Lesson Plan:

Week of...

Monday Tuesday Wednesday Thursday Friday

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Date(s)
Course Dance 3- Modern Dance

Topic/ Essential How can we manipulate combinations using elements of choreographic devices to
communicate intent?
Question
Objective Create six gestures based on multi-faceted content and manipulate them using the dance
elements.

Standards DA.CR.1.HS3a

a. Develop creative process strategies that consider complex relationships of movement

components and/or diverse choreographic sources for a dance composition (e.g.
improvisational approaches).

DA.CR.3.HS3a

a. Refine the artistic intent of a dance by manipulating choreographic devices, dance

structures/forms, and artistic criteria using self-reflection and feedback from others.
Document choices made in the revision process and justify how the refinements support
artistic intent.

DA.CR.1.HS3c

c. Synthesize content generated from multi-faceted stimuli to choreograph a sophisticated

and innovative dance composition. Experiment and take risks to discover a personal voice
to communicate artistic intent.

Problem of the Day How can a choreographer make a dance intentional using two stimuli?

(POD)
SWBAT ● Develop their choreographic intent by applying the elements of dance to select and
organize movement.
 ● Manipulate combinations of the elements of dance and choreographic devices to
communicate their choreographic intent.
● Improvise a variety of gestures to convey a message.
● Create a phrase of movements using smooth transitions.
● Use multifaceted stimuli to generate meaningful movement.

21st Century Life & EARNING AND INNOVATION SKILLS:

Career Skills Creativity and Innovation

Use multiple points of view to create alternative solutions.

CRITICAL THINKING AND PROBLEM SOLVING:

Develop strategies to reinforce positive attitudes and productive behaviors that impact
critical thinking and problem-solving skills.

COMMUNICATION AND COLLABORATION SKILLS:

Determine an individual’s responsibility for personal actions and contributions to group

activities.

CROSS-CULTURAL UNDERSTANDING AND INTERPERSONAL COMMUNICATION:

Demonstrate the ability to understand inferences.

Use effective communication skills face-to-face.

Social-Emotional SELF-AWARENESS

Learning (SEL) Students will practice this competency by identifying the emotions that the images evoke for
them personally. Ex: The firebird is powerful, and makes me feel proud.
Competencies
SELF-MANAGEMENT

Students will practice this competency by self-managing their schedule, completing tasks
on-time with thoughtfulness and confidence.

SOCIAL AWARENESS

Students will practice this competency by identifying and empathizing with the emotions
expressed in the images, recognizing tone. Students may appreciate diversity by experiencing
different students performing their choreography.

RELATIONSHIP SKILLS

Students will practice this competency by engaging respectfully and participating in class
discussions, sharing their ideas and responding to others with constructive feedback.
 ELL Strategies Accommodations

❏ Model/simulate task ❏ Extra time

❏ Provide visual aid ❏ Preferential seating
❏ Checklist ❏ allowing answers to be given
ELL/ ESE Strategies and orally or dictated
❏ Provide opportunity to the
Accommodations process diary guide to be read
orally
❏ Underline or highlight
important words
❏ Work and perform alone
❏ Use only one body part
❏ Create and perform less gestures

Differentiation ● Provide lecture notes/outline

● Provide a warning for transitions
● Provide immediate feedback
● Read directions aloud
● Note-taking
Assistance
● Display a written agenda
● Display a timer for activities
● Reference resources to promote
independence
● Teacher-made
checklist
● Extra time for assigned tasks
● Have students verbalize steps

Enrichment ● Generate abstract movements that tell a story about the firebird.
● Write an analysis of the stimuli used.

Vocabulary Abstract- Main essence, non literal, non realistic

Adduction- Movement toward the midline of the body.

Abduction- Movement away from the midline of the body.

Compass turn- A turn in fondu with the leg extended out to the side, with the toes in
contact with the floor. Usually executed en dedans.

