Sample Lesson Plan
ECA409
| |
|Practicum Lesson Number |1 |Time of Lesson |2.30-3.30 |Duration of lesson |50 -55mins |Class Size |24 |
|Topic and Focus |Dance through the use of expression; understanding inclusion and exclusion. |Year Level |5/6 |Supervisor | |
PEDAGOGICAL FOCUS/ INSTRUCTIONAL APPROACH;
Student lead.
Modelling ideas.
|Learning Focus: dance through the use of expression |
|AUSVELS Strands Level: |6 |Domains |Dimensions |Key elements of standards to which lesson is focussed (VCAA, 2012) |
|Disciplinary learning |The Arts |Creating and making |They communicate ideas and understandings about themselves and others. |
| | |Exploring and responding |Use appropriate arts language to describe the content, structure and expressive qualities of their own and other |
| | | |people’s works from a range of arts disciplines and forms. |
|Physical, personal and social |Interpersonal |Building social relationships |At Level 6, students demonstrate, through their interactions in social situations, respect for a diverse range of |
|learning. |development | |people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and|
| | | |feelings of their peers and others. |
|Assessment Criteria and Method of Evaluation How will you identify what they have learnt and how will you record or note this |
|Standards |Assessment Criteria (Ability to: …) |Evidence How will you identify what they have learnt and how will you record or note this |
|Use appropriate language to | |Students can critically self-assess their own performance and also note several |I will ask students to complete a reflection response to the activity on what they felt they |
|evaluate their own and other | |qualities other groups included in their performance. |included really well and what they could have changed after seeing other performances to make |
|children’s work describing content,| | |it more expressive. This is to be done for themselves and another group. |
|structure and expressive qualities | | | |
|Students Background Knowledge What is your starting point – what do the students already know, what have they done before, how does this connect to or build on their existing knowledge? |
|Recently students have been looking at bullying in school. There last class they collected a range of vocabulary that describes being ‘included’ and ‘excluded’ I will use these words to form the basis of my lesson |
|which relates to using expression to develop movement. |
|Resources and Materials |
|A developed CD with backing music that I use at my After school care to play dance games with. |
|CD player. |
|25 laminated cards with the vocab words we thought of in the bullying lesson. |
|Student Teacher Focus What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc? |
|Change lesson up if children are not engaged by including a mini game to refresh them. |
|Model ideas to children. |
|Create a positive environment for students to learn and enjoy coming to classes. |
|Stage of lesson |Tasks/ Activity/Challenges/? |Time | Student action | Teacher action |
|Stage 1 Introduction |Warm up; | |Engaging in the activity. |Model a dance movement in the middle and get children to copy |
|How will you engage and |Students get a vote on the song we use for the warm-up; |5 minutes |Listening to instructions. |to start off with, encourage children to have a go. |
|stimulate the interest of |Firework (Katy Perry) | |Moving around. | |
|the students? |Rolling in the Deep (Adele) | |Creating new moves | |
|Include possible questions |Thriller (Michael Jackson) | | | |
|that you may choose to use | | | | |
|Demonstrations etc |The warm will involve children developing dance movements around a | | | |
| |circle to a certain song. The children will all attempt this move | | | |
| |then they will hop out of the circle and another child runs in. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Stage 2 Body of lesson |Discuss with children about inclusion and exclusion. |5 minutes. |Following instructions. |Encouraging students whilst also looking out for students and |
|Describe each distinct task |Revisit words we used in the last lesson. | |Engaging in the activity. |providing constructive feedback. |
|in the order to be |First discuss the exclusion vocabulary. | |Asking questions. |Ensuring children are in my vision at all times. |
|undertaken. Start a new task|When we look at these words how would these types of words make us | |Responding to feedback. | |
|each time the teacher or |feel? | | | |
|students behave in a | | | | |
|different manner. State an |Discuss the inclusion vocabulary. | | | |
|estimated length of time for|Go through the 5 senses of exclusion; | | | |
|each task. |What does it sound like?; | | | |
|Ensure that there is some |See; | | | |
|form of prompt or |Feel; | | | |
|reinforcement available for |Taste; | | | |
|students |Look; | | | |
| | | | | |
| |Go through the same for inclusion now. | | | |
| |Discuss the activity; | | | |
| |We will pick a word from the list of exclusion or inclusion we will| | | |
| |work with our words and create a dance movement with these words. | | | |
| |So then we can create a dance piece that can go together to create | | | |
| |a dance about inclusion and exclusion. | | | |
| | |10 minutes | | |
| |Have a look at a word (for eg. Happy) | | | |
| |How would happy look? | | | |
| |What are we doing with our face? | | | |
| |Feet? | | | |
| |Hands? | | | |
| |High or low level? | | | |
| |Repeat this for a few more words. | | | |
| | | | | |
| |Hand out cards upside down, children receive a random word and must| | | |
| |move to the side of the room that matches with their card. The | | | |
| |sides of the room being one exclusion and two being inclusion. | | | |
| | | | | |
| |Students are then in large groups of inclusion and exclusion. They|5 minutes | | |
| |are then given a few minutes to explore their words with a partner | | | |
| |and demonstrate and work together to create a movement with 8 | |Working well in partners. |Counting out the 8 counts for students as a guide. |
| |counts in each. | |Offering positive feedback. |Encouraging students whilst also looking out for students and |
| | | |Encouraging one another. |providing constructive feedback. |
| |As a group (inclusion) will demonstrate their own words. | | |Ensuring children are in my vision at all times. |
| |Then exclusion will demonstrate theirs after. | | | |
| | |10 minutes | | |
| |Now students will stay in their pairs and find another pair across | | | |
| |the room to develop a contrast. | | | |
| |Students will learn all 4 movements to create a group dance to | |Good teamwork |Offering advice whilst making sure the dances are still student|
| |present to the group | | |led. |
|Stage 3: Conclusion |Students perform their dances to the class. With some backing |10 minutes |Getting up and having a go. |Encouraging, praising. |
|How will you draw the |music. Each group will be provided with two reflection sheets. One | |Encouraging one another. |Control students on the ground. (behaviour management) |
|findings of the lesson |to reflect on their own dance and the other to peer assess another | |Watching attentively. | |
|together so that the |group (must be positive). | | | |
|students can evaluate what | | | | |
|they have learnt? |Group will present their peer assessment report at the end of the | | | |
| |dance. | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- sample lesson plan
- create your own civilization project
- y4 dance activities
- grammar lesson 1 plain local schools
- thirty active engagement activities in 30 minutes
- cooperative games trust games initiative activities
- summer dance technique requirements
- marketing fundamentals buad 307
- sample rubrics for physical education thenewpe
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- sample lesson plan reading comprehension
- sample lesson plan for reading