Name: Lia Karagianopoulos Grade/Subject: 9-12 / Dance Date: 7/19/23

1. Texas Essential Knowledge and Skills (TEKS): (C2)

c.1(A) define basic kinesthetic and spatial awareness individually and in groups;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

define kinesthetic awareness individually and in groups, as well as define spatial awareness individually and in groups.

*basic kinesthetic and spatial awareness

3. SMART OBJ 1) By the end of the lesson, students will be able to describe the meaning and importance of both
Objective(s): (C3) kinesthetic and spatial awareness in the dance setting by individually completing a BCR to share with
their small group upon completion.

OBJ 2) By the end of the week, students will work in small groups to create graphic organizers,
comparing and contrasting kinesthetic and spatial awareness.

OBJ 3) After exploring and discussing kinesthetic and spatial awareness, students will document a
reflective video journal, no more than 3 minutes long, that predicts at least 2 potential challenges
regarding their personal kinesthetic and spatial awareness as an individual and in groups. One challenge
prediction for each awareness and one for each setting, total of 4 predictions in all. Students will justify
their prediction and provide a solution to overcome said challenge.

Essential Question:
EQ
1) What is kinesthetic awareness, and what is special awareness? In what ways are kinesthetic and spatial
awareness similar, yet different?
2) Why is kinesthetic and spatial awareness important and necessary in the classroom setting and in a
performance setting?
CUE 3) How would you individually navigate a performance space that is smaller/larger than what you
rehearsed in? How would you navigate it as a group?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
The central focus is to aid in growing a student’s perception by developing an awareness of the
body's movement using sensory information while dancing. Students will understand the basics
of kinesthetic and spatial awareness both individually and in groups by creating a video
reflective journal. Students will integrate vocabulary appropriately by defining and comparing
the elements of both elemental skills and by documenting challenges and solutions to reflect on
areas for personal growth. This lesson will serve as a building block for future classwork and
performances because awareness skills are essential for safety, efficiency, and movement
effectiveness.
“I can define and delineate what kinesthetic awareness is and apply it individually and in
groups.”
“I can define and delineate what spatial awareness is and can apply it individually and in
groups.”

5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Define, summarize, compare, explore, predict, justify
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Tier 1: walls and corners, awareness
Tier 2: define
Tier 3: Kinesthetic, spatial, stage directions, proprioception
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language
Supports (C5)
The resources,
representations, and
strategies you will
provide to help students
understand, use, and
practice the concepts and
language they need to
learn within the
discipline
Site the researcher’s
name as you refer to the
strategy.
7. Assessment/
Evaluation (C6)
Assessment(s) must be
aligned to the TEKS,
and objectives.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Discussion, Think-Pair-Share, video journal recording,
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Graphic organizers: KWL, Venn Diagram, T-chart
Language Function (How will you help them demonstrate the DO verb?)
Define → describe, identify, explain,
Vocabulary Strategies - (GO TO Page)
1. Learning the vocabulary before reading in text.
2. Learning vocabulary in both written text and oral speech.
Discourse strategies - (GO TO Page)
-Write: Evaluation and Reflection (.75) & Summarization: using written reflection/ content
summary/ graphic organizer
-Talk: Classroom discussion (.82) : Think-Pair-Share / Q&A/ verbal reflection
[Strategy to integrate with prior knowledge & Self-efficacy (.92)]
Syntax - (GO TO Page)
1. Graphic Organizers/
2. Adv Organizers (Venn Diagrams, Charts, KWL)
Making Content Comprehensible (R9)
Graphic organizers done in small groups with discussions, then doing with formative
assessments and feedback for final summative assessment.
Assessment of your TEK
Formative: Verbal Q&A, Oral report,
a) Journal- learning logs monitoring and recording anecdotal information
b) Review - self and peers, by self-reflecting, pairing up with a peer, and sharing
reflection, then receiving supportive peer review.
c) eQuiz with constructive response regarding the lesson objective.
 Summative:

A) ePortfolio - used to track progress with video logs

B) OSPE - Objective Structured Performance Examination/Extended Projects - required
the application of knowledge and skills in open ended settings spreading across
multiple units, with practiced intentionality of apply skills and knowledge.
C) Performance Tasks -Require students to create or take an action related to a problem,
issue, or concept. Predict or state a current challenge, why it is a challenge, and
provide a solution for overcoming that challenge.

Assessment of your language demands:

Formative:
(a) eQuiz - with constructive response regarding the lesson objective.
(b) Journal

Summative:
(A) Performance Tasks -Require students to create or take an action related to a problem,
issue, or concept. Predict or state a current challenge, why it is a challenge, and
provide a solution for overcoming that challenge.

8. Hook (C7) Hook activity (make connections to prior learning)

Share an engaging, short, personal story that sparks their own stories. Have the students share
their own mishap story with a partner, then lead directly into the material. Those are examples
of what we want to try to avoid...

Closure (C7) Closure Activity: (make connections to prior learning)

Exit Pass – In complete sentences, what are the differences between kinesthetic awareness and
spatial awareness? How does it shift from an individual to a group?

