understanding of the word.
Student example response:
“I used “force” as inner strength. I started on a low level and my hands
were flat. I moved into a high level with my hands still flat like pushing
up on something. This showed the force I had to change situations in
my life..”
www.ArtsInEducation.net 23

24. A Writing Kind
of Day
Shape, levels,
moving in place,
moving through
shared space,
mirroring
Vocabulary:
Strength
Words in Motion
Wall
www.ArtsInEducation.net 24

25. Section Two, LESSON 4
(Steps 1-6)
• Read Aloud Poem,
Sparklers by Mark Vinz
•Explore Meaning of Poem
through Dance
•Frantic,
•Independence,
•Absorbed
www.ArtsInEducation.net 25

26. TOPIC WALL
(sample)
Alligators
Family Dinner
First Day of School
Sadness
A Summer Kind of Day
Wild Zebras
Best Day Ever!
www.ArtsInEducation.net 26

27. Sparklers
By Mark Vinz
Twirling our frantic loops and circles,
We cried out look! to the grownups
Watching from their lawn chairs,
Afraid they’d somehow miss the
Giddy slash of every turn and leap
Until the last glow died and we went back,
Warned each time about burnt hands
And bare feet flying in slippery grass.
Again! We shouted, and ran as far
Beyond the porch light as we dared,
For this was Independence Day
And we were too busy to listen,
Writing our names in thin air.
www.ArtsInEducation.net 27

28. CHARACTERISTICS OF FREE-VERSE POETRY
(Post in the room)et line length
No set rhythm
No set rhyming pattern
Poems express ideas and feelings
Words help the reader form a picture in
his/her mind
Words are carefully selected to support the
meaning.
www.ArtsInEducation.net 28

29. PROCESS FOR DANCING THE
MEANING OF POEMS
1) Read section of poem / Discuss
2) Explain instructions for the dance
3) Re-read section of poem
4) Play music / Students dance / Re-read section of
poem while students dance
5) Stop music / Spotlight students
6) Sit & reflect
7) Prepare for next section of the poem
Repeat process
www.ArtsInEducation.net 29

30. Reflection
How does the movement & dance inform the
meaning of the word?
Meaning of
Word
Movement
& Dance
www.ArtsInEducation.net 30

31. Section Two, LESSON 5
Talk Through- Summary of Steps 1-2 and
transition to modeling steps 3-4
• Instruct on Vocabulary – “Frantic”
• Instruct on Dance Concept of
Energy Qualities (Sharp, Smooth,
Shaking, Swinging)
• Explore Vocabulary Through
Dance
www.ArtsInEducation.net 31

32. Words in Motion Wall
Create a large space on a classroom wall to record targeted
vocabulary and multiple understandings of each word. These multiple
understandings include synonyms, antonyms, and perhaps additional
meanings students find in the dictionary and thesaurus. Chunk
targeted words and multiple understandings together. For example:
• Strength (A Writing Kind of Day) Frantic (Sparklers)
• power anxious
• asset worried
• might wild
• force calm
• influence relaxed
• fault
• weakness
• flaw
• imperfection
www.ArtsInEducation.net 32

33. Section Two, LESSON 5
Talk Through- Summary of Steps 1-2 and
transition to modeling steps 3-4
• Instruct on Dance Concept of
Energy Qualities (Sharp, Smooth,
Shaking, Swinging)
• ENERGY
– Percussive – Sharp, sudden and jerky; abruptly
starts and stops
– Shaking –Moving back and forth or up and down
quickly
– Sustained – Continuous, flowing, and does not
stop
– Swinging – Swaying or moving as if suspended like
a swing
www.ArtsInEducation.net 33

34. Sparklers
By Mark Vinz
Twirling our frantic loops and circles,
We cried out look! to the grownups
Watching from their lawn chairs,
Afraid they’d somehow miss the
Giddy slash of every turn and leap
Until the last glow died and we went back,
Warned each time about burnt hands
And bare feet flying in slippery grass.
Again! We shouted, and ran as far
Beyond the porch light as we dared,
For this was Independence Day
And we were too busy to listen,
Writing our names in thin air.
www.ArtsInEducation.net
34

