Laura Natario
Dance, Literature & SEL
9th Grade
Introduction, Overview and Rationale for Unit Plan
Essential Questions:
How does movement exploration and fictional short
story narrative writing inform one another?
How can movement exploration help us to empathize
with our characters and authentically understand the
lived body experience of the overall narrative?
How do we find narrative parallels in our somatic
research and process of fictional short story
development?
Unit Plan
Enduring Understandings:
Movement exploration is a tool that can be used to process and reinforce
narrative points of view that are authentic to the content of the storyline and
narrative themes.
Movement exploration is a tool that can be used to process and reinforce
narrative formulation and sequencing.
Somatic and written narrative development are symbiotic platforms for short
story construction.
The presentation of narrative movement is just as valid and valuable as the
written narrative form in displaying the ideas, concepts, and themes of creative
works.

 Rationale:

Movement exploration and choreographic construction are significant tools that students can draw from in order to understand fictional
narrative. In relation, fictional narrative writing is also a tool that students can use to construct their own narrative choreographic work. In
the context of Backwards Design, Childre, Sands and Tanner Pope state that “traditional instructional approaches too often fail to engage
learners with disabilities, to address their individual needs, and to ultimately support academic success (14).” It is with this consciousness
that we can see that utilizing somatic inquiry attends to the needs of diverse learners in the classroom. By allowing students to read,
analyze, process through movement, write, and create within a fictional narrative literary unit, they are able to fine tune their creative and
formative processing skills within a diverse context that thus lends itself to the needs of diverse learners. Shanahan defines reading “as the
ability to comprehend, interpret, and use written information. Writing is analogously defined as the ability to compose texts than can
successfully convey an author’s ideas (115).” It is clear through these definitions of reading and writing that movement exploration and
choreographic creation is also a quintessential tool for reading comprehension and to cultivate narrative writing proficiency in students.

The essential questions of this unit will provide students with the knowledge necessary to utilize movement as a vehicle to guide academic
understanding. The group experience of using movement and dance as a processing tool also cultivates empathy for others and facilitates
inquiry into their personal notions of identity. The essential questions and enduring understandings of this unit aim to empower students to
identify with the experiences, emotions, and perspective of different characters. Using the above concepts to guide the construction of this
unit plan will also help students to understand the narrative events in sequence and their resulting outcomes by embodying these
experiences and formulating somatically derived narratives, authentic to their personal lived experience. Jacson and Cooks describe
empowerment as such, “to empower is to facilitate the process of acting and construction reality and knowledge that is recognized by
others. In this sense, empowerment becomes the act and the process of en-abling, that which is the primary objective of education (149).”
The objective of his unit is to empower students and develop their sense of self-recognition and identity, which are integral elements to
success in both a student’s academic and personal life.

 Content Knowledge:
Students will understand how to process elements of
narrative writing including sequencing, adding details,
and formulating perspective.
Students will understand how to use dance and
movement to both process and ultimately create
narrative.
Students will understand how to interpret both written
and somatic narrative forms and be able to utilize both
forms in analysis construction.
Students will understand how to develop narrative
choreographic work that is based on or inspired by
written narrative works.
Students will understand why movement is important in
empathizing with the characters experiences and plot
events in fictional narrative texts.
Content Skills:
Students will be able to utilize narrative literary works as a resource for developing
improvisational movement or choreographed dance. Students will be able to
analyze the relationship between the improvised movement or choreographed dance
work and the narrative piece of writing that inspired the movement.
NYS Dance Standards DA:Cr1.1.HSI a. Explore a variety of stimuli for sourcing
movement to develop an improvisational or choreographed dance study. Analyze
the process and the relationship between the stimuli and the movement.
Students will be able to collaborate with peers to create and design a narrative dance
work using choreographic processes and devices, and the dance structures of
improvisation, observation, abstraction, motif, and characterization to support the
relationship their movement has with the storyline they are developing or reacting
to. Student will be able to explain to peers how the choices they made support the
narrative they are presenting or reacting to.
NYS Dance Standards DA:Cr2.1.HSI a. Collaborate to design a dance using
choreographic processes and devices, and dance structures such as improvisation,
observation, abstraction, randomization, rondo, canon, motif, retrograde, etc., to
support an artistic intent. Explain how the choreographic devices, dance structures,
and movement choices clarify, communicate, or effect the artistic
Students will be able to discern themes within a text and motifs within a movement-
based work. Students will be able to compare and contrast the ways in which
themes and motifs develop, are presented and become defined aspects of each work.
Next Gen ELA Standards 9-10R2: Determine one or more themes or central ideas
in a text and analyze its development, including how it emerges and is shaped and
refined by specific details; objectively and accurately summarize a text.
Students will be able to embody, discuss and provide written response to the actions
and sensations of the events and experiences of narrative texts.
Next Gen ELA Standards 9-10R3: Analyze how and why individuals, events, and
ideas develop and interact over the course of a text. In literary texts, analyze how
complex and/or dynamic characters develop, interact with other characters, advance
the plot, or develop a theme. In informational texts, analyze how the author unfolds 3

 Students will be able to create responsive creative works from narrative texts. They
will be able to create dance works that are responsive to narrative themes that
demonstrate their knowledge of the intricacies of each written narrative work.
Next Gen ELA Standards 9-10W4: Create a poem, story, play, artwork, or other
response to a text, author, theme or personal experience; demonstrate knowledge
and understanding of a variety of techniques and genres. Explain divergences from
the original when appropriate.

Students will be able to utilize movement exploration to craft and develop narrative
composition. Students will be able to recognize writing as a tool for creative
expression and vise versa.
Next Gen ELA Standards 9-10W3: Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and well-
structured event sequences.

Students will be able to understand vocabulary specific to fiction narrative text.

Students will also be to utilize this vocabulary to increase movement vocabulary in
choreography in artistic expression.
Next Gen ELA Standards 9-10L6: Acquire and accurately use general academic
and content-specific words and phrases, sufficient for reading, writing, speaking,
and listening; demonstrate independence in applying vocabulary knowledge when
considering a word or phrase important to comprehension or expression.

4



 Instructional Resources

 The Curious Incident of the
Dog in the Night-time
Mark Haddon
The Curious Incident of the Dog in the
Nighttime is a coming of age novel by Mark
Haddon. This novel takes place in 1998 in
Swindon, England where 15-year-old
Christopher John Francis Boone lives with his
father. The novel opens with Christopher, the
main character, finding his neighbor’s dog,
Wellington, killed in the neighbor’s garden
with a fork stuck through the animal.
Christopher loves dogs and approaches the
animal because he feels sad for it. He decides
then that he will investigate the murder of
Wellington and describe his investigation
through the book he is writing for school - the
book that is being read. Christopher begins this
investigation against his father’s wishes. It is
apparent in the novel that Christopher has
some type of neurological and developmental
disorder, although it is never defined in the
text. The reader gleans this information
through the first-person narrative perspective
of the text. For example, we know that
Christopher attends a special school and finds
it difficult to understand elements of both body
language and social metaphor. When
Christopher and his father get into an
argument, after his father finds the book that
he is writing about the murder investigation
that he was explicitly told not to pursue, a
physical altercation ensues between
Christopher and his father. His father then
takes and hides the book Christopher is
writing. When Christopher seeks out this book,
he finds it along with letters written to him
from his mother, who his father has told him
I chose The Curious Incident of the Dog in the Nighttime by
Mark Haddon as the main text for this unit because the book
itself is written from the perspective of the main character that
is writing the very story that is being read. As the students are
reading and processing the text, they will start to consider
elements of creative narrative writing through the main
character, Christopher’s, description of his own creative
writing process. The novel also grapples with important
concepts around belonging, the perceived detail of lived
experience, independence, the subjectivity of perspective, and
dependence on logic. The novel accomplishes this by
exploring the lived experience of Christopher who presents to
the reader as having a developmental and social disability,
although they are never explicitly defined in the text. This
allows students to begin processing ideas of identity and
empathy throughout the storyline which will then be further
expanded upon during dance and literary-based activities. The
Curious Incident of the Dog in the Nighttime is a short read at
221 pages and is accessible to many reading levels as the
language, writing, and sentence structure are not overly
complex. When there is more complex vocabulary introduced,
it is often defined by the narrator in detail. This is in part to
illustrate the characteristic traits of Christopher and his
logically bound thought process and also is a conscious
example of accessibility.
6

