Lesson Delivery Plan

Lia Karagianopoulos 8/6/23

1. Objective (Rigor) - SMART and should be visible on your board daily.

MAIN OBJ: After exploring and discussing kinesthetic and spatial awareness, students will document a reflective video journal, no more
than 5 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 why/how they came to that prediction and provide a solution to overcome said challenge.
OBJ A - By the end of the discussion, students will work in small groups to create graphic organizers, comparing and contrasting kinesthetic
and spatial awareness.
OBJ B -By the end of the lesson, students will be able to describe the meaning and importance of both kinesthetic and spatial awareness in
the dance setting by individually completing a BCR.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and emotional level?

• What will you do to open the lesson to motivate and engage the students’ interest in the content?
• How will you help students make connections to prior knowledge?
• How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN statements)?
• How will you identify / teach / assess language demands?
• How will you introduce language supports?
• Is your opening congruent to the objective?

-I am going to tell them a short story of when I gave one of my classmates a concussion back in high school. Then I will ask them to think of a
time in dance when they had a collision or an injury, why it may have happened- pair up with a classmate- and share that experience with them.
-Then, I will begin to identify the content material by sparking a discussion with a Q&A on subject matter to see what the students may already
know, utilizing EQs from LP. Now those questions lead us into the focus of this lesson and our goals by the end of it → share our central focus
including importance and relevance of the lesson, and our targets to accomplish.
-As a class, we will discuss essential vocabulary and break down our objective Verb. Next, students will complete an online search and notate the
exact definitions to our target words and then create a summarization of the vocabulary. I will lead the class in a group graphic organizer activity
where we begin to compare both skills. Students will break off into groups, assign jobs: researchers, scribe, timekeeper, and they will begin
cooperatively creating a graphic organizer where they can continue to compare the awareness skills together. Following the activity, the groups will
begin to share as we collectively complete our class organizer together where all groups contribute in the comparison. Students will take a picture to
add the completed class organizer to their journals. Afterwards, students will write a BCR describing kinesthetic and spatial awareness, the
importance of both awareness skills as an individual and a group, and what they can do to help increase those skills - turn in as an exit slip.
(assessment).

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the objective? (Be sure you
have done a task analysis to break the information/skill into small manageable steps). How will you use strategies, technology, learning
styles? What vocabulary and skills do the students need to master the material? Are the strategies you plan to use congruent to the objective?
Students need to gain an understanding of what kinesthetics, proprioception and special awareness mean, what they are
and are not. I will use small groups, cooperative learning, internet researching, and graphic organizers in teaching what’s
needed to know before exploring.
• Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language supports needed.
I demonstrate an example of spatial awareness individually as I explain markers in space and things to look for when I begin to dance a solo.
I will let the students see my thought 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”] Students can physically make the markers on their “paint/note”
section on phone/tablet and outline/draw where their markers will be, labeling the markers, or students can walk through and embody the
needed pathways, and video record their process moving or verbally record their markers in a detailed way. (Tomlinson’s Respectful Task)

I show, think aloud how they can fill out a visual representation of space.

• Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise, prompt, and leave” is an
excellent strategy to use. Outline your WE DO activities. Be sure to incorporate strategies and academic language supports that are needed.

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 specific dance moments. I will ask them about focus
and what do they see for those moments as they are in the space themselves.
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• Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of new

skill. Outline your YOU DO activities. Students demonstrate an independent application of new skill. Be sure to praise and
assess strategies and academic language supports that are being used .
–( Tomlinson) Formative assessment: test to see if they then can apply the spatial markers when dancing/performing the
choreographed solo phrase *Check for understanding* I Give Effective Feedback (Tomlinson)

(potential day 2) I will then give the students space to apply the marking technique to their group dance. They will work in
teams selected by the dance they are cast in [someone documents the group’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 their group combination to class post feedback for informal class showing [ (Hattie’s
-Feedback .70,)
• *Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes permanent. So, make sure the students understand how to
proceed before moving to the practice phase of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to assess
understanding? What HOTQs will you ask? List at least 3
• How will you check for understanding or reteach?

Q&A discussion asking questions and peers answer. Re-guide and re-explain in a different way. Maybe separate in tiered
groups and give differentiated instruction to each group. Then give them another opportunity to show the phrase, maybe
altered. This would be the formative assessment.

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 these skills on stage?

4. Assessment – How will we know that the students have individually mastered the objective? What evidence will be collected? What will be an
acceptable score? What evidence will be collected to demonstrate mastery of language demands?

-The BCR will be collected as a formative assessment that they wrote/typed before they explored the concept skills physically to
demonstrate the mastering of language demands.
-Test to see students can apply the spatial markers when dancing the choreographed solo phrase and group phrase, after feedback given.
Video recording will be kept for records.
-Reflection Video will be submitted including 4 challenges, justifying those challenges, and providing a solution for the challenge.

Overall Skills Scored:

5-Excellent 4-Advanced 3-Proficient 2-Developing 1-Emerging

5. Resources - What materials will you need for a successful lesson?

Any technological device (phone/tablet or computer) with video recording, internet, access to wifi,, pencil and
paper, graphing/webbing application, journals, projection board or large sticky note pad, markers,

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
Closure 1) BCR

Closure 2) Exit Slip: What’s one skill you feel like you GLOW in? What’s one skill you feel like you can still GROW in?
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NOTES:

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.

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.

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. And answer how this concept
can apply to auditions.