Professional Documents
Culture Documents
Overarching goals for This lesson is about using body movement and dance as a vehicle to engage students
developing this in English. The lesson will focus on using technical skills and space, to represent
learning experience letters and words, so students can feel the shapes of letters with their whole bodies
in space, to make it easier to generalize spelling patterns (Brehm and McNett 1997,
citied in Brownfield 2010), and use them in writing.
Prior Learning This lesson is designed as a single standalone lesson, which will be carried out over
two lessons (preferably a double). Prior to the lesson, students would have explored
learning experiences pertaining to elements of dance (i.e. technical skills and space)
and elements of English (i.e. written letters and the alphabet). Students would also
have had the experience to work independently and collaboratively.
Learning Area The Arts
ACARA Level Sub – Strand Key elements of standards to which lesson is focused:
Years 3 and 4 Dance • Practise technical skills safely in fundamental
movements (ACADAM006).
• Improvise and structure movement ideas for dance sequences
using the elements of dance and choreographic
devices (ACADAM005).
General Capabilities:
Literacy • Understand learning area vocabulary
• Composing texts through speaking, writing, visual and creating
Personal and
Social Capability • Identify cooperative behaviours in a range of group activities
Learning Objective
The students will:
• Explore body movement and develop movement phrases to represent letters and words (ACADAM006).
• Interpret sequences of movement phases as they make and respond to body movement and dance
(ACADAM005).
• Work co-operatively with their peers to improvise, showing their dance ideas to others and watching
other people dance (ACADAM005).
Learning Outcomes
(Evidence of learning)
The students will:
• Demonstrate technical skills of body control, accuracy, alignment, strength, balance and coordination in
fundamental movements in response to teacher’s feedback.
• Demonstrate the elements of dance of (space, including level, shapes and dimension).
• Demonstrate positive communication and interaction.
Teacher Outcomes:
The teacher will:
• Wait for the full attention of the class before providing instructions.
• Give clear and simple instructions.
• Use questioning and student demonstrations to check for student understanding.
• Position themself to the side and front of the group so students can follow demonstrations.
Suggested inclusiveness and modified approach:
• Mixed ability grouping for peer scaffolding.
• Group size adjustment (social dynamic and individual needs)
• For students with poor technical skills it is advised to modify standardised movement to meet their needs.
• For students with low to below literacy skills, further scaffolding required and a letter chart may be made
available.
• This lesson sequence can be extended to provide additional opportunities for practice and further
scaffolding.
• Extending for students has been made available in the exploration phase.