Edtpa Task 1 Part B Lesson Plans 1

K-12 Performing Arts
Task 1: Lesson Plans
edTPA Task 1 Part B | Lesson Plans | Olallie Lackler | Spring 2022
Central Focus
Content area, Dance, Dancing with Props, 2nd Grade
topic, and grade
level
The class being taught is a 2nd grade classroom at John Muir Elementary
School in Berkeley, CA. The school is located within an urban
environment, there are a total of three 2nd grade classrooms at the
school. 7 of the 19 students are non-white. In the class, there are 8
students assigned female at birth and 11 students assigned male at birth.
Context For There is no gifted and talented program at John Muir Elementary.
Learning
● Total number of students (whole class) - 19 students
● Number of identified English learners - 2 students
● Number of Standard English learners - 17 students
● Number of students with an IEP - 3 students
Students will be able to:

● Dance safely and creatively with props in solo and groups.
● Explain what are props, why they are used in dances, and give
Unit goal(s) or examples of dances that use props.
learning objectives ● Demonstrate and describe different movement actions and
for the learning qualities of different props.
segment ● Show how props change the movements, shapes, and patterns
created by the dancers using them.
● Create a dance incorporating a chosen prop as a production
element to enhance a dance.
Page 1 of 18 | 4 pages per lesson

Lesson Plan One
Grade Level and 2nd grade Dance

Subject Area
Introduce the concept of props. Stimulate the imagination with a warm-up

Central Focus of using imaginary props. Collectively create community agreements for using
the Lesson props for the unit. Explore scarves in solo and pairs.
Essential questions: What are props? How can we dance safely and
creatively with props?
2.DA:Pr4.c. Select and apply appropriate characteristics to movements
(e.g., selecting specific adverbs and adjectives and apply them to
movements). Demonstrate kinesthetic awareness while dancing the
State Adopted
movement characteristics.
Content
2.DA:Cr2.a. Improvise a dance phrase with a beginning, a middle that has
Standards
a main idea, and a clear end.
2.DA:Pr6.d.a. Dance for and with others in a space where audience and
performers occupy different areas.
Objectives Define and describe key features of a prop for dance.
Students will be Practice dancing and moving creatively with a prop in solo and pairs.
able to (SWBAT) Embody and demonstrate the movement qualities of a prop.
Students have danced with props in kindergarten, and have done a dance
Prior Knowledge/ (lion dance) with a prop earlier in the year. We will reference the previous
Understandings / prop dance to support students to connect their prior knowledge to this
Link to previous lesson. Students have practiced working with partners in the previous unit
lesson focusing on Soul Train dances. Students have practiced writing down their
choreography in previous units on mapping and Soul Train.
Culturally Use popsicle sticks to call on dancers to share their discoveries of how the
responsive scarf moves, in this way the Teacher is more likely to hear from a diverse
teaching set of students rather than just those who may tend to raise their hands.
strategies
Language Function: Describe

Language Demand: Describe what a prop is. Describe how to dance safely
with a prop. Describe the movement qualities and actions of a scarf.
Academic Describe how the performers used their scarf in a way that was surprising.
Language New subject-specific vocabulary: props, movement qualities, action words,
Demands/ magician’s scarf, embody
Vocabulary Syntax/Discourse: movement word list
Language Supports: Writing out word list, Teacher embodying descriptions
and safety agreements as students share, showing physical examples of a
prop.

Materials and Scarf, whiteboard, whiteboard marker, coat box, speaker, ipad, visual
Resources schedule, velcro star, and foam blocks.
Students might struggle with understanding how to do the magician’s scarf