35. Reflection
How does the movement & dance inform the
meaning of the word?
Meaning of
Word
Movement
& Dance
www.ArtsInEducation.net 35

36. 36

37. BREAK OVER
Please return to your seat.
37

38. Summary of Lesson 6, Steps 1-5 and
Lesson 7, Steps 1-4
Section Two
• LESSON 6:
• Instruct on Vocabulary – “Independence”
• Explore Vocabulary Through Dance
• LESSON 7:
• Instruct on Vocabulary – “Absorbed”
• Explore Vocabulary through Mirror
Dance
• Model Prosody (Reading with
Expression)
www.ArtsInEducation.net 38

39. Words in Motion Wall
Create a large space on a classroom wall to record targeted
vocabulary and multiple understandings of each word. These multiple
understandings include synonyms, antonyms, and perhaps additional
meanings students find in the dictionary and thesaurus. Chunk
targeted words and multiple understandings together. For example:
• Strength Frantic Independence
• power anxious freedom
• asset worried liberty
• might wild neutral
• force calm dependent
• influence relaxed reliant
• fault
• weakness
• flaw
• imperfection
www.ArtsInEducation.net 39

40. Sparklers
By Mark Vinz
Twirling our frantic loops and circles,
We cried out look! to the grownups
Watching from their lawn chairs,
Afraid they’d somehow miss the
Giddy slash of every turn and leap
Until the last glow died and we went back,
Warned each time about burnt hands
And bare feet flying in slippery grass.
Again! We shouted, and ran as far
Beyond the porch light as we dared,
For this was Independence Day
And we were too busy to listen,
Writing our names in thin air.
www.ArtsInEducation.net 40

41. Words in Motion Wall
Create a large space on a classroom wall to record targeted
vocabulary and multiple understandings of each word. These multiple
understandings include synonyms, antonyms, and perhaps additional
meanings students find in the dictionary and thesaurus. Chunk
targeted words and multiple understandings together. For example:
• Strength Frantic Independence Absorbed
• power anxious freedom fascinated
• asset worried liberty engaged
• might wild neutral captivated
• force calm dependent detached
• influence relaxed reliant uninterested
• fault
• weakness
• flaw
• imperfection
www.ArtsInEducation.net 41

42. A Writing Kind of Sparklers
Day
Shape, levels, Energy Qualities:
moving in place, Smooth, Sharp,
moving through Swinging, &
shared space. Shaking.
Mirroring Mirroring
Vocabulary: Vocabulary:
Strength Frantic,
Independence, &
Absorbed
Words in Motion Topic Wall
Wall Prosody (reading with
expression)
www.ArtsInEducation.net 42

43. Talk Through: Summary of Lesson 8 Model
& Talk Through Lesson 9, Steps 5-13
• LESSON 8:
• Read Aloud Poem, Dragonfly by
Georgia Heard
• Explore Meaning of Poem through
Dance
• LESSON 9:
• Instruct on Vocabulary –
“Surface,” “Flicker,” “Tranquil”
• Instruct on Choreography
• Apply Prosody to Dances
www.ArtsInEducation.net 43

44. Dragonfly
By Georgia Heard
It skims the pond’s surface,
Searching for gnats, mosquitoes, and flies.
Outspread wings blur with speed.
It touches down
And stops to sun itself on the dock.
Wings flicker and still:
Stained-glass windows
With sun shining through.
www.ArtsInEducation.net
44

45. CHARACTERISTICS OF FREE-VERSE POETRY
(Post in the room)et line length
No set rhythm
No set rhyming pattern
Poems express ideas and feelings
Words help the reader form a picture in
his/her mind
Words are carefully selected to support the
meaning.
www.ArtsInEducation.net 45

