ASSURE Model Instructional Plan

Lesson Title: Dance Descriptors

Teacher’s Name: Tabitha Baker
Grade: 9
Content Area: Dance
Lesson Length: One Class Session

Analyze Learners

1. 25 Students
2. 20 female, 5 male
3. 14-16 years of age
4. Mental, Social, Physical, Social Notes such as:
o Disabilities: 2 students have learning disabilities and 3 students are English
Second Language learners. Material may be modified in order to
accommodate both groups.
o Learning Differences: Material may need to be modified in order to
accommodate some learners.
o Cultural/Ethnic Notes: Caucasian- 6 students (24%), African-American- 10
students (40%), Hispanic/Other: 9 students (36%)
o Etc.
5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes:
As we are following Beginning Dance Standards, no prior knowledge of the topic is
required. In our preliminary class discussion, I will assess students for any prior
knowledge and take it into account.
6. Learning Styles
(Estimate % of Students)
o Visual - 45%
o Auditory (Aural) – 25%
o Kinesthetic (Hands On) – 40%

State Objectives
While digitally viewing choreography, the learner will be able to use analytical skills to
differentiate between appropriate and inappropriate descriptions of movement qualities
presented in the choreography with 80% accuracy.
(Bloom Category: Analyze) (ISTE Standard: Critical Thinking)

A – While digitally viewing choreography, the learner will be able to use analytical skills to
differentiate between appropriate and inappropriate descriptions of movement qualities
presented in the choreography with 80% accuracy.

B – While digitally viewing choreography, the learner will be able to use analytical skills to

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differentiate between appropriate and inappropriate descriptions of movement
qualities presented in the choreography with 80% accuracy.

C – While digitally viewing choreography, the learner will be able to use analytical skills
to differentiate between appropriate and inappropriate descriptions of movement qualities
presented in the choreography with 80% accuracy.

D – While digitally viewing choreography, the learner will be able to use analytical skills to
differentiate between appropriate and inappropriate descriptions of movement qualities
presented in the choreography with 80% accuracy.

Select Methods, Media, , and Materials

All methods, media, and materials needed for the lesson are listed. Give rationales why
these selected methods, media and materials are appropriate for your lesson.
1. Learners will engage with videos and an online graphic that allows them to view, study,
classify, and create examples and non-examples of appropriate dance descriptors. Both
videos and graphic will stimulate visual learners.
2. The media being used includes YouTube, TeacherTube, or other video media.
Additionally, an online graphing system will be used in order to classify examples and non-
examples into a graphic.
3. Being an in-class lesson, materials include a computer and the Smartboard.

Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: I will preview the choreography videos and the graphic program
prior to the class session. Both the video and graphic program will be previewed for
appropriate and effective material.
2. Prepare the materials: I will determine an appropriate choreographic video and I will
create a graphic that is specific to this lesson with appropriate examples and non-
examples of choreographic descriptions.
3. Prepare the environment: The learning will take place in the classroom. The Smartboard
and computer must be activated, and the video(s) and graphic program must be ready to
begin. The temperature of the room must be comfortable for learners.
4. Prepare the learners: Learners will sit in a location where they can easily view the
Smartboard. The learners will then receive a preview/tutorial of the graphic program. A
preliminary discussion will occur in order to determine the prior knowledge of the
learners. They will be asked if they know any appropriate adjectives that can describe
dance movement. This will inform the learners of what is to come in the lesson, while
also providing me with information on their prior knowledge and level.
5. Provide the learning experiences: Learners will view choreography on an online
platform, such as Youtube, TeacherTube, or other video media. After viewing
choreography, examples and non-examples of proper descriptions will be presented with
a graphic on the Smartboard. Students will study this graphic, then ask questions. I will

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 lead a class discussion and we will walk through each example and non-example and
give explanations as to why they are in the chosen category. This will help learners
recognize what is and what is not acceptable in terms of movement descriptions. Then,
learners will classify examples and non-examples into the appropriate category on the
Smartboard. This will allow students to interpret the material and will keep them
engaged in the lesson by physically moving in front of the class. The learners will then
execute their new skills by creating their own examples and non-examples with proper
explanations on the Smartboard. This further engages learners and gives them
individual practice with immediate feedback.

