Angles, Shapes and Dance.

School: Hill Freedman World Academy Name: Kristin Tillotson

Program: Dance Date:

Competency/Duty: Making shapes with their bodies to enhance math skills in geometry

Task: Making an obtuse and acute angle.

Lesson Objective: With given materials SWBAT (students will be able to) identify 2
angles in dance poses and make one obtuse and one acute angle with their bodies.
Students will be assessed through measuring their angles with a protractor.

Lesson Title: Angle’s shapes and dance

CONTEXT (including Differentiation and Accommodations)

This lesson plan was designed for the special education support classes that
participate in dance for 64 minutes twice a week. This specific lesson should only
take one class period. However accommodations will be made if more time is
needed. All students in the class have IEP’s. Teacher will follow IEP goals when
teaching lesson. Also the TSS workers will assist their student in the class if needed
and directed in the IEP. This is the first lesson integrating math into dance. In
previous lessons students learned different emotions their meanings and different
gestures. Students have also worked on different movement efforts such as fast
movement, slow movement, direct movement and indirect movement. . Students
have also gained knowledge of the dance technique through visual and kinesthetic
learning in the previous class sessions.

DESIRED RESULTS
At the end of the lesson students will be able to identify 2 angles listed on their
silhouette dance pose and physically demonstrate an obtuse and acute angle with their
bodies.

EVIDENCE
The students will be able to identify 2 angles listed on their silhouette dance pose and
physically demonstrate an obtuse and acute angle with their bodies. Teacher will visually
and physically asses students using protractor to check the angles they created.
The teacher will observe students throughout the class during guided practice and
independent practice to check for physical knowledge and proper technique. Teacher will
check for understanding through open-ended questions and physical demonstration.

LEARNING PLAN
Rationale
 Within the dance classroom all of the learning styles are address. For auditory
learners, teacher will verbally explain vocabulary as well as the technique and
steps. Since most of the learning is done through visual and kinesthetic instruction
teacher will continually demonstrate and have student mirror and practice the
technique through guided and independent practice. Two of the Temple standards
that will be highlighted in this lesson are active learning, understanding content,
and real world connection.

Materials

Materials being used in this lesson will protractor, large sheets of paper, markers, cd,
music, and empty open space.

Safety Concerns
Students need to physically warm-up their muscles before dancing so they run low
risk of pulling a muscle or injuring themselves. Within the dance classroom students are
aware of classroom rules and guidelines that insures their safety while moving throughout
the space. Teacher will closely supervise students as they move throughout the dance
classroom.
Procedures
Explain as specifically as possible all of the major episodes of the lesson and
estimate how long each will take. Be very specific about the details of the lesson
plan, such that someone who did not observe the class could imagine how it went
or someone, in your absence, could use the plan to teach it they way you intended.

1- Introduction (6-10 Minutes)

As students will follow the classroom procedures stated in the first few weeks of
school, Students would enter the classroom, and teacher will ask them how they feel
followed by the teacher explaining the objective for the class. Teacher then will
demonstrate a shape and have students call out what they see, this will help teacher
assess prior knowledge.

2- Develop Knowledge Base (15 mins)

As a group, teacher will present and review angles using math vocabulary through
physical and verbal demonstration. Teacher will continue to assess students
knowledge and re-teach concepts of angles through making shapes with the
body and body parts.

Key Questions:
* What shape does this look like?
* How many angles do you see? Can you point them out?
* How can you make a right angle with your leg?
 3- Provide Guided Practice: (30 Mins)
Student will stand in front of projector screen pick a dance pose and teacher will
outline each students . Then students will work in groups to identify and
measure the angles they see with in the silhouette drawing, teacher will walk
around assisting students as they work.

4- Apply Understanding Knowledge or skill independently (15 Mins)

Students will practice making an obtuse and an acute angle with their own
body after identifying, seeing, and measuring the angle in the silhouette
drawing.

5- Assessment
The assessment will take place during and after the independent practice
section of the lesson. Teacher will ask each student to demonstrate an acute
right or obtuse angle for the class.

6- Lesson Summary/closure (5 minutes)

At the end of class verbal review will take place on the lesson, also taking
10 deep breathes to ground the students back to their own bodies. Teacher
then will check in with students on how they feel.

REFLECTION

Reflection:
As I reflect on this lesson I found that mathematical ideas become more exciting,
tangible and memorable when you act them out with your whole body. There are a lot of
similarities especially as ballet and mathematics. Ballet for one thing, it's all about spatial
perception. It's the creativity and also having the technical ability to use your creative
impulses. To solve math problems, you need to know the basic mathematics before you
can start applying it. So you have to get technical expertise in how to solve the
problems. This is similar to learning ballet or another other dance technique.
Being a student who was not good at math and had difficulty understanding math
concepts, I had tutors and extra help during school to improve my math skills however I
still had trouble until my dance teacher because my math tutor. She was able to show me
how to develop shapes, apply dance patterns to math problems and how to tap my times
(multiplication) tables. Being a kinesthetic learner and performing math with my body
helped me get through the SAT’s and GRE’s when applying to graduate school.
 Within this lesson the temple standards that most apply are real world
connections, active learning and understanding content. I believe this directly connects
with Temple’s standard of understanding content because it allows the students to
understand not only the CTE component but the math component as well. Integrating
these two subjects in school allows the student to apply creativity and allows the student
to learn and solve the problem or understand the concept in another way. Students like
me who are not great at math can use movement or use their art form to help make
connections to math concepts.
In the dance classroom, everyday we do math, whether its counting, multiplying
dividing, making shapes, or developing patterns. This is connected to the active learning
and real world connections in such that the students in the lesson where engaged in the
learning process, learning math and developing shapes and angles with their bodies. If a
student is having difficulty in the math classroom, they can apply some of these dance
skills and techniques in order to solve the problems.