 The Curious Incident of the
Dog in the Night-time
Play/Physical Theatre
adaptation
Scott Graham and Steven
Hogget of Frantic Assembly
This is physical theatre play based on the
novel, The Curious Incident of the Dog in the
Night-time. It is quintessentially dependent on
choreography to present much of the narrative
storyline. It explores each moment of the novel
from the main character, Christopher’s
embodied lived experience. This play takes the
physicality of the narrative story as the
derivative of the plot presentation.
I chose this theatrical adaptation of the novel because it relies
heavily on choreography to drive the narrative. Also, much
like Mark Haddon’s novel, this play takes on the perspective of
Christopher as the primary lens into the story. Everything in
the play is portrayed through Christopher’s perspective. It is
accessible to a diverse range of students because the theatrical
narrative is simultaneously acted out verbally along with
thoughtfully choreographed movement and set design. Though
viewing the play of The Curious Incident of the Dog in the
Nighttime, students are provided with an example of how a
narrative work can be translated into a theatrical movement-
based performance.

Assessments
Summative: Presentation of Narrative Short Story Supported by Choreographic Project

Summative Description: The students will be required to compose a literary short story in tandem with a solo choreography that is inspired by their

writing. The Curious Incident of the Dog in the Nighttime, along with their creative exploration of the story, will serve as a model for their own

construction of narrative. During the third week of this unit, students will investigate and clarify the point of view, characterization, themes/motifs,

plot sequence and formulation and resolutions and begin constructing their original fictional narratives. Student will then explore each section of their

graphic organizers throughout the third week through activities of movement exploration and discussion. After each of these movement explorations

and discussion-based lessons, students will be prompted to transcribe what information or perspective was gained through these explorations to their

short story narrative graphic organizers. At the beginning of the fourth and final week of this unit, students will be asked to formulate an original

 fictional story, using a graphic organizer to facilitate the planning process. During this final week of this unit, students will be asked to utilize their

journal reflections and their now detailed narrative graphic organizer into the formation of a 2-3-page fictional narrative. With the final two days of

the unit, students will work on creating a 2-minute self-choreographed solo to be presented to the class that matches their writing.

Summative Rubric:
CATEGORY 4 3 2 1

 Writing Process Student devotes a lot of Student devotes Student devotes some time and Student devotes little
time and effort to the sufficient time and effort effort to the writing and time and effort to the
writing and to the writing and choreographic process but was writing and
choreographic process choreographic process not very thorough. Does choreographic process.
(movement and (movement and enough to get by. Doesn't seem to care.
choreographic choreographic
influences, prewriting, influences, prewriting,
drafting, reviewing, and drafting, reviewing, and
editing). Works hard to editing). Works and gets
make the story and the job done.
choreography wonderful.

Characters The main characters are The main characters are The main characters are named It is hard to tell who the
named and clearly named and described. and introduced. The reader main characters are.
described in text and Most readers would have knows very little about the Characters have not been
choreographic work. some idea of what the characters. Does not present the explored or defined
Most readers and viewers characters looked like. point of view materials gleaned through movement.
could describe the Presents the from movement and
characters accurately. characterization choreography.
Presents the materials gleaned from
characterization and movement and
point of view materials choreography in writing.
gleaned from movement Includes point of view
and choreography derived from movement
clearly. inquiry or choreography.

 Creativity The story contains many The story contains a few The story contains a few There is little evidence of
creative details and/or creative details and/or creative details and/or creativity in the story/
descriptions and unique descriptions and unique descriptions/choreographic choreography. The
choreographic details choreographic details details, but they distract from author/choreographer
that contribute to the that contribute to the the story/choreography. The does not seem to have
reader\'s or viewers reader\'s or viewers author has tried to use his used much imagination
enjoyment. The author/ enjoyment. The author/ imagination and has somewhat and has not utilized
choreographer has really choreographer has used utilized movement to inform movement to inform
used his imagination and his imagination and has creative content. creative content.
clearly has utilized utilized movement to
movement to inform inform creative content.
creative content.

Organization The story/choreography The story/choreography The story/choreography is a Ideas and scenes seem to
is very well organized. is pretty well organized. little hard to follow. The be randomly arranged.
One idea or scene One idea or scene may transitions are sometimes not
follows another in a seem out of place. Clear clear.
logical sequence with transitions are used.
clear transitions.

Action Several action verbs Several action verbs are A variety of verbs (passive Little variety seen in the
(active voice) are used to used to describe what is voice) are used and describe the verbs that are used. The
describe what is happening in the story/ action accurately but not in a story/choreography
happening in the story/ choreography, but the very exciting way. There is seems a little boring.
choreography. It is clear word choice has not been little evidence that action words There is no evidence that
that those action verbs fully investigated have been investigated action words have been
have been defined somatically and does not somatically. investigated somatically.
through somatic make the story as
investigation and exciting as it could be.
choreographic
construction. The story
seems exciting!

10

 Problem/Conflict It is very easy for the It is fairly easy for the It is fairly easy for the reader to It is not clear what
reader to understand the reader to understand the understand the problem the problem the main
problem the main problem the main main characters face but it is characters face. The
characters face and why characters face and why not clear why it is a problem. problem/conflict has not
it is a problem. The lived it is a problem. The lived The point of view of the main been explored through
body experience of the body experience of the character has been discerned movement.
main character has been main character has been although not analyzed
thoroughly explored and explored and analyzed thoroughly through movement.
analyzed through somatic through movement.
inquiry.

Solution/Resolution
The solution to the The solution to the The solution to the character\'s No solution is attempted,
character\'s problem is character\'s problem is problem is a little hard to or it is impossible to
easy to understand, easy to understand, understand and visually discern understand or visually
visually discern in visually discern in in choreography. discern in choreography.
choreography, and is choreography, and is
logical. There are no somewhat logical.
loose ends.

Summative Rationale: Jeffery Bakken states that “with authentic assessments, teachers use a variety of activities to check students’ understanding,

acknowledging that student learning a second language need a variety of ways to demonstrate their understandings of concepts that are not totally

reliant on advanced language skills (121).” Through this project, students are able to demonstrate their understanding of narrative form and creative

construction through both the language of movement and writing. In doing so, they are able to pull concepts from both sources and then derive

information from one of these practices that will help facilitate the completion of each inverse task. Concerning assessment of student understanding

through performance tasks or projects, Children, Sands, Tanner Pope state that to “create one or two tasks or projects that require students to

demonstrate depth of understanding of major or overall unit concepts (9).” This project requires that students both create and present narrative
11

 through a piece of writing and a piece of choreography. Students can utilize this dual format to be confident in the strength of one facet of their

project and allow that to uphold and facilitate the presentation of the other facet.

Formative: Graphic Organizer

Formative Description: Graphic organizers will be utilized to document the student’s experiences and understandings gained from the classroom

activities and discussions present throughout this unit. There will be a graphic organizer introduced to help facilitate understanding of the fictional

narrative novel The Curious Incident of the Dog in the Nighttime by breaking apart different elements of the story for a deeper understanding of the

text and of the author’s choices. The graphic organizer will be also be a tool later in the unit to aid students in formulating and documenting narrative

details, sequence, and character development. These graphic organizers will eventually be used as reference materials for students when they are

constructing both their analytical choreographic work of the text, as well as a support for their final project in creating a written and choreographed

short story.

