LESSON PLAN INFORMATION

Subject/Course: Dance Name: Arthur Adamski

Grade: 7 Date: Monday, October 25th 2019
Topic: Fundamentals of Dance Time: 3rd Period – 10:10am-10:55am

EXPECTATIONS: Identify overall or specific expectations from MOE documents.

Overall Expectations:

A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of a
variety of dance pieces, using the elements of dance to communicate feelings and ideas

Specific Expectations:

A1.3 use theme and variations in a variety of ways when creating dance pieces (e.g., create a simple
movement phrase [theme] and then repeat it in modified form [variation] using choreographic
manipulations [retrograding the original phrase, facing another dancer, adding more dancers])

A1.4 use the elements of dance and choreographic forms (e.g., pattern forms, narrative forms) to
communicate a variety of themes or moods

LEARNING GOALS: Describe what the students are expected to learn. Share goals with students.

- We are learning the meaning of dance

- We are learning the elements of dance which consists of body, energy, space, time (which is
commonly referred to as B.E.S.T.), and relationship
- We are learning movement through action (what), directions (where), dynamics (how), relations
(with who)
- We are learning to use and apply the elements of dance to movement
- We are going to be respectful, attentive, and fully participate in a new learning environment

SUCCESS CRITERIA: Describe from a student’s perspective what attainment of a learning goal looks like.

- I am able to define dance

- I am able to understand the differences and meaning of body, energy, space, time, and
relationship in regard to dance
- I am able to demonstrate elements of dance to movement
- I am able to see the elements of dance demonstrated by my fellow classmates
- I am respectful, attentive and have fully participated in the dance lesson

Lesson Template #1 1 Revised 2011

PRE-ASSESSMENT: Describe links to prior knowledge.

Entry Tickets

- Entry tickets will be used to determine where the students are in their learning/understanding of dance
- The Focus Question: What is dance? What does it mean to me?
- This will be collected at the end of class alongside the exit ticket

LEARNING ENVIRONMENT: Describe the setting including groupings & management strategies.

Environment
- Pair-Share when considering the focus question at the start of the lesson
- Table groups during the PowerPoint presentation
- Teacher-focused instruction for the dance portion so that the teacher can model the movement for all
students to see, students will be spread out and will be switching lines so that each student has a
chance to see the movement without obstruction

Management Considerations:

- Utilizing the class management technique of “And I…” “Oop”

- Clearly mapping out the sequence of events in the lesson so that the students know what to expect.
This will written on chart paper that will be displayed at the front of the class so that the transitions
between activities will be smooth
- Learning goals will be on display and explained so that students are aware of the expectations in regard
to their learning and behavior

INSTRUCTION

Time Introduction (motivational steps, activation of prior knowledge)

- Introduce the subject matter by going over the agenda in the lesson and learning goals so
that the students know what is expected of them
5-10
min. - Entry Ticket - Focus Question: What is dance? What does it mean to me?

Instructional Sequence (content, teaching learning strategies)

- Hand out dance vocabulary sheet to students

- PowerPoint Presentation – going over terms/concepts with visuals/YouTube videos, asking
for examples from the students
Lesson Template #1 2 Revised 2011
 - Warm-Up – I will play music and the students will move around beginning to experiment with
the elements of dance. Once I stop the music they will freeze in a shape of their choice.
Students will begin to explore the concepts learned from the PowerPoint. This will be done
3-4 times.
- Learning a choreographic routine (Hip-Hop) utilizing the new learned concepts and terms

30-35
min

Lesson conclusion

5 min Exit Ticket: - to be done in class, if not complete it is homework

- Consolidating Question: What elements of dance do you see in the pattern we have learned
today? What kind of elements did I demonstrate in the routine we learned today?

ASSESSMENT (data collection) / EVALUATION (interpretation of data)

Assessment for Learning:

Entry and Exit Tickets:

- This data will inform me where the students are in their learning in dance, their understanding,
and any unclarity in the information learned. Did the students successfully meet the success
criteria based on their responses?

Observations/Anecdotal Notes
- Learning skills
- How are they responding to the content?
- What do they need?

Accommodations:
- ESL Learners: List of terms/dance vocabulary – PowerPoint filled with visuals/examples
- Pair Share
- Extended Time limits to finish exit ticket

Lesson Template #1 3 Revised 2011

Lesson Template #1 4 Revised 2011