activity, since it is being newly introduced. To overcome this, the teacher
Barriers to will model the activity with a student, students will restate the parts of the
Success activity and give a visual acknowledgement of understanding. Throughout
the activity, the teacher will observe and monitor for understanding,
reteaching and clarifying as necessary.
Lesson Plan one: Assessment & Feedback
Observe the students as you are leading the warm-up, make eye-contact
and gesture to the activity with students who are not engaging, if needed,
move between students who persist in talking. Observe and redirect
students as they are exploring with the scarf. When the drum hits and
students are asked to place their scarves down and make a big shape,
name students that are following directions, with specifics on their shape.
Formative
Observe students’ language use during the movement word list activity,
Checks and
guide students development of dance specific movement vocabulary.
Plan for
Observe if students are able to sit with a prop and pay attention to writing the
Feedback
word list and/or learning magician’s scarf activity. If not, collect scarves and
hand them back out. Ask students to restate the magician’s scarf game
before playing, immediately clarify if the directions are unclear. Check for
understanding from the group after restating with a thumbs up, down, or
middle. Follow up on questions from students who have thumbs in the
middle or down.
Students perform their magician’s scarf dance in pairs (half the group at a
Summative
time).
Lesson Plan one: Instructional Sequence and Learning Tasks
5 minutes
Have the students enter the class, form a circle, put their coats/sweaters in
the coat box, and tell the students who will be the star helper for the day
(that student will move the star along on the visual schedule for the parts of
dance class, including opening breath, warmup, dance work, dance games,
and closing breath). Teacher introduces the opening breath, twisting breath,
Launch where the students inhale with their hands on their heart, exhale twisting to
one side, and repeat three times from side to side. The star helper will then
move the star from opening breath to warm-up.
Put on warm-up music and lead the students through the following prompts
using imagined props, both speaking and modeling the movements. “Dribble
an imaginary soccer ball on your feet, back and forth, keeping the ball in
control. Great, now dribble the imaginary ball on your knees. Can you try

knee, knee, foot foot? Ok now catch the imaginary ball in your hands and
transform it into a stool behind you. Have a seat on the stool, and stand up,
and again. Now the stool is turned into a lower chair, have a seat again and
stand up. Pick the chair up, and it turns into two ribbons, one in each of your
hands. Make big circles with the ribbons, and now smaller circles by circling
your elbows, and the smallest circles by circling your wrists. Take your
imaginary ribbon wands, and as you put them on your head they turn into a
bean bag, don’t let it fall off! Now bring one leg forward and back, balancing
on the other, repeat. And now the other side, do the same thing. Take that
bean bag off your head and it turns into a scarf, throw it up in the air, turn
three times, and catch it. Other way. Try it again. And as you catch the scarf,
it turns into a dandelion and you blow the seeds out nice and slow, and have
a seat.” Go around the circle and give each child a color that corresponds to
a color x taped on the ground, “When you get a color, go to your X ”
Countdown from 10 to get there. Remind the star helper to move the star.
5 minutes
When the students get to their X’s, ask the students, “What do you already
know about props?” After 3 responses, define what a prop is, and introduce
that today we will be dancing with scarves. “Before we begin dancing with
Instruction
scarves, let’s come up with a list of community agreements for how we can
dance safely together with a prop. I’m looking for raised hands, what do we
need to do to dance safely with a prop?” Guide the development of a list of
community agreements.
20 minutes
“Wonderful, I’m looking for dancers sitting on their X that are ready to
explore the movement of a scarf. I’m going to put the music on and when
you get a scarf, your job is to quietly explore and find out as many ways as
possible that the scarf moves until the song is over. When the song ends,
you will put the scarf on your X and stand in a big shape next to your X.” Put
on a song, call out color groups and hand out scarves, and walk around the
room to observe and guide as needed.
Afterwards, ask the students, “What movement qualities did you discover in
Structured
your exploration? What did the scarf do? I’m looking for action verbs and
Practice and
descriptions.” Use popsicle sticks to call on students, make a list of
Application
movement qualities on the white board. What a beautiful list! Now you are
going to become the scarf. We will use the scarves again later in class, and
that for now we need to have a clear space to dance in. Have the students
put their scarf back in the basket. Guide them through the movement
qualities that they just came up with without the props, and then again with
the prop.
“Next, dancers, we are going to learn a new game called magician’s scarf.
Star helper, please move the star to dance games. For this, I’m looking for
somebody to help me model this game.” Choose a student to model the