Formative Rationale: I chose to use graphic organizers to facilitate understanding of the novel and allow students to explore potential parallels

between their analysis of the text and their own written works. A visual representation of these parallels will be a key tool for differentiated learning

in each lesson. Jeffery Bakken states that “The use of a variety of visual aids, including pictures, diagrams and charts, helps all students and,

especially ELL students. Visuals make both the language and content more accessible to students (122).” I also utilized these graphic organizers so

that students could document their experiences from the movement activities and be able to compare them to their pre-movement activities and initial

12

 understandings. Bakken also states, regarding the use of graphic organizers, that “when students see connections among other content areas, learning

seems more relevant. Concept maps and other graphic organizers can demonstrate connections with other content areas (127).”

Formative: Presentation of Group Choreographic Works based on The Curious Incident of the Dog in the Night-time

Formative Description: Students will collaborate in small groups to create 2-3-minute pieces of choreography based on their understandings of the

novel, The Curious Incident of the Dog in the Night-time and it’s physical-theatre-adaptation. Students will utilize the detailed narrative graphic

organizers and response journals from the previous week of this unit to construct this creative work. Students will work in heterogenous small groups

of students who are more literarily inclined matched with students who are more movement inclined. Each group will focus on a plot element derived

from the class’s “ideal theatrical rendition” of the narrative that are constructed and agreed upon together. Students will then present these group

works to the class for discussion and class wide analysis.

Formative Rationale: I chose this assignment because it was a highly collaborative and cooperative opportunity for students. It allows students to feed

off of one another and build community through a class-wide agreement upon subject matter, small group creation of material based on that subject

matter, and finally a class-wide presentation of the material. In regard to cooperative learning, Jeffery Bakken states that “CRC often incorporates

strategies that utilize cooperative learning and whole-language instruction, includes self-esteem building, and recognizes multiple intelligences and

diverse learning styles (128).” He regards to the discussion task that will follow this performance of choreographic work, Bakken goes on to note that

“this process will help to promote how different people can have different views/ideas based on their unique individual experiences and cultural

backgrounds (128).” After reading and processing a text, there must be a way in which to assess the comprehension of said text. This assessment

13

 project meets that need; as Connors, Bickens, and Bittman describe, “after finishing a novel, there should be a cumulative activity or project.

Students will be able to work in groups with a choice of several roles, which is a structure that easily accommodates the differentiation of tasks, as

appropriate. In addition to reviewing skills and content in a differentiated fashion, these creative culminations are often simply enjoyable, funny, and

exciting as students get to act, laugh, and argue. As a result, participating in these activities makes the novels ‘stick’ with students; the more students

remember books, the more likely they will be able to use these books on state exams and as guidance for life (12-13).” The presentation of these

works as a class-wide performance event will reaffirm student understanding of the text in relation to the larger understanding of the classroom

community, instilling a shared sense of classroom identity.

14

 Scope and Sequence

Week 1 Instructional Goals: Sequence of Activities Assessments Ideas for Differentiation to

Content and Skills Support Struggling
Students

15

 Monday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: struggling students

Students will understand
why movement is student will summarize Prompt will be given a teacher
important in empathizing assigned reading (p 1-53) of - Vocabulary: created Do Now model to
with the characters unit text The Curious Incident notation of reference.
experiences and plot
events in fictional of the Dog in the Night-time by vocabulary words
narrative texts. Mark Haddon in 2-3 sentences and definitions in Vocabulary Instruction:
Content Skills:
and write down at least 1 journal Struggling students will be
Students will be able to question they have about the - Participation in given access to sample
utilize narrative literary assigned text or a connection Think-Pair-Share: sentences and image
works as a resource for
developing they made to their own lives in informal references for each
improvisational journal. (5 minutes) observations vocabulary word.
movement or - Movement
choreographed dance.
Students will be able to Vocabulary Instruction: Participation in Turn-and-Talk: struggling
analyze the relationship students will discuss Dance Activity students will be given
between the improvised definitions of these words as a - Ven Diagram discussion points to facilitate
movement or
choreographed dance class and record these Worksheet understanding and
work and the narrative definitions in journals. (5 - Classroom discussion with partner.
literary work that
inspired the movement.
minutes) Reflection
NYS Dance Standards 1. Slander Participation Dance Activity: Struggling
DA:Cr1.1.HSI a. 2. Apocryphal students will be given access
Explore a variety of
stimuli for sourcing 3. Social Emotional to a list of page numbers
movement to develop an Learning from the novel that contain
improvisational or emotional reactions from the
choreographed dance
study. Analyze the Turn-and-Talk: Students will characters in the novel to
process and the consider these questions in consider.
relationship between the partnerships - What do you
stimuli and the
movement. think about how Christopher Ven Diagram Worksheet:
views the world? How does Struggling students will be
Students will be able to
embody, discuss and
Christopher read social provided with an additional
provide written response emotional cues? How do you worksheet containing
to the actions and read social emotional cues? (5 supplementary questions to
sensations of the events
and experiences of minutes) consider when filling out the
narrative texts. diagram.
Next Gen ELA Dance Activity: Christopher’s
Standards 9-10R3: 16
teacher, Siobhan, draws him Share-Out: Struggling

 Tuesday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: struggling students

Students will understand
why movement is student will summarize Prompt will be given a teacher
important in empathizing assigned reading (p 53-102) of - Vocabulary: created Do Now model to
with the characters unit text The Curious Incident notation of reference.
experiences and plot
events in fictional of the Dog in the Night-time by vocabulary words
narrative texts. Mark Haddon in 2-3 sentences and definitions in Vocabulary Instruction:
Content Skills:
and write down at least 1 journal Struggling students will be
Students will be able to question they have about the - Participation in given access to sample
utilize narrative literary assigned text or a connection Share-Out: informal sentences and image
works as a resource for
developing they made to their own lives in observations references for each
improvisational journal. (5 minutes) - Movement vocabulary word.
movement or Participation in
choreographed dance.
Students will be able to Vocabulary Instruction: Dance Activity Share-Out: Struggling
analyze the relationship students will discuss - Ven Diagram students will be given
between the improvised definitions of these words as a Worksheet movement-based examples
movement or
choreographed dance class and record these - Turn-and-Talk of the topics covered in
work and the narrative definitions in journals. (5 Reflection discussion to facilitate
piece of writing that
inspired the movement.
minutes) Participation understanding.
NYS Dance Standards 1. Body Language
DA:Cr1.1.HSI a. 2. Verbal Language Dance Activity: Struggling
Explore a variety of
stimuli for sourcing 3. Red Herring students will be given access
movement to develop an to a list of page numbers
improvisational or Share-Out: Students will be from the novel that contain
choreographed dance
study. Analyze the asked to stand in a circle many action words to inspire
process and the during this discussion and their word selection.
relationship between the encouraged to utilize their
stimuli and the
movement. body movement to help Ven Diagram Worksheet:
explain their ideas. Student Struggling students will be
Students will be able to
embody, discuss and
will discuss these questions as provided with an additional
provide written response a class - What do you think worksheet containing
to the actions and body language is? How does supplementary questions to
sensations of the events
and experiences of Christopher interpret body consider when filling out the
narrative texts. language? How do you diagram.
Next Gen ELA interpret body language? What
Standards 9-10R3: 17
comes first, body language or Turn-and-Talk: Struggling

