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Formal Lesson Plan Template

Name: Bruno Loya Pima Course:

Subject: Folklorico Dance Topic: Conveying Meaning Grade Level: 9- Duration of Lesson: 94
12 min
Components Description of Plan
1 Content Standard: DA.9-12.3.A.1 Students examine ways that a dance creates and conveys
Choose ONE standard. meaning by considering the dance from a variety of perspectives
Be sure to write out the
entire standard, not just
the number.
2 Learning Objective: After participating in a free writing activity and class discussion, students will be
Choose ONE able to demonstrate their understanding of how the terms literal interpretation
objective that leads and abstract interpretation are used by choreographers to convey meaning to an
toward mastery of audience by collaborating in teams of 3 to interpret a written passage with non-
the standard vocalized movement.
Must be specific,
measurable, and Passage options: recipe, stanza from a poem, short story, or picture
realistic.
Must have at least Est.
# of
two parts: learning min
and behavior s
3 Anticipatory Set: Free Writing Activity 15
Sometimes called a Today we will be discussing a variety of techniques used by choreographers to
"hook" to grab the convey meaning to an audience. Please pull out a piece of paper and
student's attention something to write with. Fold your paper in half. To begin, I would like you to
Focuses student listen to the audio track I'm about to play and write down any thoughts or ideas
attention on the your might have related to imagery, colors, emotions you feel, stories, or
objective and the anything else that comes to mind.
purpose of the
lesson Audio: Breakout from Lord of the Dance
Activates prior After listening, ask for 3-4 students to share any thoughts. Label this side
knowledge "Audio". Turn your paper over.
Requires ACTIVE
PARTICIPATION Now we will watch a video. While watching I would again like you to write down
from ALL learners any thoughts or ideas your might have related to imagery, colors, emotions you
feel, stories, or anything else that comes to mind.

Video: Breakout from Lord of the Dance


After watching, ask 3-4 students to share any thoughts. Label this side "Video".
Unfold your paper. Take two minutes to work with the person next to you and
discuss similarities and differences between your free writing for the "Audio" and
"Video" sides. Did your ideas change? Why? Why not?

After two minutes, ask pairs to share their comparisons.


4 Teaching-Input: Lecture with visual/audio representations 15
Using effective and o Sound, lighting, costumes, colors, vocalization, movement,
varied strategies, the literal versus abstract interpretation, facial expression
teacher provides Discussion about other content areas that are subject to interpretation
information for students (History records, statistics, visual art, music, recipes, literature)
to gain the concept,
strategy, or skill.
5 Students will dictate two animals. The teacher will perform a literal 10
Teaching-Modeling: interpretation of these animals. After, the teacher will perform an
abstract interpretation of these animals. Students will participate in
Demonstrate and show teacher led discussion on differences of abstract versus literal
examples of what interpretation (vocabulary discussion).
students are expected to
Formal Lesson Plan Template

do (how to solve the


problem, answer the
question, do the activity
etc.).
6 Check for Thumbs up, thumbs down 5
Understanding: Gather on the right/left side of the classroom
Various strategies Exit ticket
that are ongoing
throughout the Teacher will write a 4 words on the board (animals/common ideas) in a
entire lesson. random order. The teacher will then perform a random word (not in
Enables teacher to sequence). Students will then discuss with a partner which of the 4 words
determine whether was being interpreted and whether it was a literal or abstract interpretation.
ALL students have The teacher will then survey the class to see how well students are able to
"gotten it." recognize/understand the application of literal versus abstract interpretation.
7 Guided Practice: After watching the teacher perform an interpretation of his name through non- 20
An opportunity for each vocalized movement, students will be asked to develop movement to interpret
student to demonstrate the first 4 letters of his or her name. The teacher will walk the room to support
new learning by working learners and reinforce concepts to guide the generation of movement.
through an activity or
exercise with the
teachers guidance.
8 Closure: Small team presentations: 15
Actions or
statements made by Students will be grouped into quartets and receive a post it note titled either
teachers AND "literal" or "abstract". There will also be another random word (ie. bird, snake,
students that giraffe, love, power, hunger). Each team will have 5 minutes to develop a short
summarize lesson movement sequence to portray the word based on the title of the post it note
objectives. (literal or abstract).
Essential for helping
students integrate
ideas, make sense
out of what has just
been taught, and to
improve their
chances of retention
and transfer.
Must be done
BEFORE
Independent
Practice
9 Independent Practice: Students will form teams of 3. Each team will randomly draw a paper from a hat. 14
AFTER proper closure, it This paper will contain one of the following: recipe, stanza from a poem, short
is important to provide story, or picture.
time for additional
practice. It may be group Teams will work independently to develop movement phrases inspired by the
or individual work in piece they have randomly drawn. This will be a multi-day project. The teams
class or it might be will meet to discuss an action plan to work independently before meeting the
homework. next class period.
10 Assessment: Students will participate in formative assessments throughout the duration of
The formative and/or class. Writing from anticipatory set used to benchmark prior knowledge,
summative assessments questioning throughout lesson to receive feedback on misconceptions still held.
that are aligned with the Small group collaborations allow instructor to visually see how well students
objective. understand the concept of literal versus abstract interpretation.

11 Differentiation: Students will have information verbally communicated to them with


How you will reach accompanying visual aid. Teacher will also work with learners independently to
diverse learners by guide their understanding of process by answering questions and providing
Formal Lesson Plan Template

varying the: feedback. Teacher will be able to assess student understanding throughout
Content lesson through checks for understanding (can clarify misconceptions). Students
Process will have multiple independent and team hands on opportunities to carry out
Product skills to be learned.
12 21st Century Learning: Bell work - critical thinking, creativity, communication: Verbal/written
Includes technology as Think-Pair-Share/Forming Teams of 3 - Collaboration/Communication
well as the 4 Cs: Critical Questioning - Communication verbal/written
Thinking, Creativity,
Collaboration, and
Communication.
13 List of Materials, Handouts and other Supplemental Documents:
Projector, Sound System, Laptop, note cards, hat/bin, white board, paper, writing utensils