game with. Tell the students that one partner will be the magician, and the
other partner is the scarf. As the magician moves the scarf, the other partner
will embody, dance, and move just as the scarf does. “So let’s try it, watch
and see what happens.” Show the magician’s scarf briefly with the volunteer
student, switch roles. Thank the student and have them return to their X.
“Are there any questions?” Answer any questions. “Wonderful, show me with
a thumbs up if you understand, or in the middle or down if the activity is
unclear.” Provide feedback and clarity as needed. “I’m going to put you in
pairs and collect one of your scarves, when you hear the music start, the
game begins, when the music stops, you freeze.” Break the group into pairs,
noting who is the magician first, and put on a song for them to explore with.
Pause halfway through and have them switch roles.
10 minutes
“Beautiful work dancers, now you are going to make a short magician’s scarf
dance with a partner. One dancer starts with the scarf as the magician, in the
middle, you’ll need to pause and pass the scarf to your partner, and the
ending has the second partner as the magician with the scarf. So work with
your partner now to decide how you will pass the scarf to your partner during
the dance. You might lay it on the ground, hand it, throw it in the air, you two
decide. Now is the time to practice your dance and then we will show them
to each other.” Play music, observe the partners, walk throughout the room,
Closure
and assist/guide as needed.
Turn off the music, have the dyads sit down where they are, and explain that
we are now going to show our magician scarf dances. Have 4 dyads perform
and 5 dyads in the audience, and then switch. After each group performs,
ask the audience members, “What was one way that the performers used
the scarf that surprised you?” Have the students thank their partners, put
their scarves in the basket, and line up on the orange line. Have the star
helper change the star and help lead the closing breath. The students then
leap over a foam block out the door, getting their coats on the way out.
ELD: Provide visuals and/or model movement description words as they are
being called out. Check in often to monitor the students’ understanding and
progress. Rephrase and explain questions as needed.
IEP: Wait five seconds between asking a question to students and calling on
Differentiation/ a student to answer. Provide one on one scaffolded instruction as needed.
Planned Allow for extra time in groups as needed. Use a visual calendar for clear
Supports transitions.
Other: Provide flexible grouping and/or place dancers on Xs so they are
either close to the teacher to increase attention, on the edge of the space so
as to reduce overstimulation, or spaced out from other students so their
movements do not impact others.

Lesson Plan Two
Grade level and 2nd grade Dance

Subject Area
Continue to deepen exploration of dancing with props by exploring a

Central Focus different prop, ribbon sticks. Learn about Chinese ribbon dancing, practice
of the Lesson movements, and apply those skills to creating a ribbon dance.
Essential questions:
What is a cultural dance that uses props? Why do dancers use props in their
dances? What shapes and patterns are created when dancers use props?
2.DA:Pr6.b. Use limited production elements.
2.DA:Re9 Observe or demonstrate dances from a genre or culture. Discuss
State Adopted
movements and other aspects of the dances that make the dances work well
Content
and explain why they work. Use simple dance terminology.
Standards
2.DA:Cn11 Observe a dance and relate the movement to the people or
environment in which the dance was created and performed.
Objectives Observe and reflect on the movement qualities / context of a cultural dance.
Students will be Learn, practice, and incorporate movements from a cultural dance form into
able to an improvised dance.
(SWBAT) Practice dancing with a prop safely and creatively in solos and trios.
Ask the dancers to compare the movement qualities of the scarves explored
in the last lesson. Link the safety community agreements for using props
Prior
from the previous lesson, reinforce norms and expected behavior with the
Knowledge/
use of props. Ask for prior knowledge on and experience with ribbon dances
Understandings
before introducing the Chinese Ribbon Dance and it’s history. Builds on the
/ Link to
previous unit of Soul Train dances where students wrote down their dance
previous lesson
movements on paper to help solidify and remember choreography. Students
have practiced working in trios in the previous unit on mapping.
Incorporate a cultural dance style that reflects the cultural background of
Culturally several students in the classroom. Teach about a cultural dance form and
Responsive inviting information on and experience about the Chinese Ribbon Dance
Teaching from the students. Use popsicle sticks to call on students to counter Teacher
Strategies bias and encourage all students to share. Ask the students to reflect and
share on what moment they found interesting in the performed dances.
Academic Language function: Interpret
Language Language Demands: Interpret a cultural dance for its movement qualities,
Demands/ social context, and use of props. Interpret the ribbon dance steps into their
Vocabulary bodies, following the teacher’s directions.