Require Learner Participation

Day 1: The preliminary discussion will take place at the beginning of the class. This
discussion will be reliant on class participation. I will be asking them questions that will be
answered on a voluntary basis. Due to the nature of the discussion, participation is not
required from students, as they are not required to have any prior knowledge. This
discussion is simply to prepare them for the lesson to come and to inform me on their
current level in the material. This gives information on the learners’ current ability to
describe dance movement.
The learners will view choreography on an online platform, such as YouTube, TeacherTube,
or other video media. A group discussion will be led whilst viewing, and the learners will
take notes of what they notice in the choreography. This group discussion will appeal to
auditory learners.
After viewing choreography, examples and non-examples of proper descriptions will be
presented with a graphic on the Smartboard. Students will study this graphic, then ask
questions. I will lead a class discussion and we will walk through each example and non-
example and give explanations as to why they are in the chosen category. This will benefit
auditory learners as well as visual learners. Learners will make connections from these
examples to the notes they wrote while viewing the choreography. This will help learners
recognize what is and what is not acceptable in terms of movement descriptions.
Then, learners will classify mixed examples and non-examples into the appropriate category
on the Smartboard. This will allow students to interpret the material and will keep them
engaged in the lesson by physically moving in front of the class. This will benefit kinesthetic
learners.
The learners will then execute their new skills by creating their own examples and non-
examples with proper explanations. With a partner, learners will create their examples and
non-examples. After receiving 5-10 minutes to work with their partner, we will put their
examples and non-examples on the Smartboard and discuss them as a class. This further
engages learners and gives them individual practice with immediate feedback.
A class discussion will be led on the accuracy of the learner-created examples and non-
examples. Any present errors will be critiqued and revised with explanations as a class.
Guided by help from their peers, this will inform learners of how to correctly describe dance
movements.
After, we will watch another choreography video as a class, and students must name at
least 5-7 descriptors of the movement presented. This will then be turned in for a grade in
order to assess lesson plan. See rubric below.

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Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance
Create a rubric based on the objectives that you listed in the second part of this
lesson plan as detailed as possible.
Students will be assessed by both their total performance in class, as well as their
graded notes that will be turned in at the end of lesson. Students who fully participate
in each class discussion, activity, and assignment while appropriately following
directions will receive 5 points. Students who partially participate in class
discussions, activities, and assignments will receive 3 points. Students who do not
participate in any capacity in class discussions, activities, and assignments will not
receive credit.
Students who also demonstrate full effective learning by providing at least 5-7
appropriate descriptors in their graded notes will receive 5 points. Students who
partially demonstrate effective learning (turning in 1-4 appropriate descriptors) will
receive 3 points. Students who demonstrate no effective learning by not providing
any appropriate descriptors will receive 0 points.
Students who receive a total of 10 points will receive full credit.
See rubric below.
2. Media Effectiveness
How you evaluate the effective use of the media that you select for this lesson?
As student learning is heavily reliant on the use of computer, Smartboard, videos,
and graphic program, the outcome of student learning will have a large impact on
whether or not media is deemed effective. In a post-lesson class discussion, I will
ask learners for their opinions on the graphic program and videos that were used.
They will be asked if they believe the media was effective in their growth in the topic.
3. Instructor Performance
How your performance is assessed in this lesson? You can have students, co-
workers, your supervisors and others to evaluate your performance. Provide detailed
information.
Evaluation of my performance will be based on the learners’ success. If they succeed
in meeting the learning objective of this lesson, I will know that I have a good base
for this objective. In the post-lesson class discussion, students will also be asked
what they believe might have additionally helped them. If students do not meet the
learning objective, I will know that I need to reevaluate the lesson plan to create a
more effective plan of action.

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Rubric:

5 Points: 3 Points: 0 Points: Student

Accomplished Developing Total:

Accuracy Student Student Student did not

demonstrated full demonstrated partial demonstrate any
understanding of understanding of understanding of
learning objective by learning objective by learning objective
presenting presenting some and did not present
appropriate appropriate any appropriate
descriptors of dance descriptors of dance descriptors of dance
choreography. choreography. choreography.

Participation Student fully Student partly Student did not

participated in class participated in class participate in class
discussions, discussions discussions,
activities, and activities, and activities, and
assignments while assignments. assignments.
appropriately
following given
directions.

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