Fall & Recovery- Pull of gravity between that makes the body fall and then return enact
position

Improvisation- Creating movement on the spot without premeditation of what to do next.

 Intention- Choices concerning weight, flow, space, time and purpose by the performer, in
conjunction with the dance maker, which give distinction to the movement.

Agenda 1.
2.
Opening
Warm up
3. Direct Instruction
4. Guided practice activity
5. Closing
6. Independent practice: Exit Ticket
7. Dress Out

Evidence of Mastery

Exit Ticket
Journal Check- Students must answer
all 4 Questions.

4/4-MasteredMeets

3 /4- Approaching

2-0/4- Fail to Meet

 Exit Ticket Example

Opening

state objectives, Previously we discussed and practiced our modern dance vocabulary. Today, we will use
multi-faceted stimuli to choreograph a sophisticated and innovative dance composition
connect to previous using our vocabulary. Let’s analyze the Phoenix bird. The firebird is known to be the creature
that rises from its ashes. The myth associates this creature with resilience; the ability to find
learning, and make solutions to adverse situations that life presents them. the Phoenix is to be reborn from the
relevant to real life ashes that the problem left them. This amazing mythological bird is ​an iconic fire creature
that, as mentioned, is capable of majestically soaring from the ashes of its destruction. IT
IS SAID THAT THE PHOENIX BIRD IS REBORN STRONGER AND WISER. Sometimes we feel resilient
after pulling through a challenging period. In this lesson, we will explore the choice of
movement in relation to the stimulus 'Firebird'. The teacher will play - Phoenix Mythology
Origin | Greek & Egyptian Mythology Animation | Myth Stories
https://www.youtube.com/watch?v=rKavioMjRlY

Warm up The students will participate in a 5 minute warm up.

Direct Instruction
The teacher will… ● The teacher will introduce the project by showing students a checklist. This will be
a project completed throughout a few class days. The teacher will emphasize the
importance of collaboration, and how everyone needs to participate.
● Students will be instructed to write notes in their journal in order to help them
later create movement phrases.
● The teacher will start at the word wall. This is to refresh the students on:
Adduction- Movement toward the midline of the body.

Abduction- Movement away from the midline of the body.

Compass turn- A turn in fondu with the leg extended out to the side, with the
toes in contact with the floor. Usually executed en dedans.

Fall & Recovery- Pull of gravity between that makes the body fall and then return
enact position

● The teacher will model each movement and then ask the class to reciprocate.
● The teacher will invite students to come to the Smartboard with their journals.
● The teacher will show a picture of a Phoenix bird after discussing its history. The
teacher will show a few questions on the smartboard, “what are Some physical
characteristics of the Firebird? Look at the image on the board. Think about how it
would fly. What would the movement of the bird’s wings look like? Describe the
bird’s habits. Would it be fast or slow?”
● The students will play- Mix-Freeze-Pair to find a partner to answer the questions.
Students begin by walking quietly around the room while music is playing. After
about 10 seconds, the teacher stops the music and says, “Freeze.” The students stop
 and “freeze.” When everyone is still, the teacher will say, “Pair.” The students will
pair up with whoever is closest to them. Students are then given think time and
discussion time.
● The teacher will tell the students that they will use inspiration from two
different stimuli to improvise movements to create one dance.
● The teacher will state that students will need to document this information to
help them develop creative process strategies.
● The teacher will play the video and ask students to take notes on the worksheet