 Wednesday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling students

Students will understand
why movement is student will summarize Prompt will be given a teacher
important in empathizing assigned reading (p 102-158) - Vocabulary: created Do Now model to
with the characters of unit text The Curious notation of reference.
experiences and plot
events in fictional Incident of the Dog in the vocabulary words
narrative texts. Night-time by Mark Haddon in and definitions in Vocabulary Instruction:
Content Skills:
2-3 sentences and write down journal Struggling students will be
Students will be able to at least 1 question they have - Participation in given access to sample
utilize narrative literary about the assigned text or a Think-Pair-Share: sentences and image
works as a resource for
developing connection they made to their informal references for each
improvisational own lives in journal. (5 observations vocabulary word.
movement or minutes) - Movement
choreographed dance.
Students will be able to Participation in Turn-and-Talk: struggling
analyze the relationship Vocabulary Instruction: Dance Activity students will be given
between the improvised students will discuss - Ven Diagram discussion points to facilitate
movement or
choreographed dance definitions of these words as a Worksheet understanding and
work and the narrative class and record these - Presentation and discussion with partner.
piece of writing that
inspired the movement.
definitions in journals. (5 Discussion
NYS Dance Standards minutes) Participation Dance Activity: Struggling
DA:Cr1.1.HSI a. 1. Homunculus students will be given access
Explore a variety of
stimuli for sourcing 2. Imagined thought to a list of page numbers
movement to develop an 3. Metaphor from the novel that contain
improvisational or 4. Embody many action words to inspire
choreographed dance
study. Analyze the their word selection.
process and the Turn-and-Talk: Students will
relationship between the consider at least 2 of these Ven Diagram Worksheet:
stimuli and the
movement. questions in partnerships - Struggling students will be
How does Christopher view provided with an additional
Students will be able to
embody, discuss and
the logical thought in worksheet containing
provide written response comparison to interpretive or supplementary questions to
to the actions and imagined thought? What consider when filling out the
sensations of the events
and experiences of opinion does he have on simile diagram.
narrative texts. and metaphor in creative
Next Gen ELA writing? How do we translate Presentation and Discussion:
Standards 9-10R3: 18
these types of thought or Struggling students will be

 Thursday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: struggling students

Students will understand
why movement is student will summarize Prompt will be given a teacher
important in empathizing assigned reading (p 158-200) - Vocabulary: created Do Now model to
with the characters of unit text The Curious notation of reference.
experiences and plot
events in fictional Incident of the Dog in the vocabulary words
narrative texts. Night-time by Mark Haddon in and definitions in Vocabulary Instruction:
Content Skills:
2-3 sentences and write down journal Struggling students will be
Students will be able to at least 1 question they have - Participation in given access to sample
utilize narrative literary about the assigned text or a Share-Out: informal sentences and image
works as a resource for
developing connection they made to their observations references for each
improvisational own lives in journal. (5 - Movement vocabulary word.
movement or minutes) Participation in
choreographed dance.
Students will be able to Dance Activity Share-Out: Struggling
analyze the relationship Vocabulary Instruction: - Ven Diagram students will be given
between the improvised students will discuss Worksheet movement-based examples
movement or
choreographed dance definitions of these words as a - Turn-and-Talk of the topics covered in
work and the narrative class and record these Reflection discussion to facilitate
piece of writing that
inspired the movement.
definitions in journals. (5 Participation understanding.
NYS Dance Standards minutes)
DA:Cr1.1.HSI a. 1. Stimulate/Stimuli Dance Activity: Struggling
Explore a variety of
stimuli for sourcing 2. Kinesthetic students will be given access
movement to develop an 3. Empathy to a list of page numbers
improvisational or 4. Kinesthetic Empathetic from the novel that contain
choreographed dance
study. Analyze the Response many action words to inspire
process and the their word selection.
relationship between the Share-Out: Students will be
stimuli and the
movement. asked to stand in a circle Ven Diagram Worksheet:
during this discussion and Struggling students will be
Students will be able to
embody, discuss and
encouraged to utilize their provided with an additional
provide written response body movement to help worksheet containing
to the actions and explain their ideas. Student supplementary questions to
sensations of the events
and experiences of will discuss these questions as consider when filling out the
narrative texts. a class - What does it mean to diagram.
Next Gen ELA be overstimulated? (OR)
Standards 9-10R3: 19
Would you rather be out in a Turn-and-Talk: Struggling

 Friday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling students

Students will understand
why movement is student will summarize Prompt will be given a teacher
important in empathizing assigned reading (p 200-221) - Vocabulary: created Do Now model to
with the characters of unit text The Curious notation of reference.
experiences and plot
events in fictional Incident of the Dog in the vocabulary words
narrative texts. Night-time by Mark Haddon in and definitions in Vocabulary Instruction:
Content Skills:
2-3 sentences and write down journal Struggling students will be
Students will be able to at least 1 question they have - Participation in given access to sample
utilize narrative literary about the assigned text or a Think-Pair-Share: sentences and image
works as a resource for
developing connection they made to their informal references for each
improvisational own lives in their journal. (5 observations vocabulary word.
movement or minutes) - Movement
choreographed dance.
Students will be able to Participation in Turn-and-Talk: struggling
analyze the relationship Vocabulary Instruction: Dance Activity students will be given
between the improvised students will discuss - Ven Diagram discussion points to facilitate
movement or
choreographed dance definitions of these words in Worksheet understanding and
work and the narrative relation to the text as a class - Presentation and discussion with partner.
piece of writing that
inspired the movement.
and record these definitions in Discussion
NYS Dance Standards journals. (5 minutes) Participation Dance Activity: Struggling
DA:Cr1.1.HSI a. 1. Vulnerable students will be given access
Explore a variety of
stimuli for sourcing 2. Theme to a list of page numbers
movement to develop an 3. Motif from the novel contextualize
improvisational or and illustrate elements of
choreographed dance
study. Analyze the Turn-and-Talk: Students will theme and motif within the
process and the consider at least 2 of these novel.
relationship between the questions in partnerships -
stimuli and the
movement. Why does Christopher dream Ven Diagram Worksheet:
of everyone in the world Struggling students will be
Students will be able to
understand vocabulary
besides people like him dying provided with an additional
specific to fiction of a virus? What does his worksheet containing
narrative text. Students solitude-based world look/feel supplementary questions to
will also be to utilize this
vocabulary to increase like? Have you ever been on consider when filling out the
movement vocabulary in stage on your own? Have you diagram.
choreography in artistic ever danced in a room by
expression. 20
yourself? How does it feel? Presentation and Discussion:

 Week 2 Instructional Goals: Sequence of Activities Assessments Ideas for Differentiation to

Content and Skills Support Struggling
Students

21

 Monday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling

Students will understand
how to interpret both Students will write down how Prompt students will be given a
written and somatic they imagine what this play - Share-Out teacher created Do Now
narrative forms and be might look like on stage if they Participation: model to reference.
able to utilize both forms
in analysis construction. were to create a play or informal
choreographic work from this observations Share-Out: Struggling
Students will understand
why movement is
novel. They will be asked to - Graphic Organizer students will be given
important in empathizing describe what the set would Play Observations movement-based examples
with the characters look like and choose one scene - Turn-and-Talk of the topics covered in
experiences and plot
events in fictional from the novel and describe Participation discussion to facilitate
narrative texts. how it would be interpreted understanding.
theatrically in their journal. (5
Content Skills:
Students will be able to minutes) Watch Play/Graphic
discern themes within a Organizer: Struggling
text and motifs within a Share-Out: Students will students will be given
movement-based work.
Students will be able to discuss their imagined play descriptions of specific
compare and contrast the structures to the class and details to look for in play
ways in which themes and
motifs develop, are
combine their ideas when considering each
presented and become collaboratively to imagine the question.
defined aspects of each class ideal theatrical
work.
Next Gen ELA presentation of this novel. This Students will be encouraged
Standards 9-10R2: will be written down on the to stand, walk around room
Determine one or more whiteboard and kept and added or try out movement in their
themes or central ideas in
a text and analyze its to throughout the week. (5 own bodies to facilitate
development, including minutes) understanding.
how it emerges and is
shaped and refined by
specific details; Watch Play: Students will Turn-and-Talk: Turn-and-
objectively and accurately watch The Curious Incident of Talk: Struggling students
summarize a text.
the Dog in the Night-time Play/ will be offered a list of
Physical Theatre adaptation discussion prompts and
Scott Graham and Steven sentence starters to consider
Hogget of Frantic Assembly. when participating in
(40 minutes) partnership discussion.