Student Assets (C7) Personal assets: background information that students bring to the environment such as
interests, knowledge, everyday experiences, family, backgrounds etc. -what they have to offer.

Cultural assets: the cultural backgrounds and practices students bring to the learning
environment – traditions, languages, worldviews, literature, art, etc

Community assets: common backgrounds and experiences that the students bring from the
community where they live.

9. Body of Lesson/ (focus: Spatial Awareness - individually and in groups)

Teaching Strategies and I DO – I demonstrate an example of spatial awareness individually as I explain markers in space
Learning Task(s) and things to look for when I begin to dance a solo. I will let the students see my thought
(C9) process as I work through the landmarking process so they can feel confident engaging with
their own internal dialog when they apply it to their solos. [Marzano “Think Aloud”]
Be sure to include: Students can physically make the markers on their “paint/note” section on phone/tablet and
How will students learn outline/draw where their markers will be, labeling the markers, or students can walk through
and use academic and embody the needed pathways, and video record their process moving or verbally record
language? their markers in a detailed way. (Tomlinson’s Respectful Task)
I show, think aloud how they can fill out a visual representation of space

Three higher order

thinking questions.
 WE DO – I will teach a dance phrase that travels through space, I will then guide the students
with questions about stage directions and where they think they should be on stage for special
Marzano Strategy dance moments. I will ask them about focus and what do they see for those moments.

YOU DO – ([Tomlinson’s] Formative assessment: test to see if they then can apply the spatial
markers when dancing the choreographed solo phrase) I will then give the students space to
apply the marking technique to their solos created in composition. They will work in teams [one
documents the other’s markers, then peer assess if they hit those markers in performance,
provide feedback, and switch (Hattie’s -Peer Tutoring .53; Tomlinson’s Effective
Feedback/Planned implantation]. Students will then present solos to class post feedback for
informal class showing [ (Hattie’s -Feedback .70,)

*repeat process but in groups

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: If student’s are not able to create verbal
video documentation, they can create a diagram with labels or a video with text labels,
either using technology device, or pencil and paper (Marzano- nonlinguistic
representation )

o Gifted / advanced learners: Appy the exercise to their own solo.

Technology: -(GO TO page)

Use phone to video record and post/submit reflective video.
Use phone/tablet/laptop for eQuiz
Alternative method: use class ipad to record their video before/during/after school if there is no
personal access to technology requirements. Written responses in reflective journals are
acceptable as well and will need to be submitted in-person.

Marzano Strategy - (GO TO page)

Think Aloud & Nonlinguistic Representation

Higher Order Thinking Questions (GO TO page)

1. What changes could you make to fill the space more?
2. What is your relationship with the space and others in the dance?
3. Identify where you would need more kinesthetic awareness to make transition smoother?
4. How are you able to apply this on stage, or in an audition?

Grouping / Partnering Technique: (Hattie)

Flexible groups for peer tutoring/feedback using think/pair/share/give

Potential misconceptions and your plan to address it:

A potential misconception is that students may think kinesthetic awareness and proprioception
are the same thing. I would address it in a discussion with Q&A or True/False, then define both
and have a discussion where they can summarize/take notes to notate the difference.

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
There is a potential for misconception that awareness, both spatial and kinesthetic, is something
you just have or you don’t. I will address it by making it clear to the students that it is a skill,
and like all other skills, it needs to be practiced with rigor in order to improve. Will give a
challenge/hypothesis to test it for fun.
(How might you differentiate materials and resources for learners with various needs?)
A technological device (phone/tablet) with video recording, internet, access to wifi, pencil and
paper or notetaking app, concept map/ graphic organizer application, journals (either physical or
virtual)
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
Procedure of group work – Think/Pair/Share or Small Group Brainstorming
Procedure of changing groups/transitioning
Procedure of group discussions
When dealing with misbehavior, the teacher should calmly approach the student and ask
(Reminder: body language and tone are important):
1. What are you doing?
2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?
*Potential if student is defiant:
5. And what is going to happen if you break the rules again?
Accommodation(s)- (A change that helps a student overcome or work around obstacles ):
1. I can give the student more time to complete the assignments ( in graphic organizer and in
mapping of the space)
2. Instead of going alone, they can show with a buddy or in private.
3. The student can give their BCR response orally if there are struggles word processing and
writing/typing or provide a worksheet that
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Break phrase up into 2 and only ask to do one part.
2. I can shift the difficulty of the phrase and give a modified one that is less complex.
3. Instead of answering 4 challenges in final video, choosing just 1 or 2 to discuss with their
reasoning and option solution. I can provide the solution to work on that with them as a support
to overcome that challenge.
Strategies for ELLs (strategies that support language acquisition)
1. Graphic Organizers / Non-Linguistic Representations
2. Cooperative Groups / Small group work / Peer Tutoring
3. Technology with high school students / Interactive Video Methods
4. Individualized Instruction / give as many directions as I can verbally and written out
5. Homework & Practice