Direct Instruction Planning Format
1. Lesson Plan Information
Subject/Course: Art- Dance
Grade Level: four
Topic: Dance
Name: Bob Barker
Date: Wednesday September 23/ 09
Time and Length of Period: 1 hr, 12pm
2. Expectation(s) and Learning Skills
The students will:
CONTENT: Identify using dance vocabulary the elements of dance used in their own and
others’ dance pieces and explain how each helps communicate ideas and feelings.
PROCESS: Translate into dance a variety of movement sequences observed in nature.
PRODUCT: As seen above.
Today, students will: create a variety of movement sequences observed in nature and
use the terms symmetry and extension to describe their movements.
3. Pre-assessment
A. (i) Students:
already have previous dance vocabulary: spin, count, skips.
There are twenty-five students.
(ii) Differentiation of content, process, and/or product (may be accommodations
and/or modifications)
B.M. : Broken leg – Could draw, use arms, give different role
T.B. : Memory problem- give buddy
C. M: Chemo, tires easily – partner him, could explain group activities
M. R.: Gifted- give him extra vocabulary terms, pirouette and be cautious of pairing
M.K. : easily frustrated, physically lashes out- preferential seating
C.H. : A.D.H.D.- be ready to re-teach and put in a strong group so he has access to remodelling
B. Learning Environment
Modelling part of the lesson will occur in the classroom, and consolidation and application
in the gym
C. Resources/Materials
C.D. player
Music with nature sounds
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Gym Mats
Dance ribbons
Whistle
Video clips and smart board
4. Content (The What)
Teaching/Learning Strategies (The How)
Motivation (hook, activating prior knowledge): Show 3-4 minute video clip of modern dancers e.g. break
dancing to interest students in the topic, then discuss briefly the appeal of dance. (5 min)
B. Content for New Learning
Dance influences from nature
include: wind, hurricane, rain,
snow, fire, rushing water, earth
quakes
Symmetry- balance in dance
steps
Extension- using height and arm
and leg lengths for positions over
the greatest possible space
B. Teaching/Learning Strategies for New Learning
1. Demonstrate dance techniques that use symmetry
2. Apply the symmetry to influences of nature ( speed and
intensity should be reflected)
3. Demonstrate dance techniques that use extensions
4. Apply extensions to influences of nature (speed and
intensity should be reflected)
5. print the words symmetry and extension on word wall
cards and post them on the word wall
6. Explain to students that they are to work in small groups
to create nature based dance sequences that include
symmetry and extensions.
7. Divide the students into groups
8. Set a time line for the task, and explain how the group
performances will be done at the end of the class
( 25 minutes)
5. Consolidation/Recapitulation Questions (Check for understanding/scaffolded
practice)
Assign each group to a mat area in the gym where they will find a c.d. with nature music and dance
ribbons.
Provide students with 15 minutes of practice time to develop a dance sequence, and prepare its
presentation.
Supervise groups as they practice to correct form, give sequence ideas, and solidify vocabulary.
( 15 minutes)
6. Application (Moving from guided, scaffolded practice to increasingly
independent practice and understanding / gradual release of responsibility)
Student groups present performances and explain extensions and symmetry in each performance, and
explain how their actions reflected the forces of nature.
( 12 minutes today, 20 minutes in next dance class)
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7. Lesson Conclusion
Review with students that;
a) Nature varies in speed and intensity and this can be reflected in dance movements
b) Symmetry means balance in dance steps
c) Extension means using height and arm and leg lengths for positions over the greatest
possible space
( 3 minutes)
8. Assessment (collection of data) / Evaluation (interpretation of data)
Have students prepare their classroom presentations of dance sequences and explain each
presentation, using the terms symmetry and extension to describe the movement.
Record observations of their presentations on a class room check list on a scale of one to four
(three equals provincial standard)
9. Teacher Candidate’s Reflections on the Lesson
A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)
Presentations represent the students’ understanding of the terms symmetry and
extension and their ability to create dance sequences that reflect nature.
(ii) Next Steps for Student Learning Related to Lesson Expectation(s)
Allow remaining groups to present their dance sequences, and add new vocabulary
to their dances and challenge students to add skips to their dance sequences
B. (i) Evidence of the Effectiveness of the Teacher Candidate
Students were able to create effective performances and define the terms symmetry
and extension.
The students enjoyed their opportunities to plan and perform.
(ii) Next Steps Related to the Effectiveness of the Teacher Candidate
Pre-divide students into groups
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