Practical Peer Teaching and Lesson Plan Assignment 20% of final mark Lesson Plan: 50 marks Practical teaching:

50 marks Total=100 marks Using the Sample Lesson Plan Form from our Green Gil!ert te"t create a com#lete lesson #lan although $ou ma$ onl$ ha%e time to #resent a #ortion& The 'ritten lesson #lan 'ill !e handed in (ust #rior to the #resentation or after should $ou need to refer to it& Time a%aila!le: )0 minutes and a 10 minute feed!ack session *ee +lack+oard docs& 1, -ritical .es#onse Process and 2, /otions01deas related to Peer Teaching Practice 201) Lesson Plan re2uirements 05 3ate: Age4 Le%el4 or Grade: A descri#tion of the students in this #articular 5imagined, class including ticker ta#e st$le descri#tions to #artici#ants: 6!(ecti%es: 1& 2& )& 07 3ance -once#t: 0) 82ui#ment0music: 0) -om#onent 5either 9arm u#08"#loring the -once#t4 3e%elo#ing *kills08"#loring conce#t and -reating0-losing, -hoose one of the a!o%e sections to create a fluid class 'here each as#ect is connected to each other and to the o!(ecti%es& The lesson #lan includes a detailed outline 5a colleague should !e a!le to read this lesson and teach it ha%ing no #rior kno'ledge of 'hat $ou are teaching&, /eed to kno':

a, .ationale:'h$ are $ou choosing this material to teach to this grou#; <o' does this connect to $our #hiloso#h$; !, An e"#lanation of ho' this connects to o!(ecti%es c, An e"act e"#lanation of #rocedures0e"ercise4 no short hand d, *#ecific counts and or rh$thm of ste#s if music is in%ol%ed c, =our e"act #lan of 'hat $ou 'ill sa$ to introduce the conce#t and the 2uestions $ou 'ill ha%e for students& =ou do not ha%e to follo' a scri#t 'hen on $our legs >in the moment !ut $ou do 'ant to #lan e"actl$ 'hat $ou 'ant to sa$ and thoughts or 2uestions $ou ma$ ha%e to ask students& 5The Green Gil!ert te"t has great e"am#les,& d, <o' the three .?s 'ill !e included and im#lemented including s#ecific language for 'hat $ou are #lanning to sa$& e, Pre#are a !rief outline for a #lan + for acti%ities #lanned& 5Acti%it$ ma$ !e too hard4 too eas$ thus@etc&, f, Aodifications for the %ariet$ of students that ma$ !e #resent& 2 o#tions of modifications should !e outlined& g, 8"#lanation of ho' each acti%it$ 'ill de%elo# dancers skills4 a'areness4 e"#ression etc& 3o touch on the #luralit$ of learners in the imagined class& f, <o' man$ minutes 'ill each acti%it$ or #ortion !e; )0 marks total The #ractical a##lication of this assignment 'ill !e directl$ connected to $our #lan& Use $our #lan as a guide to direct $ou e"#licitl$: 1, 8"#ress $ourself clearl$ in a %ariet$ of 'a$s take control of the class in 'hate%er 'a$ $ou decide state in lesson& 2, Aake sure $our students are learning ), 3emonstrate at least 1 e"am#le of formati%e assessmentB C, Attem#t to engage $our learners 5, .es#ond accordingl$ if the$ are not D, As a grou# ha%e connection and a clear through line E, *ho' energ$ and interest in 'hat $ou are #resenting F, -onnect 'hat $ou are teaching to $our students 7, 9ere $ou mindful of the time ho' did $ou ad(ust if necessar$; 10, 9ere $ou a!le to see and res#ond to an$ challenges4 #ro!lems and students struggles; 3id $ou sta$ connected; 11, Are $ou a!le to assess engagement at the end of the lesson; 12, 3id $ou hit a %ariet$ of learners; 1), 3id $ou make students feel safe; 1C, 9ere $ou a'are of $our energ$; 50 marks

Gormati%e Assessment is such a %alua!le tool for teachers !ecause it is directl$ related to process. Assessment ha##ens from !eginning to the end of class& Assessment for learning is formati%e4 and in%ol%es !oth teachers and students in ongoing dialogue4 descri#ti%e feed!ack and reflection throughout instruction