SHAPE Lesson 7 – Different Points of View



Different Points of View/ Sentence

Grade 4

Lynne Larson

Utah State Standards Fine Arts: Create, Perform, Respond

PE Standards: Strand 1, Strand 2,  Strand 4


Learning Objectives: Using Parts of Speech, parts of a sentence with movement, creative thinking, levels, collaboration, communication, Dance element—Energy, accumulation


Materials Needed:  word cards for the following categories: nouns, verbs, prepositions, adverbs, adjectives, and any other ones you would like to add. Music, drum and a larger space.


Introduction: Class expectations (Good listening, following directions, be creative, be active), Space boundaries, personal boundaries, goals for class today


Warm-up: Introduce the word accumulation. Ask students the meaning?  Use this word in warm-up.  Introduce one movement, for example tapping feet, then add shaking hands, then add flapping elbows, then add a bobbing head.  Students are doing all 4 movements at the same time.  Then begin to take away one of the movements, then another, then another until they are back to the very first motion. Repeat a few times using different movements, other body parts, with locomotor movements traveling through the room, with different levels, etc.  Ask students for their ideas too!


Investigate: Show students the different types of word cards.  Have them give a definition of each type.  For example, what is an adverb, what is it’s job in a sentence?  Give them an opportunity to move an adverb. Walk slowly, walk courageously, etc. Same with some of the other cards.  Then have a student randomly select one card from each pile.  Take the cards and create a “sentence” with the cards.  This will be a nonsense sentence, but place the cards in their correct place in the sentence.  Then all together begin to move each part of the sentence.  How can the body show each part from beginning to end, almost like charades.  Ask students to exaggerate the movements, use their whole bodies, travel, use levels, etc.


Create: Divide students into smaller groups.  Have each groups draw cards from the piles.  Create their own movement sentences!  Give students 3-4 minutes to work.


Reflect: Have students perform their sentences and see if the audience can figure out what the sentence is saying.


Extension to the Lesson: Use a story or book from language arts class to add to the ideas for movement sentences.





RDT appreciates the generous funding provided by the Utah Legislature and the Utah Board of Education that help make our Arts-in-Education Programs possible in Utah's Public Schools.

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