Lesson Plan on Giraffes Can’t Dance (Reggio Philippines)

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Kindergarten / Preschool / Vorschule / Pre-Elementary Lesson Plan – Lesson Plan on Giraffes Can’t Dance (Reggio Philippines), Reggio philosophy

Title: Exploring Diversity and Self-Expression through “Giraffes Can’t Dance”

Grade Level: Kindergarten / Preschool / Vorschule / Pre-Elementary
Subject: Language Arts / Social Studies / Art
Duration: 3-4 sessions (approximately 30-45 minutes each)

Curriculum Standards:
– Philippines K to 12 Curriculum Framework (KCF)
– Language Arts: Listening, Speaking, Reading, and Writing
– Social Studies: Understanding Self and Others, Appreciating Diversity
– Art: Exploring Different Art Forms, Expressing Ideas and Emotions

Theorist: Reggio Emilia Approach

1. Students will develop an understanding of diversity and acceptance by exploring the central themes of the book “Giraffes Can’t Dance.”
2. Students will engage in critical thinking and discussion to express their thoughts and feelings about the book.
3. Students will enhance their language skills through vocabulary development, listening, and speaking activities.
4. Students will express their creativity and self-expression through art activities inspired by the book.

– “Giraffes Can’t Dance” by Giles Andreae
– Chart paper and markers
– Art supplies (colored pencils, crayons, markers, construction paper, glue, scissors, etc.)
– Music player and various music tracks
– Large open space for movement activities


Session 1: Introduction and Storytelling
1. Begin the lesson by introducing the book “Giraffes Can’t Dance” and its author, Giles Andreae. Discuss the importance of accepting and celebrating differences among individuals.
2. Read the book aloud, pausing at key moments to engage students in discussions about the characters, their feelings, and the central themes of the story.
3. After reading, create a chart with two columns: “Things Gerald (the giraffe) thought about himself” and “Things others thought about Gerald.” Discuss the differences and how they made Gerald feel.
4. Engage students in a group discussion about their own experiences with feeling different or being judged. Encourage them to share their thoughts and feelings.

Session 2: Vocabulary Development and Language Activities
1. Review the story and its central themes briefly.
2. Introduce new vocabulary words from the book, such as “rhythm,” “dance,” “graceful,” and “unique.” Discuss their meanings and provide examples.
3. Engage students in various language activities:
a. Vocabulary Match-Up: Provide flashcards with the vocabulary words and corresponding pictures. Students match the words with the correct pictures.
b. Sentence Completion: Give students sentence starters related to the book’s themes. For example, “I feel unique when…” or “I can dance by…”
c. Partner Discussion: Pair students and ask them to discuss their favorite part of the story and why.

Session 3: Art and Movement Activities
1. Begin by revisiting the central themes of the book and discussing how Gerald found his own unique way of dancing.
2. Play different music tracks with various rhythms and styles. Encourage students to move and dance freely, expressing themselves in their own unique ways.
3. Provide art supplies and ask students to create their own illustrations of Gerald dancing or expressing themselves through art. Encourage creativity and self-expression.
4. Display the students’ artwork in the classroom and have a gallery walk, allowing students to appreciate and discuss each other’s creations.

Session 4: Culminating Activity and Reflection
1. Review the book and the activities done throughout the lesson.
2. Engage students in a reflective discussion about what they have learned and how they can apply the book’s messages in their own lives.
3. Have students create a class mural or collage using their artwork and key quotes from the book. Display it in a prominent area of the school to promote acceptance and diversity.
4. Conclude the lesson by reading the book again or watching a video adaptation, allowing students to enjoy the story once more.

– Observe students’ participation and engagement during discussions and activities.
– Review students’ completed vocabulary match-up and sentence completion activities for understanding and language development.
– Assess students’ artwork based on creativity, self-expression, and connection to the central themes of the book.

Note: Adapt the lesson plan as needed to suit the specific needs and abilities of the students in your classroom




KCF (Philippines)


Reggio Emilia



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