Graphic Organizer: Student 22

 Tuesday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling

Students will understand
how to interpret both Students will write down 2-3 Prompt students will be given a
written and somatic hypothesis about how they - Share-Out teacher created Do Now
narrative forms and be think the play will develop. (5 Participation: model to reference.
able to utilize both forms
in analysis construction. minutes) informal
observations Share-Out: Struggling
Students will understand
why movement is
Share-Out: Students will - Graphic Organizer students will be given
important in empathizing discuss their hypothesis to the Play Observations movement-based examples
with the characters class and combine their ideas - Turn-and Talk of the topics covered in
experiences and plot
events in fictional collaboratively to add to the Participation discussion to facilitate
narrative texts. class ideal theatrical understanding.
presentation of this novel from
Content Skills:
Students will be able to the previous classes’ Watch Play/Graphic
discern themes within a whiteboard ideas. The class Organizer: Struggling
text and motifs within a will discuss how their version students will be given
movement-based work.
Students will be able to of the play contrasts and is descriptions of specific
compare and contrast the similar to what they’ve already details to look for in play
ways in which themes and
motifs develop, are
seen in the Frantic Assembly’s when considering each
presented and become version. (5 minutes) question.
defined aspects of each
work.
Next Gen ELA Watch Play: Students will Students will be encouraged
Standards 9-10R2: watch The Curious Incident of to stand, walk around room
Determine one or more the Dog in the Night-time Play/ or try out movement in their
themes or central ideas in
a text and analyze its Physical Theatre adaptation own bodies to facilitate
development, including Scott Graham and Steven understanding.
how it emerges and is Hogget of Frantic Assembly.
shaped and refined by
specific details; (40 minutes) Turn-and-Talk: Turn-and-
objectively and accurately Talk: Struggling students
summarize a text.
Graphic Organizer: Student will be offered a list of
will be prompted to complete a discussion prompts and
graphic organizer during the sentence starters to consider
viewing of this play. The when participating in
graphic organizer will prompt partnership discussion.
students to consider the
questions – How is the 23

 Wednesday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling

Students will understand
how to interpret both Students will write down 2-3 Prompt students will be given a
written and somatic hypothesis about how they - Share-Out teacher created Do Now
narrative forms and be think the play will develop. (5 Participation: model to reference.
able to utilize both forms
in analysis construction. minutes) informal
observations Share-Out: Struggling
Students will understand
why movement is
Share-Out: Students will - Graphic Organizer students will be given
important in empathizing discuss their hypothesis and Play Observations movement-based examples
with the characters combine their ideas - Turn-and Talk of the topics covered in
experiences and plot
events in fictional collaboratively to add to the Participation discussion to facilitate
narrative texts. class ideal theatrical understanding.
presentation of this novel from
Content Skills:
Students will be able to the previous classes’ Watch Play/Graphic
discern themes within a whiteboard ideas. The class Organizer: Struggling
text and motifs within a will discuss how their version students will be given
movement-based work.
Students will be able to of the play contrasts with what descriptions of specific
compare and contrast the they’ve already seen in the details to look for in play
ways in which themes and
motifs develop, are
Frantic Assembly’s version. (5 when considering each
presented and become minutes) question.
defined aspects of each
work.
Next Gen ELA Watch Play: Students will Students will be encouraged
Standards 9-10R2: watch The Curious Incident of to stand, walk around room
Determine one or more the Dog in the Night-time Play/ or try out movement in their
themes or central ideas in
a text and analyze its Physical Theatre adaptation own bodies to facilitate
development, including Scott Graham and Steven understanding.
how it emerges and is Hogget of Frantic Assembly.
shaped and refined by
specific details; (40 minutes) Turn-and-Talk: Turn-and-
objectively and accurately Talk: Struggling students
summarize a text.
Graphic Organizer: Student will be offered a list of
will be prompted to complete a discussion prompts and
graphic organizer during the sentence starters to consider
viewing of this play. The when participating in
graphic organizer will prompt partnership discussion.
students to consider the
questions – How is the 24

 Thursday Content Knowledge: Do Now/Writing Prompt: - Do Now/Writing Do Now: Struggling

Students will understand
how to interpret both Students will write down 2-3 Prompt students will be given a
written and somatic hypothesis about how they - Share-Out teacher created Do Now
narrative forms and be think the play will develop. (5 Participation: model to reference.
able to utilize both forms
in analysis construction. minutes) informal
observations Share-Out: Struggling
Students will understand
why movement is
Share-Out: Students will - Graphic Organizer students will be given
important in empathizing discuss their hypothesis and Play Observations movement-based examples
with the characters combine their ideas - Movement of the topics covered in
experiences and plot
events in fictional collaboratively to add to the Participation in discussion to facilitate
narrative texts. class ideal theatrical Dance Activity understanding.
presentation of this novel from - Share-Out
Content Skills:
Students will be able to the previous classes’ Participation: Watch Play/Graphic
discern themes within a whiteboard ideas. The class reflective Organizer: Struggling
text and motifs within a will discuss how their version observations students will be given
movement-based work.
Students will be able to of the play contrasts with what descriptions of specific
compare and contrast the they’ve already seen in the details to look for in play
ways in which themes and
motifs develop, are
Frantic Assembly’s version. (5 when considering each
presented and become minutes) question.
defined aspects of each
work.
Next Gen ELA Watch Play: Students will Students will be encouraged
Standards 9-10R2: watch The Curious Incident of to stand, walk around room
Determine one or more the Dog in the Night-time Play/ or try out movement in their
themes or central ideas in
a text and analyze its Physical Theatre adaptation own bodies to facilitate
development, including Scott Graham and Steven understanding.
how it emerges and is Hogget of Frantic Assembly.
shaped and refined by
specific details; (30 minutes) Turn-and-Talk: Turn-and-
objectively and accurately Talk: Struggling students
summarize a text.
Graphic Organizer: Student will be offered a list of
will be prompted to complete a discussion prompts and
graphic organizer during the sentence starters to consider
viewing of this play. The when participating in
graphic organizer will prompt partnership discussion.
students to consider the
questions – How is the 25

 Friday Content Knowledge:
Students will understand
how to develop narrative
choreographic work that
is based on or inspired by
written narrative works.
Content Skills:
Students will be able to
collaborate with peers to
create and design a
narrative dance work
using choreographic
processes and devices,
and the dance structures
of improvisation,
observation, abstraction,
motif, and
characterization to
support the relationship
their movement has with
the storyline they are
developing or reacting to.
Student will be able to
explain to peers how the
choices they made
support the narrative they
are presenting or reacting
to.
NYS Dance Standards
DA:Cr2.1.HSI a.
Collaborate to design a
dance using
choreographic processes
and devices, and dance
structures such as
improvisation,
observation, abstraction,
randomization, rondo,
canon, motif, retrograde,
etc., to support an artistic
intent. Explain how the
choreographic devices,
dance structures, and
movement choices clarify,
communicate, or effect
the artistic
Do Now/Writing Prompt:
Students will be asked to
consider their ideal version of
the theatrical interpretation of
this novel. They will be asked
to look at the whiteboard and
formulate a sequence of major
events in relation to
choreography and play
structure. Student will be
provided with a graphic
organizer to facilitate this
process. (5 minutes)
Share-Out: Students will
share and discuss how they
filled out their event sequenced
graphic organizers. Students
will discuss and agree upon a
class-wide sequence of major
narrative and choreographic
events based on the whiteboard
context developed by the class
throughout the week. (10
minutes)
Dance Activity: The class will
then be divided into small
groups. Each small group will
be assigned a major narrative
and choreographic event from
the Share-Out to explore
choreographically. Each group
will collaboratively create a
1-2-minute dance included at
- Do Now/Writing Do Now: Struggling
Prompt students will be given a
- Share-Out teacher created Do Now
Participation: model to reference.
informal
observations Share-Out: Struggling
- Movement students will be given
Participation in movement-based examples
Dance Activity of the topics covered in
- Participation in discussion to facilitate
Presentation and understanding.
Discussion
Dance Activity: Struggling
students will have access to
the play to review content.
Presentation and Discussion:
Struggling students will be
offered a list of responsive
statement formats to
consider when participating
in movement presentation
discussion.
26