● . The students will discuss: what situations do you think a firebird might
experience? The teacher will invite students to share their discussions. The teacher
will write some takeaways on the white board.
● The students will Listen and take notes about the orchestra playing an excerpt
from 'The Infernal Dance of King Kastchei'.-
https://vimeo.com/415897987/c2e6dc8da8
● The teacher will remind the students that This will be the excerpt of music they will
use to perform their movement phrases.
● The teacher will ask what did you notice about the music? The teacher will write
some big ideas on the white board.
● After listening to the music, the students will watch the dance Firebird Forensics,
paying particular attention to the movement phrases as inspiration for the tasks
ahead. - https://vimeo.com/415898149/c2cae8d2a3
● The teacher will ask the students,” what similarities did you see between the image
of a firebird and the dancers? The teacher will write some big ideas on the
whiteboard.
● Now, let’s take our ideas and create movement.
● The teacher will state, “ For our project, we will create a total of 13 gestures using
our stimuli. Our gestures will be connected by smooth transitions. Our phrases
must include one of each: adduction, abduction, fall and recovery, and a compass
turn. This choreography will be to the music we listened to earlier- The Infernal
Dance of King Kastchei.
● The teacher will state, “We are going to start by creating the first gesture to get
an idea of how we will create our other gestures. Today our goal is to create 6
 ● gestures. This means that everyone's dance will start with the same gesture. Let’s
move to the center.”
● The teacher will think aloud: I noticed that the firebird soars with huge wings. I
think I will demonstrate this using high-level arms. The teacher will model and
manipulate this gesture by changing directions and using exaggeration. The
students will follow along. After practicing the movement, the teacher will ask,
“How can I use the time to manipulate my gesture?”
● The students should discuss and conclude that the choreographer could change the
tempo.
● The teacher will discuss expectations, and display the checklist on the smartboard.
The teacher will remind students that they should keep in mind that their phrases
must include 1 of each: Adduction, Abduction, Compass turn, and a Fall &
Recovery
● The teacher will pair students.

Guided Instruction
The Class will… Students will refer back to the checklist as they work through the project.

● Students will start by meeting with their partners. Using their notes to evoke thoughts from
the stimuli, students will document their creative process in their journals.
● the students will work together to improvise movement to create a series of 6 more gestures for
a firebird. They will start with the first gesture we used previously.
● The students will spread out throughout the studio space to choreograph movements and expand
possibilities. The students will show respect, responsibility, and kindness while working
together. Students will be encouraged to take risks to discover unexpected solutions.
● The students should include movements depicting a variety of situations the firebird may
experience.
● The students should try expanding movement possibilities by making their movements:larger,
more exaggerated, slower (taking 4-8 counts for each gesture).
● They will Manipulate these gestures using the elements of dance (space, time and dynamics). For
example:
■ add level changes
■ change direction
■ change tempo
■ add moments of stillness
■ change in dynamic quality.
● Students will link these movements together to form a 'phrase of movement'.
● STudents will use Adduction- Movement toward the midline of the body. Abduction-
Movement away from the midline of the body. Compass turn- A turn in fondu with the leg
extended out to the side, with the toes in contact with the floor. Usually executed en dedans.
 Fall & Recovery- Pull of gravity between that makes the body fall and then return enact
position

● The teacher will walk around and provide feedback.

● The teacher will bring the class together and ask, “ What ideas are you basing your
movements on?” The pairs will share popcorn.

Independent Practice/Closing

Closing- The student ● The teacher will close by connecting back to the objective and stating, “when you
compose a dance you will need to consider the body shapes that you create in the
will… space to communicate meaning. A 21st-century choreographer expands movement
possibilities by embellishing and manipulating movements. A modern dance
choreographer uses a variety of stimuli to produce movements. The teacher will
circle back to the POD- How can a choreographer make a dance intentionally using
two stimuli? ”
● The teacher will invite the students to share their thoughts.
● The teacher will ask the students to return to their assigned spots. Then, the
students will complete the exit ticket independently. These answers will be checked.
The teacher will state expectations. This is a time when the studio is quiet and
students are not sharing their answers.
● If the students finish before the dress-out time, they may begin their journal
warm-up. for tomorrow."In what ways could a choreographer manipulate dance
elements to convey a lion’s bravery?"
● The teacher will discuss the exit ticket after everyone is finished and turned in
their paper.

Exit Ticket