46. PROCESS FOR DANCING THE
MEANING OF POEMS
• 1) Read section of poem / Discuss
• 2) Explain instructions for the dance
• 3) Re-read section of poem
• 4) Play music / Students dance / Re-read
section of poem while students dance
• 5) Stop music / Spotlight students
• 6) Sit & reflect
• 7) Prepare for next section of the poem
• Repeat process
www.ArtsInEducation.net 46

47. TOPIC WALL
(sample)
Alligators
Family Dinner
First Day of School
Sadness
A Summer Kind of Day
Wild Zebras
Best Day Ever!
www.ArtsInEducation.net 47

48. Dragonfly
By Georgia Heard
It skims the pond’s surface,
Searching for gnats, mosquitoes, and flies.
Outspread wings blur with speed.
It touches down
And stops to sun itself on the dock.
Wings flicker and still:
Stained-glass windows
With sun shining through.
Concept: Tranquil
www.ArtsInEducation.net 48

49. MODEL CHOREOGRAPHING WORDS
• Say the word and the meaning.
• Dance the word.
• Dance the word and say the word
with prosody at the same time.
• Say the dance concepts that were
used.
• Explain why you chose those
concepts.
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49

50. Choreographing Vocabulary Word
Dances
oWhat should our starting shape be?
oShould we move in place or through the
shared space?
oWhat level should we use?
oShould we use sharp, smooth, swinging, or
shaking energy?
oDescribe the movement.
oWhat should our ending shape be?
From A4L Notebook p. 4
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50

51. Reflection
How does movement & dance, prosody, and the
meaning of the word inform one another?
Meaning of
Word
Movement
Prosody
& Dance
www.ArtsInEducation.net 51

52. Show What I Know #2 Card
•Student Reflection & Formative
Assessment
Select one of the understandings you choreographed and danced.
Describe the dance concepts you used and how they showed your
understanding of the word.
Student example response:
“Our group lined up in straight line to show the long horizontal flat lines
that are like the word „surface‟. We kept our hands flat and didn‟t
change our level to show that the surface remained even across the
space”.
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53. A Writing Kind Sparklers Dragonfly
of Day
Shape, levels, Energy Qualities: Choreography
moving in place, Smooth, Sharp,
moving through Swinging, &
shared space, Shaking
mirroring
Vocabulary: Vocabulary: Vocabulary:
Strength Frantic, Surface, Flicker,
Independence, & Tranquil
Absorbed
Words in Motion Topic Wall Words in Motion
Wall Wall & Topic Wall
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54. Section Three, LESSON 1
(Steps 1-9)
• Brainstorm Free-Verse
Poetry Topics And Words
• Instruct on Writing a Free-
Verse Poem
www.ArtsInEducation.net
54

55. VISUAL UNIT OVERVIEW
OF WORDS IN MOTION
www.ArtsInEducation.net
55

56. CHARACTERISTICS OF FREE-VERSE POETRY
(Post in the room)et line length
No set rhythm
No set rhyming pattern
Poems express ideas and feelings
Words help the reader form a picture in
his/her mind
Words are carefully selected to support the
meaning.
www.ArtsInEducation.net 56

57. Section Three, LESSON 2
(Steps 1-4)
• Students Brainstorm for
Poem
• Refer to Word in Motion Wall &
Topic Wall
• Students Write Free-Verse
Poem
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57

58. A Writing Kind of Day
By Ralph Fletcher
It is raining today,
A writing kind of day.
Guiding Questions:
Each word hits the page
Like a drop in a puddle, What kind of day will you
Creating a tiny circle write about?
What is the day like?
Of trembling feeling What happens?
That ripples out What is the mood/idea you
And gathers strength want to convey?
Ringing toward the
stars
www.ArtsInEducation.net
58