 Week 3 Instructional Goals: Sequence of Activities Assessments Ideas for Differentiation to

Content and Skills Support Struggling
Students

27

 Monday Content Knowledge: Do Now/Graphic - Do Now/Graphic Do Now/Graphic Organizer

Students will understand
how to process elements Organizers: Students will Organizers and Graphic Organizer
of narrative writing decide who their main - Share-Out Reflection: Struggling
including sequencing, character is, ways in which Participation students will be given an
adding details, and
formulating perspective. they might identify with their - Movement additional worksheet that
main character and use their Participation in presents contextual
Content Skills:
own experiences to think about Dance Activities information pertaining to
Students will be able why this character has a - Turn-and-Talk each section of the graphic
to build structure of certain perspective on life. Participation organizer with narrative
narrative through the Student will write down ideas - Graphic Organizer examples.
addition of detail about what their short story Reflection
found within their narrative writing perspective - Journal Narrative Share-Out: Struggling
individual might be in their graphic Free Write students will be given a list
choreographic organizers. (5 minutes) discussion prompts to offer
exploration and then discussion context and
translate those details Share-Out: Students will facilitate participation.
into a written share ideas about their main
narrative. Students character and what Dance Activity 1 & 2:
will be able to expand perspectives, emotions, and Struggling students will be
their movement thoughts they might have. given access to a list of
vocabulary through Ideas will be written on narrative and movement
narratively inspired whiteboard and discussed. (5 exploration development
movement minutes) prompts.
explorations and then
discuss and translate Dance Activity 1: Students Turn-and-Talk: Turn-and-
newly found will break into partnerships of Talk: Struggling students
movement similar character design. will be offered a list of
vocabulary to an Students will explore these discussion prompts and
expanded literary perspectives through sentence starters to consider
vocabulary to be movement improvisation. when participating in
utilized in benefit of Students will observe each partnership discussion.
their narrative
other in their movement
writing. explorations. (10 minutes) Journal Narrative Free
Next Gen ELA Writing: Struggling students
Standards 28
Turn-and-Talk 1: Students will be given access to a list

 Tuesday Content Knowledge: Do Now/Graphic - Do Now/Graphic Do Now/Graphic Organizer

Students will understand
how to process elements Organizers: Students will jot Organizers and Graphic Organizer
of narrative writing down ideas about who their - Share-Out Reflection: Struggling
including sequencing, supporting short story Participation students will be given an
adding details, and
formulating perspective. characters might be in their - Movement additional worksheet that
graphic organizers. Students Participation in presents contextual
Content Skills:
will decide who their Dance Activities information pertaining to
Students will be able supporting characters are, how - Turn-and-Talk each section of the graphic
to build structure of they identify, and what Participation organizer with narrative
narrative through the relationship they have to their - Graphic Organizer examples.
addition of detail main character. (5 minutes) Reflection
found within their - Journal Narrative Share-Out: Struggling
individual Share-Out: Students will Free Write students will be given a list
choreographic share ideas about these discussion prompts to offer
exploration and then characters. Ideas will be discussion context and
translate those details written on whiteboard and facilitate participation.
into a written discussed. (5 minutes)
narrative. Students Dance Activity: Struggling
will be able to expand Dance Activity 1: Students students will be given
their movement will break into small groups access to a list of narrative
vocabulary through and each student will take a and movement exploration
narratively inspired turn giving group members development prompts.
movement characters from their narrative.
explorations and then Each student will provide their Turn-and-Talk: Struggling
discuss and translate group members with students will be offered a
newly found identifying qualities and list of discussion prompts
movement descriptions. Students will and sentence starters to
vocabulary to an then interact in a movement consider when participating
expanded literary exploration taking on the in partnership discussion.
vocabulary to be characters that they were
utilized in benefit of given. (25 minutes) Journal Narrative Free
their narrative
Writing: Struggling students
writing. Small Group Turn-and-Talk: will be given access to a list
Next Gen ELA Students then discuss their of sentence starters and
Standards 29
experience embodying the additional questions to

 Wednesday Content Knowledge: Do Now/Graphic Organizer: - Do Now/Graphic Do Now/Graphic Organizer

Students will understand
how to process elements Students will be prompted to Organizers and Graphic Organizer
of narrative writing jot down ideas about what the - Share-Out Reflection: Struggling
including sequencing, short story narrative writing Participation students will be given an
adding details, and
formulating perspective. themes and motifs might be in - Movement additional worksheet that
their graphic organizer. (5 Participation in presents contextual
Content Skills:
minutes) Dance Activities information pertaining to
Students will be able - Graphic Organizer each section of the graphic
to build structure of Share Out – Students will Reflection organizer with narrative
narrative through the share ideas about what themes - Journal Narrative examples.
addition of detail and motifs they might want to Free Write
found within their include in their short story Share-Out: Struggling
individual narrative works. (5 minutes) students will be given a list
choreographic discussion prompts to offer
exploration and then Dance Activity 1: Students discussion context and
translate those details will be led in an independent facilitate participation.
into a written movement improvisation and
narrative. Students prompted to explore Dance Activity 1 & 2:
will be able to expand movement that is Struggling students will be
their movement “quintessentially you”. given access to a list of
vocabulary through Students will be asked to narrative and movement
narratively inspired consider their movement exploration development
movement tendencies and their movement prompts.
explorations and then tendencies in relation to the
discuss and translate culture of the classroom. (10 Journal Narrative Free
newly found minutes) Writing: Struggling students
movement will be given access to a list
vocabulary to an Graphic Organizer of sentence starters and
expanded literary Reflection: Students will be additional questions to
vocabulary to be asked to now consider their consider in their free
utilized in benefit of main character, their main writing.
their narrative
character’s perspective and
writing. how their main character
Next Gen ELA interacts with others and the
Standards 30
world around them. Students

 Thursday Content Knowledge: Do Now/Graphic Organizer: - Do Now/Graphic Do Now/Graphic Organizer

Students will understand
how to process elements Students will be prompted to Organizers and Graphic Organizer
of narrative writing jot down ideas about setting - Share-Out Reflection: Struggling
including sequencing, the scene and begin to develop Participation students will be given an
adding details, and
formulating perspective. which the plot events might be - Movement additional worksheet that
in their graphic organizer. Participation in presents contextual
Content Skills:
They will consider what the Dance Activity information pertaining to
Students will be able problem or main event is and - Presentation and each section of the graphic
to build structure of what events lead up to that Discussion organizer with narrative
narrative through the climactic moment. (5 minutes) Participation examples.
addition of detail - Graphic Organizer
found within their Share Out: Students will Reflection Share-Out: Struggling
individual share ideas about what how students will be given a list
choreographic they might want to organize discussion prompts to offer
exploration and then these plot events to create their discussion context and
translate those details short story narrative works facilitate participation.
into a written from. Students will consider
narrative. Students these questions – Does a plot Dance Activity: Struggling
will be able to expand have to be linear in sequence? students will be given
their movement How is a narrative constructed access to a list of narrative
vocabulary through in dance choreography? How and movement exploration
narratively inspired do we convey a plot sequence development prompts.
movement through choreography? (5
explorations and then minutes) Presentation and
discuss and translate Discussion: Struggling
newly found Dance Activity: In small students will be offered a
movement groups, students will be asked list of responsive statement
vocabulary to an to develop three short formats to consider when
expanded literary movement phrases each with a participating in movement
vocabulary to be defined movement that denotes presentation discussion.
utilized in benefit of a beginning, middle and end
their narrative
points to each phrase. Each
writing. phrase will represent one
Next Gen ELA event. They will name these
Standards 31
phrases A, B and C. Each