New subject-specific vocabulary: ribbon stick, Chinese Ribbon Dance, Han

Dynasty, festival, nobility, royalty, effect
Syntax/Discourse/symbols: chart describing Chinese Ribbon Dance
movements
Language Supports:. Describing the social context of the dance before
watching the clip. Point to the poster before doing each step of the
sequence.
Ribbon sticks, whiteboard, whiteboard marker, coat box, speaker, ipad,
Materials and
visual schedule, velcro star, paper, pencil, foam blocks, television, youtube
Resources
video clip.
This will be the first time students will be creating choreography in trios with
a prop, rather than an improvised dance. A barrier to success may be
Barriers to managing props, paper/pencil, and space while creating a sequence of
Success movements as a group. Students can overcome this by having a clear
sequence of events for completing the choreography assignment, as well as
suggestions on where to put their materials when they are not using them.
Lesson Plan Two: Assessment & Feedback
Ask students about their prior knowledge on the cultural dance of Chinese
Formative Ribbon Dancing, adjust accordingly. As the teacher is teaching the Ribbon
Checks and Dance movements, observe the dancers and clarify/give suggestions for
Plan for students to match the movements that the teacher is making. Ask the
Feedback students to reflect the parameters of the choreography task, clarifying
immediately as necessary.
Students perform their ribbon dance trio and submit their written
Summative
choreography paper.
Lesson Plan Two: Instructional Sequence and Learning Tasks
10 minutes
Welcome the students into the classroom, have them form a circle, put their
coats in the coat box, tell the students who is the star helper, and have them
move the coat box to the side of the room. Invite the star helper to lead the
opening twisting breath, which is described in lesson one, and move the star
to warm-up.
Launch
Lead the students in a warm-up to music associated with Chinese Ribbon
Dancing using words associated with ribbon stick props, including: flick,
wave, float, circle, and spiral.
Afterwards, have the students sit back down in the circle and ask,“with a
raised hand, do any of you know of a dance that uses a ribbon stick, if so,

what is it? Have any of you seen a ribbon dance performed? Have you
danced a ribbon dance before?” Engage in discussion and introduce the
Chinese Ribbon Dance. Tell the students it is a traditional Chinese folk
dance that originated with the production of silk in China, about 2000 years
ago in the Han dynasty. This dance is traditionally performed for nobility, and
it is often performed in the present day during festivals throughout the year.
“We are going to watch a clip of a Chinese Ribbon Dance, as you watch, I
want you to look to see, what movements are the dancers doing with their
bodies, what shapes are they making with their ribbon, and what effect do
you think this dance would have at a festival or being performed for royalty?”
Have the students come sit close to the tv and play the clip <
Red Ribbon Dance >, from minute 1:45 to 2:20. Ask the students what
movements they saw the dancers make with their bodies? What movements
did they see the ribbon make? What effect do they think this dance would
have at a festival or performance for royalty? Connect the observations to
the warm-up words. After a brief discussion, send the students to Xs.
10 minutes
Remind the students of the safety agreements from last lesson. “I’m going to
pass out the ribbon sticks and I’m going to give you two songs to explore
how the ribbons move while you are on your X. After that, I’ll hit the drum,
and we will learn some movements from Chinese ribbon dancing.” As the
students are exploring, call out descriptors from the word list to guide their
exploration. After the song ends, or about 2 minutes, hit the drum and
Instruction
introduce, “We are going to be learning movements that I learned from a
Chinese Ribbon dancer named Anna Botelho, I’m not an expert in these
movements, so we will be exploring them together.” Tape up the poster with
the ribbon dance movements, lead the students through the movements,
then practice the movements all together with music. Ask if there are any
questions, clarify and reteach as needed, and quiz the students on the order
of the movements. Then have them dance again to the music.
10 minutes
“Wonderful dancers, now you are going to have a chance to make your own
ribbon dances in trios. You can use the steps that we learned today or you
can come up with your own movements. Your dance needs to start and end
in stillness, and have three different movements. I’ll be giving you paper and
Structured
pencils so you can write down the movements that you will use. If you need
Practice and
help coming up with movements, you can look at the poster on the board.
Application
Your piece of paper should have your three movements and each of your
names on it, and each of you can come up with one of the movements in the
dance.” Check for understanding of directions by asking for reflection of the
task, and model the process of making up a dance as the teacher. Remind
the students of the rules for group work, and break the students into trios.

