Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Creative Dance Grade: 1 Date: Nov 28/17
Subject/Strand: Arts - Dance Unit: Introduction to Dance Location: Classroom Times: 30-35 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
I am teaching the students the basics of dance. The students will learn to count 8’s, they will learn accents and how to move their
body to express a story. Students in Grade 1 will develop understanding of the following concepts through participation in various
dance experiences (e.g., connecting and altering familiar movements), with particular emphasis on body and space.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of simple dance phrases, using the elements of
dance to communicate feelings and ideas;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
A1.3 create dance phrases using a variety of ways to connect movements (e.g., connect a melt and a spin using a non-loco motor movement;
connect a walk and a skip [loco motor movements] with a circle [pathway]) (T)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn how to connect different movements.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I CAN: put different movements together (A)(T)
I CAN: show you how to melt (A)
I CAN: show you how to spin (A)
I CAN: explain how to go from high level to low level (C)

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do What are the students doing to show their learning? assess; Record Keeping format
Students are given the opportunity to show
Do/Performance their knowledge and understanding of specific Assessment Tool: Checklist – organized by
dance moves SC and by student. Students will be given a
checkmark for good understanding, a O for
revisit and an X for not understanding at
all.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
- counts of 8, accents, stomping, walking, stretching
I.E.P. program implications: Accommodations, Modifications
FL: accompanied by EA at all times, can participate if desired, dance moves are basic
JC: will participate with classmates
Differentiation: Content, Process, Product, Environment, Assessment
Process: teacher will allow time for repeated/clear instructions and extra time for practice
Product: the choreography will allow all students to participate with ease
 Environment: If students would like to practice in the commons area, it will be available
Assessment: limited expectations, students are beginning to learn dance skills
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ x ] collaboration, [ x ] initiative, [ x] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Melt, Spin, Skip, Walk, Dance, Accent, Stretch
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

The Arts Ontario Curriculum

Growing Success
Differentiation in Instruction

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)
[Students will be prompted to recall previous knowledge and skills]
Good Morning grade ones! Can somebody tell me what we Anticipated Student Answers:
learned in yesterdays lesson?  Counts of 8
 Express with our bodies
Great, today our learning goal is:  Accents
 Two stretches
Today I will learn how to connect different movements.

Our Success Criteria is:

I CAN: put different movements together
I CAN: show you how to melt
I CAN: show you how to spin
I CAN: show you how to go from high level to low level
[Teacher will record these on chart paper]

Now its time to stretch!

Cool kid of the day will lead us with their stretches!

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___15___-___40____ (Indicate time breakdown of instructional elements)

https://www.youtube.com/watch?v=KhfkYzUwYFk Dance element used: energy

Here is a little video to get us moving! Students use non-locomotor and locomotor movement to respond
Now, Grade ones I would like to see us use these different to a series of action words (that is, verbs).
actions in a lot of different ways

We are going to:

 jump;
 leap;
 hop;
 shiver;
 fall;
 collapse; [Students will be experimenting with different bodily movements
such as melting, spin, collapsing]
 spin;
 twirl.

[Teacher encourages students to interpret the action words in
various ways.]

Prompt Questions:

- "Show me how many ways you can 'collapse' with your

whole body and body parts.
- “Can you collapse quickly? S-l-o-w-l-y? Like a robot?"

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: __5____-___15____ (Indicate time breakdown of instructional elements)

Wow, Grade ones! I saw some awesome dancing!

Would anyone like to share with me what he or she learned

about dance today? Or what they learned about your self as a [Students will refer back to our success criteria and learning goal]
dancer? Anticipated Student Answers:
 I learned that you count to eights in dance
Lets go over our learning goal and success criteria:  I learned how to melt
 I learned how to spin
 I learned about use my body to express a story
Today I will learn how to connect different movements. I learned that I can do (insert dance move)
Our Success Criteria is:
I CAN: put different movements together
I CAN: show you how to melt
I CAN: show you how to spin
I CAN: show you how to go from high level to low level
[Teacher will record these on chart paper]

Extension Activities/Next Steps (where will this lesson lead to next)

- More introductory dance activities
 - Christmas dance
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?