59. Sparklers
By Mark Vinz
Guiding Questions:
Twirling our frantic loops and circles,
We cried out look! to the grownups
What celebration/event
Watching from their lawn chairs, will you write about?
Afraid they’d somehow miss the
Giddy slash of every turn and leap What happens at this
Until the last glow died and we went back, celebration/event?
Warned each time about burnt hands
And bare feet flying in slippery grass. Who is there?
Again! We shouted, and ran as far
Beyond the porch light as we dared, What is the mood?
For this was Independence Day
What does it
And we were too busy to listen,
look/smell/taste/sound
Writing our names in thin air. like?
www.ArtsInEducation.net
59

60. Dragonfly
By Georgia Heard
Guiding Questions:
It skims the pond’s surface,
Searching for gnats, mosquitoes, and flies. What animal or
Outspread wings blur with speed. creature will you write
about?
It touches down
And stops to sun itself on the dock. Think about how that
Wings flicker and still: animal/creature moves.
Stained-glass windows What does it eat?
With sun shining through.
Where does it live?
What does it look like?
What is the mood of
the poem?
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60

61. New Topic -Your Choice!
• Guiding Questions:
– What is the setting like?
– Who are the characters?
– What happens?
– What feelings or ideas will you express?
– What words from the Words In Motion
wall can you use?
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61

62. Class Poem
Composed During the Workshop
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62

63. Section Three, LESSON 3
(Steps 1-6)
• Introduce Rubric
– Teacher Toolkit pg 8
• Revise Class Poem
– Teacher Toolkit pg 9 - 10
• Students Use Rubric to
Revise Their Poems
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63

64. Section Three, LESSON 4
(Steps 1-2)
Choreograph
Whole Class
Poem
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64

65. Choreographing Poems
• Beginning of the poem:
•o What should our starting shape be?
• For each line or cluster of lines:
•o Should we move in place or through the shared
space?
•o What level should we use?
•o Should we use sharp, smooth, swinging, or
shaking energy?
•o Describe the movement.
• End of the poem:
•o What should our ending shape be?
• From A4L Notebook p. 4
www.ArtsInEducation.net 65

66. Guidelines for Breaking Poem into
Sections for Choreography
.
Group lines together that:
Introduce the poem’s topic and mood
Present a complete thought
Contrast with other lines
Separate lines that:
Convey an important idea that you want the
reader to really notice
That you want to highlight with a particular
movement
www.ArtsInEducation.net 66

67. Options for Prosody during
WORDS in Motion dance
1) One or several students read the poem with expression/prosody
before the dance. Students dance. Then, finish with a re-reading of
the poem. By hearing the poem before and after the dance, the
audience is able to apply what they saw to the meaning of the poem.
2) One, or several students, read the poem with expression/prosody
before the dance. Students say specific words (as many as they can
manage) that enhance the meaning of the poem, while they are
dancing. They can read the poem again when they are finished
dancing.
3) Students say each line or section of the poem chorally (all at the
same time) as they dance.
4) Individual students say each line or section of the poem as they
dance.
5) In pairs, students say each line or section of the poem together –
rotating pairs, as they dance.
6) Someone from another group, or the teacher, reads the poem as
students dance.
www.ArtsInEducation.net 67

68. Reflection
How does movement & dance, prosody, and the
meaning of the word inform one another?
Meaning of
Word
Movement Prosody
& Dance
www.ArtsInEducation.net 68

69. Section Three, LESSONS 5, 6 & 7
(Lesson 5: Steps 1-2, Lesson 6, Lesson 7)
Create
Choreography
Groups
Students Choreograph
Free-Verse Poems
Perform Words in Motion!
Dances for Class
Rehearse for Revision
www.ArtsInEducation.net 69

70. SNAKE
by Leah & Amber Brownlee
It slithers around and around your hand
Getting tighter and stronger.
Serpentine patterns up and down your arm
Muscular rubber,
Fast, cool, and wet.
Colors by the dozen
Wearable art for my wrist, neck, and ankles.
www.ArtsInEducation.net 70

71. WORDS IN MOTION
Student
Performance
“Snake”
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71

72. Reflection
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72