Observe, walk around, and monitor the groups’ progress, guiding as

necessary.
10 minutes
When the majority of the groups seem done, hit the drum and have the
dancers sit down where they are, “We are now going to show our pieces, I
can take your piece of paper unless you need it for reference while you
perform. We are going to have two groups perform at a time” Ask for
volunteers or select groups, depending on the class energy, and between
Closure
each group, ask the audience, “What was one movement you found
interesting and why?” take two responses per performing round. After the
last groups perform, have the students thank their partners, put their ribbon
sticks in the basket, and line up on the orange line. Have the star helper
change the star and help lead the closing breath. The students then leap
over a foam block out the door, getting their coats on the way out.
ELD: Wait five seconds between asking a question and calling on the
students to answer. Provide visual modeling of directions, group the students
strategically to support them in understanding the tasks.
IEP: Provide one on one scaffolded instruction as necessary. Provide
Differentiation/
guidance working in a group, respecting personal space, and engaging in
Planned
group tasks. Use a visual calendar for clear transitions.
Supports

Lesson Plan Three
Grade Level 2nd grade Dance

and Subject
Area
Central Focus Deepen exploration of props by dancing with & creating a dance with a ball.
of the Lesson Essential questions:
How does the use of a prop affect the way the dancers move?
How do different styles of dance use props differently/similarly?
2.DA:Cr3 Explore suggestions and make choices to change movement from
guided improvisation and/or short remembered sequences.
State Adopted
2.DA:Pr5.b. Move safely in a variety of spatial relationships and formations
Content
with other dancers, sharing and maintaining personal space.
Standards
2.DA:Re7.b. Demonstrate and describe movements in dances from a variety
of genres or cultures.
Objectives Observe and reflect on a fusion dance piece, describing movement qualities
and action words. Describe differences between dances that use different
Students will be
props and styles. Practice dancing with a prop safely and creatively as a
able to
whole group and in solos. Create and show a solo with a clear beginning,
(SWBAT)
middle, and end utilizing a prop.
The warm-up will be repeated from week two, but with movement words that
Prior
describe the actions of a ball prop. Invite the students to compare the ball
Knowledge/
dance to the Chinese Ribbon Dance from the week before. Link the use of a
Understandings
ball to PE class, and identify key differences of how we will be using the ball
/ Link to
in dance class. Link to prior understanding and exploration of prepositions in
previous lesson
dance class.
Culturally Incorporating a cultural dance style that reflects the cultural background of
Responsive several students in the classroom. Teaching about fusion and about mixing
Teaching genres and styles of dance. Using popsicle sticks to call on students to
Strategies counter Teacher bias and encourage all students to share and participate.
Language function: Create

Language Demands: Create a list of movement descriptors and action
Academic words. Create a solo dance with a beginning, middle, & end.
Language New subject-specific vocabulary: prepositions (over, next to, in front,
Demands/ behind), afro-beats, fusion, styles, hip-hop, jazz, solo.
Vocabulary Syntax/Discourse: Movement word list, Ball Solo poster
Language Supports: Model and have the students practice the dance they
will create all together without a prop before being asked to create their own.

Materials and Ball, whiteboard, whiteboard marker, coat box, speaker, ipad, visual
Resources schedule, velcro star, television, foam blocks, youtube video clip.
The largest barrier to success in this lesson is to be able to dance with balls
Barriers to inside the classroom in a controlled manner that is safe for the dancers and
Success the dance space. A way the class can overcome this is to have many checks
and games that reinforce the appropriate behaviors with the balls.
Lesson Plan Three: Assessment & Feedback
Students will reflect how the dancers in the video move safely with the balls
in the dance. Students will share what movements are safe/unsafe to do in
Formative
the dance room with balls, the teacher will add to as needed. Teacher will
Checks and
observe the students dancing with balls and guide their exploration in
Plan for
regards to safety and exploration of the word list, and/or praise their effort
Feedback
and focus. Teacher will look for students that may be struggling to keep the
ball in control and will stand near them and provide guidance and strategies.
Summative Students will perform ball dance solos at the end of class.
Lesson Plan Three: Instructional Sequence and Learning Tasks
10 minutes
Launch
to warm-up.
Put on the music, “Volcano Song” by The Budos Band, and lead the students
through a warm-up that uses action words associated with ball props and
prepositions, including: bounce, toss, roll, hold, over, under, next to, and
around.
5 minutes
“Today we are going to be making very special solos, so I’m going to first
show you a clip on the tv again, please stand up and have a seat in the front
of the dance room where you can see. This clip comes from a dance group
that uses a fusion of styles. That means it combines different styles of
dances, including afro-beats, hip hop, jazz dance, and soccer moves. As you
Instruction
watch this video, think about: what does the ball do? What do the dancers do
with the ball? How do they move safely with the ball? How is the dance with
the balls different from the ribbon dance that we watched last week?” Play
the video < Vuka Dancers Doing a Soccer ball dance > from 0:15 to 1:25
minutes. Reflect on safely dancing with a ball. Noting that the dancers tried
as best they could to keep the ball in their own personal space.

