Lesson Plan (Outline)



D324 Teaching Creative Movement to Children 2016

LESSON PLAN FORMAT AND GUIDE

Pre-Assessment: Before you plan and write your Lesson Plan, pre-assess your students based on the proposed movement elements/concepts, and objectives/outcomes of the unit/lesson(s). Your meeting with your host teacher will help to accurately assess students’ “readiness” for your lesson activities. This will help you to build your Lesson activities and have a successful experience. Evaluate and plan how you will incorporate the academic topic into your Dance Lesson.

End product: Starting with the end! What will students understand and know as a result of this lesson? Plan to present this to students for each lesson and also as the whole unit. For e.g., “Today we will be exploring Geometric Shapes with our bodies. Using our new movement language, we’ll work on our own and with friends to make triangles, squares, rhombus’, and other shapes. We’ll be able to perform for our classmates and observe and identify how our friends are creating these geometric shapes with our bodies.”

WHAT/WHEN/WHERE/WHEN/WHO/HOW LONG?:

Give your lesson a Title; Where will you be teaching? Who is your host teacher?

Who are your students (what grade level?) and how many will there be? School Name; Date of Lesson, etc.

Essential UNDERSTANDING(S)/GOALS: Students will understand that:

Think big ideas or concepts that you want them to come away with, not facts that they must know.

INQUIRY QUESTION(S):

What leading questions can you ask of students to get them to understand the Big Ideas?

Designed to provoke and sustain students’ interest, usually have no one obvious “right” answer.

Critical Content/OBJECTIVES/OUTCOMES: Students will be able to. All objectives must be:

( Clearly measurable (outcome-based; assessable: avoid “understand”, “appreciate”. . .

( Aligned to Bloom’s Taxonomy (new)

( Aligned with State Standards

( Aligned to Grade Level Expectation(s) (GLE)

Examples:

Students will be able to identify and transfer geometric shapes, using their bodies.

Students will be able to work alone and with others

Students will identify these shapes in our classroom, our homes, community and our world.

**Your learning activities (the core of your lesson) must be designed and directly linked to having students able to achieve the understanding, answer the essential questions, and demonstrate the desired outcomes.

DANCE STANDARDS/GRADE LEVEL EXPECTATIONS

For example:

Standard: 1. Movement, Technique, and Performance (DA09-GR.2-S1-GLE 1) e.g.

Grade Level Expectation:

Students will perform movement phrases alone and with others.

Where appropriate include relevance to interdisciplinary teaching (integrated subject areas) technology applications, and/or educational theories.

MOVEMENT ELEMENT(S): Focus on 2-3 elements even though your lesson will involve many more. See, say, hear and do – incorporated throughout Lesson.

i.e. SHAPE; RELATIONSHIP

VOCABULARY: SHAPE, RELATIONSHIP; Triangle, Square, Rhombus, Diamond, parallel, angle, straight, round (curved).

ACADEMIC TOPIC: How will your movement lesson enhance or reinforce learning of the academic topic.

Research the Standard and grade level expectation of this topic and grade level. (Helpful but not necessary for the assignment.)

Math (Geometric Shapes);

MATERIALS/PROPS: Must be grade level appropriate. List everything you will need for this lesson, including specific props, visuals, etc.

MUSIC/SOUND SUPPORT: List music used for specific activities of the lesson. Include meter & style of music (in your narrative, describe how this supports the movement). Also include artist and name of piece of music if appropriate.

RESOURCES: Include resource information in your narrative. Examples:

- Music for Creative Dance; Volume IV, #4 Morning Fours

- Book: Numeroff, Laura (1985). If you Give a Mouse a Cookie. New York : Harper & Row, ©1985.

- Movement Element Signs

-Brain Compatible Dance Education, Ann Green Gilbert

PREPARATION: What do you need to prepare for your lesson?

• Does the physical set-up of the room need to be modified? How much time do I need to allow?

• Are your visual aids ready to use?

• What materials/resources need to be gathered? Is my music ready to go?

• What do you need to know?

LESSON PLANS/PROCEDURES/LEARNING ACTIVITIES:

The 5-part Lesson Plan

(Gilbert, Ann Green, Brain-Compatible Dance Education, Reston, VA., 2006).

1. WARM UP/GREETING ACTIVITY – Engage, Connect, Introduce

Include Brain Dance movement if appropriate, incorporating the elements of your Lesson.

2. EXPLORE/EXPERIEMNT WITH THE MOVEMENT CONCEPT/ELEMENT - begin to use the concept in different ways - by themselves, with a partner, in groups, with props, etc. Make sure the activities are helping the student to progress towards the outcomes you expect of them.

Give feedback and encourage peer interaction.

3. DEVELOPING SKILLS - learn and practice dance skills integrating the lesson concept. Expand use of the elements as you travel through or use general space. Learn and practice movement combinations, short dances or sequences.

4. CREATING - Problem solve - generate new ideas. This can be a time of “guided discovery”, leading to their final creative project/ dance. Incorporate choreographic devices, forms, and principles.

5. COOLING DOWN - Share and evaluate improvisation and choreography, review the lesson concepts, with movement or discussion, sharing what they learned with classmates.

Consider the following as you develop your plan:

21st Century Skills and Readiness Competencies:

Includes the following:

• Inquiry Questions:

Sample questions are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.

• Relevance and Application:

Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.

• Nature of the Discipline:

The characteristics and viewpoint one keeps as a result of mastering the grade level expectation.

21st Century Learning(expanded):

Critical Thinking and Reasoning – Dance is a discipline requiring that one create while thinking intensively and critically. The art form encourages students to define and solve artistic problems with insight, reason, and technical proficiency. The individual’s curiosity teams with critical thinking to break boundaries, research, and enrich the imagination. The idea is to contribute something new to society, and find personal fulfillment.

Information Literacy – The discipline of dance equips students with tools and the self-discipline to organize and interpret a multitude of resources. A dance student with information literacy skills can effectively analyze primary and secondary sources, detect bias, use learning tools that include technology, and clearly communicate thoughts using sound reasoning.

Collaboration – Dance is about collaboration, cooperation, creative problem-solving, teamwork, excellence, and reflection. It encourages ensemble work and applauds success. Students of dance are involved with constructive interaction with others; display patience, fair play, and honesty; respect differences; and take turns and collaborate to strengthen the learning process.

Self-Direction – Dance requires a productive disposition, self-discipline, initiative, curiosity, and dedication. This involves monitoring and assessing one’s thinking and persisting in search of patterns, relationships, and cause and effect. Personal integrity helps students to learn to think beyond the immediate to see worthy objectives. Through dance, students connect with one another and come to appreciate rich and diverse cultures, beliefs, and societies.

Invention – Dance is continually changing and reinventing itself. It is the physical expression of an idea. “The arts are among the resources through which individuals re-create themselves. The work of art is a process that culminates in a new art form. That art form is the recreation of the individual. Recreation is a form of re-creation. The arts are among the most powerful means of promoting recreation.” (Elliott Eisner 2002)

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