Direct Instruction Lesson Plan
Grade Level/Subject: High School Dance
Topic: Poetry and Dance
State Standards
Instructional Objective
Objective Rationale
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B.C.1.2: Identify how other arts disciplines are integrated into dance creation and performance.
I.C.1.2 : Integrate ideas and images from other disciplines to inspire new approaches to dance study. P.C.1.4: Create interdisciplinary projects integrating dance and other disciplines. I.CP.1.1: Create dances that vary the use of dance elements and use simple choreographic principles and structures to fulfill choreographic intent. A.CP.1.1: Create dances using appropriate movement choices; choreographic principles, structures, and processes; and production elements to fulfill choreographic intent and meet aesthetic criteria. Performance: Students will be able to describe the similarities and differences between dance and poetry. Students will be able
to verbally articulate how poetry and written word can inspire movements. Conditions: Students will use their own choreography (not looking up choreography on YouTube or other sources) and students will write one poem that is their own creative work. Criteria: Students must be able to individually express their own learning through memorizing the movement for themselves along with being able to individually verbally articulate their learning as described in "Performance" This unit provides additional support to the students' poetry knowledge along with introducing the use of other creative forms to inspire movement. Students will be able to begin a comparison of creative forms to understand how they can relate and how they differ. This unit also allows students to create a personal connection with other people work by drawing meaning and inspiration from other people's work. The group work in this unit also allows students the ability to work on their cooperation and collaboration skills especially since high school students can tend to struggle with sharing work and deciding whether or not to take the lead or let others lead.
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Instructional Descisions
How much prerequisite knowledge do my students need?
How much time do I need to teach the objective?
How will the students for during the lesson? (groupings)
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Basic understanding of poetry and poetic structure
Basic understanding of choreographic principles Improvisational skills 90 minutes
Students will be working in groups of 3-4
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Content and Strategies
Focus/Review
Objective
Independent Practice
Guided Practice/Teacher Input
Closure
Assessment
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Welcome students
Begin timer for students to change Take attendance Begin warm-up music after 5 minutes and guide students through warm-up Describe the day's planned agenda to the students
Working on pieces (hopefully close to finished) Teacher preview Discuss difficulties or other needs with teacher Receive feedback and constructive criticism Students begin to work with their groups in choreographing their piece and preparing for teacher preview
Teacher preview individually with each group
estimated 5-6 groups ~15 minutes with the teacher for each group receive feedback and help from the teacher and progressively work to better the dance Teacher provides a cool-down exercise for students to transition back to the academic mind-set and settle their bodies
Students dismissed to change out Teacher completes rubric to track students' progress
Not for a particular grade, but more of a tracking device to keep students working efficiently |
Things to Consider
Materials
Plans for Individual Differences
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Poetry (students provide)
Individual cd/mp3 players for each group ELL Students: Ensure the students are able to follow with the written and oral demands of the project and can adequately make
their voice and opinions known. Learning Disabled Students: Make sure the students IEP plans are being accounted for and the students are keeping on track with the rest of their group along with meeting their individual (possibly accommodated) goals. 504 Students: Make all accommodations appropriate for the student's need and be sure group members are maintaining fair treatment. Ensure the students are able to achieve all goals set before them (including modified goals if needed) |