20 minutes
Send the dancers to Xs, have them explore “Teacher Olallie’s Ball Solo”
without a ball, including prepositions (over, under, around, next to), using
afro-beats music. Afterwards, have the dancers sit down on their Xs and
explain that, “for us to be able to do the next activity, it is so important that
we follow some agreements. The first is that the ball stays in our personal
space, unlike in PE, we keep the ball close to us, we don’t throw, roll, kick, or
bounce it to anyone else. Secondly, we agree to keep the ball in control, that
means we don’t throw it up high in the air or try a trick that may make more
sense to do on the outdoor field. We do this because we are inside, and we
want to take care of each other, and our dance space.” Check for
understanding by quizzing what the first and second agreements are (ball
stays in each of our personal space, and ball stays in our control). “If any of
us aren’t able to use a ball safely, I’ll have to put the ball away, but I think I
won’t have to do that because I know each of you are so focused and in
control of your bodies, and that you all are ready to work on making your ball
Structured
dance solo to show at the end of class today.” Tell students that, “When I hit
Practice and
the drum, the ball goes in your lap and you sit down on your X. When I pass
Application
you a ball, we are going to explore movements together with the ball.” Pass
out the balls, and go through the “Teacher Olallie Ball Dance” dance
movements with the ball prop, paying special attention to putting the ball
down, dancing around it, picking it back up, and incorporating prepositions.
Remind and reteach safety concerns as needed.
“Wonderful dancers, have a seat with the ball on your X. you are now going
to work on creating your solo ball dance. For this dance, you’re going to
create a dance that has two movements holding the ball, and two
movements with the ball on your X. The dance will start and end with
stillness. You can move throughout the space when you are holding the ball,
but when you put the ball down, it has to be on your X. Make sure not to
abandon your ball! And be careful not to touch or knock into anyone else’s
ball.” Model creating a dance, name the parts, and check for understanding
by quizzing the students and calling on them to name the parameters of the
task. Walk around the room observing, clarifying, and reteaching as
necessary.
10 minutes
When the majority of the students appear close to done, hit the drum and
have the students sit down on their X’s. Have half the students sit in front,
collect their balls, as the audience, and half the students perform their ball
Closure
solos. Ask the audience members, “How did the ball change the movement
and patterns of the dancers’ solos?” Switch groups and repeat. After the last
groups perform, have the students put their balls in the basket, and line up
on the orange line. Have the star helper change the star and help lead the

closing breath. The students then leap over a foam block out the door,
getting their coats on the way out.
ELD: Wait five seconds between asking a question and calling on the
students to answer. Provide translations into french as needed. Provide
visual modeling and checking in one on one to ensure understanding of the
learning tasks and activities.
IEP: Seat the students close to the front board and television. If possible,
have the student near an edge or front of the room to decrease visual
Differentiation/
overstimulation. Check in one-on-one to provide scaffolded instruction and
Planned
clarify understanding. Provide one-on-one movement options to maintain
Supports
better control of the ball and practice gross motor skills. Use a visual
calendar for clear transitions.

Lesson Plan Four
Grade Level 2nd grade Dance

and Subject
Area
Explore the concept of themes in dance. Choose a prop and a theme and
create a dance that expresses the theme using the prop and dance
Central Focus movements. Reflect on their movement choices and dance meaning.
of the Lesson Essential questions:
What is a theme? How can props add to or seed the dances that we make?
What is meaningful about choosing to use a specific prop in a dance? How
can we create a dance that uses a prop?
2.DA.Cr1.a. Explore movement inspired by a variety of stimuli (e.g.,
music/sound, text, objects, images, symbols, observed dance, experiences)
and suggest additional sources for movement ideas.
State Adopted
2.DA:Cr2.b. Choose movements that express a main idea or emotion, or
Content
follow a musical phrase. Explain reasons for movement choices.
Standards
2.DA:Cn10.a. Describe, create, and/or perform a dance that expresses
personal meaning and explain how certain movements express this personal
meaning.
Explore dancing about a particular theme, and describe movement choices
that express that main idea.
Objectives Connect dancing with a theme to the use of props, brainstorm potential
Students will be themes that incorporate props.
able to Choose a prop, create a theme, and create a sequence of movements that
(SWBAT) express that theme using the prop.
Perform for an audience of their peers.
Reflect on their movement choices and how they reflect the chosen theme.
Connect dancing about themes to prior knowledge of themes in stories, art,
music, etc. Link to previous lessons’ warm-up, build on students ability to
Prior
remember a sequence of movements. Students have practiced working in
Knowledge/
pairs earlier in this unit and in previous units as well. Review the movement
Understandings
qualities of the different props we have explored so far and ask the students
/ Link to
to choose a prop to make a dance to. Ask the students what the themes of
previous lesson
the dances we have seen or explored in previous lessons with props have
been.
Culturally Acknowledge and celebrate the various themes that students choose to
Responsive make dances about. Provide opportunities for students to share what they