 Friday Content Knowledge: Do Now/Graphic Organizer: - Do Now/Graphic Do Now/Graphic Organizer

Students will understand
how to process elements Students will be prompted to Organizers and Graphic Organizer
of narrative writing jot down ideas about what the - Share-Out Reflection: Struggling
including sequencing, resolution of their short story Participation students will be given an
adding details, and
formulating perspective. narrative might be in their - Movement additional worksheet that
graphic organizer. (5 minutes) Participation in presents contextual
Content Skills:
Dance Activity information pertaining to
Students will be able Share-Out: Students will - Presentation and each section of the graphic
to build structure of share ideas about what Discussion organizer with narrative
narrative through the resolution they might want to Participation examples.
addition of detail give to their short story - Graphic Organizer
found within their narrative works. Student will Reflection Share-Out: Struggling
individual consider these question – What students will be given a list
choreographic feeling does the resolution of a discussion prompts to offer
exploration and then narrative give the viewer or discussion context and
translate those details reader? Should a resolution facilitate participation.
into a written always satisfy the reader or
narrative. Students viewer? Does the writer or Dance Activity: Struggling
will be able to expand choreographer have a students will be given
their movement responsibility to answer all of access to a list of narrative
vocabulary through the question of the viewer or and movement exploration
narratively inspired reader? Is there benefit to development prompts.
movement leaving the reader or viewer
explorations and then with questions to consider? If Presentation and
discuss and translate so, should the choreographer Discussion: Struggling
newly found or writer be intentional with students will be offered a
movement which questions they leave list of responsive statement
vocabulary to an unanswered? formats to consider when
expanded literary participating in movement
vocabulary to be Dance Activity: The small presentation discussion.
utilized in benefit of groups for the previous lesson
their narrative
will regroup and decide which
writing. version (their original order or
Next Gen ELA the order given by the teacher)
Standards 32
that they would like to explore,

 Week 4 Instructional Sequence of Activities Assessments Ideas for Differentiation to

Goals: Content Support Struggling
and Skills Students

33

 Monday Content Knowledge: Do Now: Students will be - Do Now Do Now: struggling students
Students will
understand how to use asked to write in their journals - Turn-and-Talk will be given a teacher
dance and movement to a summary of their main Participation created Do Now model to
both process and events in sequence. (5 - Writing/Choreography reference.
ultimately create
narrative. minutes) Workshop Participation
- Partner Showcase Turn-and-Talk: struggling
Content Skills:
Turn-and-Talk: In Participation students will be given
Students will be partnerships, students will read discussion points to
able to utilize out their summary journal facilitate understanding and
movement writing to their partners. Each discussion with partner.
exploration to craft partner will ask at least 2
and develop questions about their partners Writing/Choreography
narrative short story summary. (5 Workshop: Struggling
composition. minutes) students will be able to
Students will be access teacher for guidance
able to recognize Writing/Choreography during this workshop.
writing as a tool for Workshop: Students will be
creative expression given time to work on either Partner Showcase:
and vise versa. their short story narrative or Struggling students will be
Next Gen ELA solo choreography. (35 offered a list of discussion
Standards minutes) prompts and sentence
9-10W3: Write starters to consider when
narratives to Partner Showcase: In participating in partnership
develop real or partnerships, students will discussion and providing
imagined share their work from the beneficial feedback to
experiences or workshop with one another. partner.
events using Student will provide each
effective technique, other feedback in question
well-chosen details, form. (10 minutes)
and well-structured
event sequences.

34

 Tuesday Content Knowledge: Do Now: Students will be - Do Now Do Now: struggling students
Students will
understand how to use asked to write in their journals - Turn-and-Talk will be given a teacher
dance and movement to about a part of their short story Participation created Do Now model to
both process and that they are excited about in - Writing/Choreography reference.
ultimately create
narrative. as much detail as possible. (5 Workshop Participation
minutes) - Partner Showcase Turn-and-Talk: struggling
Content Skills:
Participation students will be given
Students will be Turn-and-Talk: In discussion points to
able to utilize partnerships, students will read facilitate understanding and
movement out their detailed journal discussion with partner.
exploration to craft writing to their partners. Each
and develop partner will ask at least 2 Writing/Choreography
narrative questions about their partners Workshop: Struggling
composition. detailed story segment. (5 students will be able to
Students will be minutes) access teacher for guidance
able to recognize during this workshop.
writing as a tool for Writing/Choreography
creative expression Workshop: Students will be Partner Showcase:
and vise versa. given time to work on either Struggling students will be
Next Gen ELA their short story narrative or offered a list of discussion
Standards solo choreography. (35 prompts and sentence
9-10W3: Write minutes) starters to consider when
narratives to participating in partnership
develop real or Partner Showcase: In discussion and providing
imagined partnerships, students will beneficial feedback to
experiences or share their work from the partner
events using workshop with one another.
effective technique, Student will provide each
well-chosen details, other feedback in question
and well-structured form. (10 minutes)
event sequences.

35

 Wednesday Content Knowledge: Do Now: Students will be - Do Now Do Now: struggling students
Students will
understand how to use asked to write in their journals - Turn-and-Talk will be given a teacher
dance and movement to about a part of their short story Participation created Do Now model to
both process and that they are struggling with in - Writing/Choreography reference.
ultimately create
narrative. as much detail as possible. (5 Workshop Participation
minutes) - Partner Showcase Turn-and-Talk: struggling
Content Skills:
Participation students will be given
Students will be Turn-and-Talk: In discussion points to
able to utilize partnerships, students will read facilitate understanding and
movement out their detailed journal discussion with partner.
exploration to craft writing to their partners. Each
and develop partner will ask at least 2 Writing/Choreography
narrative questions about their partners Workshop: Struggling
composition. detailed story segment and students will be able to
Students will be offer potential solutions or access teacher for guidance
able to recognize ideas to help their partner during this workshop.
writing as a tool for work through their struggle. (5
creative expression minutes) Partner Showcase:
and vise versa. Struggling students will be
Next Gen ELA Writing/Choreography offered a list of discussion
Standards Workshop: Students will be prompts and sentence
9-10W3: Write given time to work on either starters to consider when
narratives to their short story narrative or participating in partnership
develop real or solo choreography. Students discussion and providing
imagined will focus final fine tuning of beneficial feedback to
experiences or details and story sequence to partner
events using be ready for presentation the
effective technique, following day. (35 minutes)
well-chosen details,
and well-structured Partner Showcase: In
event sequences. partnerships, students will
share their work from the
workshop with one another.
Student will provide each
other feedback in question 36

 Thursday Content Knowledge: Do Now: Students will be - Do Now Do Now: struggling students
Students will
understand how to use asked to reflect upon their - Presentation of Solo will be given a teacher
dance and movement to narrative construction process Choreography: created Do Now model to
both process and and final creation. They will Summative Assessment reference.
ultimately create
narrative. be asked to consider the - Presentation
questions – Would you have Discussion Presentation and Discussion:
Content Skills:
done anything different? What Participation Struggling students will be
Students will be parts of your final written offered a list of responsive
able to utilize works do you think really statement formats to
movement work? What parts of your final consider when participating
exploration to craft choreographic work do you in movement presentation
and develop think really work? What, if discussion.
narrative anything, do you think still
composition. needs time to develop? (5
Students will be minutes)
able to recognize
writing as a tool for Presentation and Discussion:
creative expression Students will present and
and vise-versa. discuss each solo work
Next Gen ELA thoroughly. Students will have
Standards the choice to either just present
9-10W3: Write their solo choreography or
narratives to additionally read their short
develop real or story narrative for the class.
imagined Each work will be given ample
experiences or time for classroom discussion.
events using Focus of discussion will be
effective technique, upon observations and
well-chosen details, accomplishment. (50 minutes)
and well-structured
event sequences.

