3013.02 Lesson Plan 2
Name: Ashley Drew
Teacher: Ms. Neosha White
Subject: 9th Reading Comprehension and Dance
Date: March 20, 2015
Purpose: The goal of the lesson is to help the student learn and take Cornell notes of the
process of creative operations of dance making through reading comprehension. The
student will learn how to create movements and turn it into a full piece and have
performance quality.
TEKS: 110.33 (12) Reading/Media Literacy. Students use comprehension skills to
analyze how words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts. Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in
ways different from traditional texts;
(B) evaluate the interactions of different techniques (e.g., layout, pictures,
typeface in print media, images, text, sound in electronic journalism) used in multilayered media;
110.50. Contemporary Media
Materials:
Contemporary Choreography: A Critical Reader by Jo Butterworth, Liesbeth Vildschut
Youtube
Opening Activity: The student will take a small Assessment for NOTES.
Building Background Knowledge:
1. I will take up and look at the assessment and question her on her answers.
2. Discuss the importance of Note –Taking with the student.
Guided Practice:
1. Introduce Cornell Notes and explain how to take correct notes using this notetaking strategy.
2. The student and I will read section The creative operations of dance making:
IDEA from the book Contemporary Choreography: A Critical Reader.
3. I will let the student take down necessary notes for the letter I and D and then we
will discuss what they are and the importance of them relating to dance making.
Collaborative Practice:
1. Playing music, I will improv some movements and as I dance the student will
write down descriptions of the movements that I did that she really liked. This
will help understand I in IDEA.
2. The student then will copy those movements that she wrote down in her body.
After she has practice those movements will move over to D and change the
dynamics of the movements.
Independent Practice:
1. Once the student have the set the choreography to music I will challenge the
student to improv at the end to create her own movements and add dynamics to
the movements she choose to do.
2. The student has to add performance quality and perform her piece while
improving towards the end.
Closing Activity:
1. Reflect how it felt to improv, create movements, and change the dynamics of the
choreography.
2. TICKET TO EXIT: the student will be able to pick her own song to improv to for
30 seconds.
Resources:
Butterworth, Jo. "Facilitating the Choreographic Process: The Creative Operations of
Dance Making: IDEA." Contemporary Choreography: A Critical Reader. London:
Routledge, 2009. 72-73. Print.
YouTube