Teaching want to make dances about. Use popsicle sticks to call on students to
Strategies counter Teacher bias and encourage wider participation in sharing.
Language function: Create

Language Demands: Create a dance based on a theme that you also create
or choose. Create a dance based on a theme that uses a prop. Create a
dance using a prop to create a dance that has meaning to them.
Academic
New subject-specific vocabulary: theme, combination.
Language
Syntax/Discourse: Theme & prop list, choreography paper
Demands/
Language Supports: Teacher gives examples of themes as well as
Vocabulary
theme/prop combination and models what that would look like. Teacher
models what a potential dance could be. Examples of themes/props are
written on the board to consult. Pieces of paper for choreography will have
prop, theme, move 1, move 2, and move 3 for them to fill in.
Materials and Scarf, whiteboard, whiteboard marker, coat box, speaker, ipad, visual
Resources schedule, velcro star, paper, pencil, foam blocks.
Students may struggle to understand the concept of themes or to come up

Barriers to with themes that incorporate the props. This can be overcome by stimulating
Success their imagination around what the props remind them of, and by giving
examples/ modeling themes.
Lesson Plan Four: Assessment & Feedback
Teacher will monitor partner shares, clarifying as needed on the discussion

prompts. Teacher will have students indicate physically when they know the
theme that they will dance to. Teacher will observe as the students dance to
a theme and with an imaginary prop, and clarify to individuals as needed.
Students and Teacher will generate a list of themes and props, Teacher will
Formative
give examples and guide students who suggest mismatching themes/props.
Checks and
Have the students restate the choreographic task, clarify and reteach as
Plan for
needed. Midway check-in during rehearsal. Teacher will walk around the
Feedback
room and look at students’ choreography papers as they are working on
them. Teacher will look for the students’ main idea of creating a themed prop
dance, correct use of the format of the paper, use of dance specific
vocabulary. Teacher will provide immediate guidance and ideas for extension
and/or scaffolding support.
Students will perform their themed prop dances, and submit their
Summative
choreography paper.

Lesson Plan Four: Instructional Sequence and Learning Tasks
5 minutes
Launch
to warm-up.
Lead the students through a warm-up similar to the lessons 2, and 3, that
uses dance specific terminology from the previous three props, including:
expand and contract (scarf), flick and circle (ribbon stick), and bounce and
roll (ball).
10 minutes
“Today we’re going to be making dances that have themes. Who can tell me,
with a raised hand, what a theme is? It could be in a dance, story, or piece of
art.” Take guesses and introduce what a theme is in dance, “A theme is the
main idea of the movement or dance. I want you to think in your heart what
you might want to dance about, it can be anything, and that can be a theme.
And when you have what you might want to dance about, put your hand on
your heart.” Wait a minute for them to think. “Wonderful, turn and share to
your partner what your theme, or main idea, is for your dance.” Wait for them
to share. “Now I want you to think, how do I dance this theme? What
movements would help me to express this theme? Share again with your
Instruction
partner.” Wait for sharing. “Great, I’m going to put on a song for you to try out
your dance to, you can try different moves, let it come from inside you.” Play
a song for them to explore their dances.
“Wonderful work! Dancers use props for many different reasons, and one of
those reasons is to give their dances meaning. What have been the main
ideas of some of the dances we’ve explored so far with props?”Guide the
reflection on the magician’s scarf (magic), Chinese Ribbon Dance
(Celebration/silk), Vuka soccer ball dance (soccer). “What are some themes
that we could make that use the props that we’ve explored so far?” List out
the props one by one and give examples of themes for each one. Guide the
students in exploring the theme dances with props using imaginary props.
20 minutes
“Wonderful dancers, now your job today is to choose a theme and a prop
that work well together. Once you have your theme and your prop, I’m going
Structured to give you time to make a solo that has at least three different movements
Practice and that express that theme. I will give each of you a piece of paper to write
Application down your prop, theme, and movements.” Check for understanding by
asking the dancers what are some examples of themes and prompts that go
well, what to do if they can’t come up with a theme or a prompt (pick one
from the board). Check for understanding basic safety agreements with