37

 Friday Content Knowledge: Do Now: Students will be - Do Now Do Now: struggling students
Students will
understand how to use asked to reflect upon their - Presentation of Solo will be given a teacher
dance and movement to narrative construction process Choreography: created Do Now model to
both process and and final creation. They will Summative Assessment reference.
ultimately create
narrative. be asked to consider the - Presentation
questions – Would you have Discussion Presentation and Discussion:
Content Skills:
done anything different? What Participation Struggling students will be
Students will be parts of your final written - Final Closure offered a list of responsive
able to utilize works do you think really Reflective Discussion statement formats to
movement work? What parts of your final Participation consider when participating
exploration to craft choreographic work do you in movement presentation
and develop think really work? What, if discussion.
narrative anything, do you think still
composition. needs time to develop? (5 Final Closure Reflective
Students will be minutes) Discussion: Struggling
able to recognize students will be given list of
writing as a tool for Presentation and Discussion: discussion points to
creative expression Students will present and facilitate active
and vise versa. discuss each solo work participation.
Next Gen ELA thoroughly. Students will have
Standards the choice to either just present
9-10W3: Write their solo choreography or
narratives to additionally read their short
develop real or story narrative for the class.
imagined Each work will be given ample
experiences or time for classroom discussion.
events using Focus of discussion will be
effective technique, upon observations and
well-chosen details, accomplishment. (40 minutes)
and well-structured
event sequences. Final Closure Reflective
Discussion: Students will be
asked to define their big “take
away” understandings from
the unit and discuss the 38

 Rationale for Differentiated and Culturally Responsive Instruction:

This unit plan’s objective is to teach concepts of narrative writing and reading through the use of narrative-based, dance

movement construction and thematic exploration. Utilizing movement exploration and choreographic construction to develop literary

understanding and abilities should be an integral tool in common teaching practices. Francine Morine states that “more and more

educators are coming to appreciate the extent to which dance movement can lend insight, power, and perspective to learning.

Interdisciplinary inquiry is an instructional paradigm that acknowledges the idea that learners of all ages employ an amalgam of

communicative forms in their academic endeavors (Morin).” It is from this shared belief that this unit plan was constructed. When

students are able to embody their curriculum, they are much more likely to become invested in, and therefore authentic in, the learning

experience. When students take on the elements of narrative writing and reading comprehension from within the context of their own

body’s movement, the students are able to relate the concepts to their lived body experience which undoubtable facilitates deep

understanding.

Dance is a valuable way for students to process and understand the complex concepts often presented through narrative texts in

a different and meaningful way. It allows students to not only read and comprehend these texts, but then go on to create something that

explores their own personal lived experiences, sense of identity, and self-awareness. Through movement, a student must embody the

perspectives and themes of a text in order to be successful in their creation. Furthermore, doing this movement-based work in a

collaborative environment gives students the opportunity to learn from one another. A powerful result of this project is also for

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 students to learn from one another and to create works inspired by a shared appreciation of the diversity in our classroom community,

as seen through the multiple perspectives and emotions of their individual characters. Ellen McIntyre describes this type of community

as such, “Classroom literacy communities provide the ideal social contexts for developing students’ academic, social, and cross-

cultural skills because they create openings for students to take intellectual risks, talk about their learning, and “take up” new literacy

skills and strategies (McIntyre & Turner 149).” The varying large-group, small-group, and partnership movement-based activities

allow students to have a safe environment in which to process the text and foster narrative understanding. Students can achieve this

through exploring their own body in creative interaction with others.

Metlzer and Hamann describe, in reference to ELL teaching instruction, that “another common theme that underlies these

promising practices is the importance of interacting with and actively processing text in order to improve reading comprehension and

learning. That is, students are required to do something with the text, not just pass their eyes over the words, unsure of where to

focus.” Additionally they state that “studies indicate that students using these strategies learn more from the text, retain more of the

information for a longer time, and improve their strategic reading skills There is some evidence that this is also the case for reading

disabled or delayed adolescents (19).” In consideration of students with learning disabilities, Connor, Bickens and Bittman conclude

that “when reading any literature students must be required to hold their ideas accountable to the specific text; in other words, they

must prove their claims through textual support. Moreover, students are encouraged to closely read key sections of the text and

consider the alternative or deeper interpretations that can come with careful literary analysis of symbols, metaphors, characterization,

and imagery (PAGE #).” In this model, dance serves as a vehicle for students to consider these “alternative or deeper interpretations”

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 through their movement exploration of metaphor, symbols, characterization, and imagery of a given narrative text. It is also an active

way for student to physically and creatively engage in “do[ing] something with the text.”

Korina Jocson states that “for teachers and other literacy educators, a culturally responsive pedagogy at the very least means

expanding definitions of reading and writing to account for multiple differences situated in particular sociocultural contexts.” Utilizing

dance in literary education is by definition an expansion of our societal understanding of reading and writing practices in education.

However, we can easily conceive that movement is a language. The idea of dance as a form of language is in fact the main

encompassing idea that this unit plan is based upon. Dance has the power to transcend both verbal language and cultural barriers.

When considering the cultural barriers of educational practices, dance histories, technical training and idiom structures are

exclusively based off or derived from cultural dance forms. It is therefore easy to see how dance could not be inclusive of multiple

cultural expressions. However, when a lesson gives students agency through the cultivation of original choreography and movement

exploration that are not based in codified dance technique, these cultural barriers often dissipate. Francine Morine argues that, “dance

is a unique form of communicating non-verbally. It is the kinesthetic medium through which people in all times and cultures have

conveyed their beliefs, values, and artistic visions. Like other forms of literacy, sharing meaning through symbols is a central element

of dance (Morine).” It is through this understanding that dance and literacy are parallel forms of communication that we can conceive

teaching narrative writing and reading comprehension through narrative dance as a beneficial learning tool that should be utilized in

literacy lessons.

41

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Childre, Amy, et al. “Backward Design.” TEACHING Exceptional Children, vol. 41, no. 5, May 2009, pp. 6–14,

10.1177/004005990904100501. Accessed 3 Nov. 2019.

Connors, David J., et al. “Combining Classic Literature with Creative Teaching for Essay Building in an Inclusive Urban High School

Classroom.” TEACHING Exceptional Children Plus, vol. 5, 2009.

Haddon, Mark. The Curious Incident of the Dog in the Nighttime. Brantford, Ont., W. Ross Macdonald School Resource Services

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Jocson, Korina. “Writing as a Site of Struggle.” Urban Literacies, Columbia University, 2011, pp. 145–159.

Jocson, Korina M. “Steering Legacies: Pedagogy, Literacy, and Social Justice in Schools.” The Urban Review, vol. 41, no. 3, 23 Sept.

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Learning. Providence, Ri, Brown University, 2004.

Morine, Francine. “The Role of Dance in Literacy and Learning.” Physical & Health Education Journal, vol. 67, no. 2, 2001, p. 4.

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 Shanahan, Timothy. “Connecting Reading and Writing Instruction for Struggling Learners.” Challenges in Language and Literacy.

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