Sample Lesson Plan



ECA409

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|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. | | | |

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|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. | | | |

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