props before handing them out. Have the students come up with a theme
and prop combination, hand out the props, and give them time to work.
Observe, clarify, and guide the groups as needed. Collect the papers as they
finish, and tell them it is time for a midway check-in and rehearsal, where
they should practice their dance and I will come around and give feedback
for some of them.
10 minutes
Turn off the music, have the dancers sit down where they are, and explain
that we are now going to show our prop dances. Have half the group perform
and half in the audience, and then switch. After both groups perform, have
the dancers put their props away. Next, have each dancer share with
Closure
another why they chose the movements they did to express their theme.
Have the students put away their props and line up on the orange line. Have
the star helper change the star and help lead the closing breath. The
students then leap over a foam block out the door, getting their coats on the
way out.
LD: Wait five seconds between asking a question and calling on the students
to answer. Provide translations into french as needed. Provide visual
modeling and checking in one on one to ensure understanding of the
learning tasks and activities.
Differentiation/ IEP:Provide one on one guidance to students in group work, helping to
Planned negotiate decision making and personal space. Use a visual calendar for
Supports clear transitions.

Sources:
Red Ribbon Dance. November 5, 2011.
<https://www.youtube.com/watch?v=nCJZYskdoiw&ab_channel=ChineseDance>
Botelho, Anna. February 16, 2009. “Chinese Ribbon Moves.”

<https://www.youtube.com/watch?v=XlNMYLfiAkc>
Zulu, Bongani. June 5, 2014. “Vuka Dancers Doing a Soccer Ball Dance”.
<https://www.youtube.com/watch?v=qbg6Q7LCK4I&ab_channel=BonganiZulu>

Edtpa Task 1 Part B Lesson Plans 1

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K-12 Performing Arts

Task 1: Lesson Plans

edTPA Task 1 Part B | Lesson Plans | Olallie Lackler | Spring 2022

Students will be able to:

Page 1 of 18 | 4 pages per lesson

Lesson Plan One

Grade Level and 2nd grade Dance

Introduce the concept of props. Stimulate the imagination with a warm-up

Language Function: Describe

Page 2 of 18 | 4 pages per lesson

Students might struggle with understanding how to do the magician’s scarf

Lesson Plan one: Assessment & Feedback

Lesson Plan one: Instructional Sequence and Learning Tasks

Page 3 of 18 | 4 pages per lesson

Page 4 of 18 | 4 pages per lesson

Page 5 of 18 | 4 pages per lesson

Lesson Plan Two

Grade level and 2nd grade Dance

Continue to deepen exploration of dancing with props by exploring a

Page 6 of 18 | 4 pages per lesson

New subject-specific vocabulary: ribbon stick, Chinese Ribbon Dance, Han

Lesson Plan Two: Assessment & Feedback

Lesson Plan Two: Instructional Sequence and Learning Tasks

Page 7 of 18 | 4 pages per lesson

Page 8 of 18 | 4 pages per lesson

Observe, walk around, and monitor the groups’ progress, guiding as

Page 9 of 18 | 4 pages per lesson

Lesson Plan Three

Grade Level 2nd grade Dance

Language function: Create

Page 10 of 18 | 4 pages per lesson

Lesson Plan Three: Assessment & Feedback

Lesson Plan Three: Instructional Sequence and Learning Tasks

Page 11 of 18 | 4 pages per lesson

Page 12 of 18 | 4 pages per lesson

Page 13 of 18 | 4 pages per lesson

Lesson Plan Four

Grade Level 2nd grade Dance

Page 14 of 18 | 4 pages per lesson

Language function: Create

Students may struggle to understand the concept of themes or to come up

Lesson Plan Four: Assessment & Feedback

Teacher will monitor partner shares, clarifying as needed on the discussion

Page 15 of 18 | 4 pages per lesson

Lesson Plan Four: Instructional Sequence and Learning Tasks

Page 16 of 18 | 4 pages per lesson

Page 17 of 18 | 4 pages per lesson

Botelho, Anna. February 16, 2009. “Chinese Ribbon Moves.”

Page 18 of 18 | 4 pages per lesson

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