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First Name Last Name Email Date

Tiana Guerrero tianague@hawaii.edu November 16, 2016
Traci Aquino tlk6@hawaii.edu
Isabel Choe isabel8@hawaii.edu
Semester Year Grade Level/Subject Lesson Duration
Fall 2016 1st/Performing Arts 30-40 minutes
Title
Let’s Dance Cohort 411!

Lesson Overview
Briefly summarize your lesson plan in a few sentences
In this lesson, students will learn and repeat a sequence of movements that consists of various elements of
space. They will begin with imitating/mirroring the teacher's movements, step-by-step. The students will then
practice the dance with a partner or small group. Students will demonstrate their skills of imitation and apply
the concept of space by completing the routine.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the central focus and address
essential understandings, concepts, and skills

Benchmark FA.1.4.2 Apply the element of space (e.g., place, size, level, direction) to create simple movement
sequences.
Benchmark FA.1.4.4 Repeat a simple movement sequence by imitation.

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)
Being active and exercising are essential components in everyday life. Through dance/movement students have
the opportunity to be active while also having fun and learning. Students also have the opportunity to improve
their coordination, balance, and sense of personal space which can essentially be applied to other aspects of
their everyday lives. By improving balance and coordination, students can improve other life skills such as
running, biking, and other various sports (gymnastics, surfing, skating, etc.). By learning the elements of time
and space, students can apply these concepts to various subjects and life. For example, time can be applied in
aspects of music or singing. By learning about space, students can improve direction which is an essential skill
needed to navigate. Dance is one of the many avenues that allow children to learn skills that can be applied to
various components of life.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

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Students will be able to use safety and personal space.

Students will be able to accurately mirror/imitate the dance movements of the teacher.
Students will be able to understand the direction of movements.
Students will be able to understand and apply the element of space.
Students will be able to understand and apply the element of time.
Students will be able to stay on beat and follow the music.
Students will be able to collaborate with classmates to reach a common goal.
Students will be able to accurately and independently perform a dance.

Assessments
The procedures to gather evidence of students’ learning of learning objective(s) to include formative (informal) assessments applied throughout the
lesson and a summative assessment (formal) of what students’ learned by the end of the lesson (include any assessment tools)

Formative Assessment (Note: This criterion will be applied throughout the lesson):
 Students will understand the concepts of space and time.
 Students will utilize/demonstrate safety and personal space while dancing.
 Students will imitate the teacher’s dance movements.
 Students will apply/utilize/demonstrate the elements of space and time in their dancing.
 Students will collaborate with their teacher and their classmates to learn/perform the dance.
 Students will recall concepts of dance and provide examples to demonstrate their understanding.
Summative Assessment (Note: This criterion will be applied to the student’s final independent
performance [as a class without teacher’s assistance]):

Criteria: ME MP DP WB

Participation Present, Present, Present, but Present, but not

& Attitude attentive, and attentive, and disruptive or participating
engaged engaged for inattentive
throughout majority of
entire lesson lesson

Rhythm Completely Understands the Has a partial Does not

understands the concept of understanding of understand the
concept of rhythm and the concept of concept of
rhythm and completes the rhythm and rhythm and does
completes the dance on beat completes the not complete the
dance on beat with a few dance on beat with dance on beat
mistakes significant
mistakes

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Movement & Repeat a simple Repeat a simple Repeat a simple Repeat a simple
Sequence movement movement movement movement
sequence by sequence by sequence by sequence by
imitation, with imitation, with imitation, with imitation, with
ease, minimal difficulty and/or a great difficulty
confidence, and difficulty and no few significant and/or many
accuracy significant errors errors significant errors

Element of Apply the Apply the Apply the element Apply the
Space element of element of space of space to create a element of space
space to create to create a few simple to create one or
an extensive variety of simple movement two simple
variety of movement sequences movement
simple sequences sequences
movement
sequences

Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

Students have basic knowledge about movement, time/rhythm, space, and dance. Students understand the
concept of personal space (how much room they need to complete each movement). Students have been taught
how to utilize coordination and balance. Students have an understanding of how to complete movements while
being aware of others safety, and their own safety.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

The Language Essential for Student Learner: apply, collaborate, combine, demonstrate, group, take part in,
imitate, follow, recall, improve, order.
Academic Language:
 Personal Space: the space surrounding a person
 Movement: changing your physical location or your position
 Phrase/ Phrasing: the grouping of a part of the music/ dance
 Element of Space: refers to the space through which the dancer’s body moves. (WHERE WE MOVE)
 Direction: which way the dance faces or moves (forward, backward, up, down)
 Size: magnitude of body shape and movement; from small to large movements
 Pathways: patterns made as a dance moves (straight, vertical, horizontal, zig zag)
 Levels: vertical distance from the floor; three levels: high, middle, low
 Shapes: the form created by the body's position in space (open, closed)
 Element of Time: refers to the speed, tempo, beat, and rhythm in both musical elements and dance
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elements. (WHEN WE MOVE)

 Speed (or tempo): how fast or slow a movement is performed
 Beat: The timing in which each dance movement is to be completed
 Rhythm: the flow of sound or movement

Language supports:

 We will present a PowerPoint (visuals) that shows students step-by-step pictures for each movement.
 We will introduce essential academic language to students.
 We will utilize collaborative learning activities (think-pair-share) that will help students with the
development of language and the learning of concepts and content.

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Procedures Teacher will… Student will…

Introduction/Background *Ask students essential questions *Students will talk about
(think-pair-share): essential questions using
Introduce essential academic 1. Who here likes to dance? think-pair-share
vocabulary 2. What do you think the benefits 1. Recall previous
of dancing are? knowledge and apply it
Emphasizes the importance of 3. Does anybody know what the to lesson.
dance, time, space, and safety elements of space are? 2. Use prior knowledge to
4. Does anyone know what the answer essential
5-7 minutes element of time in dance is? questions.
3. Actively engage/
*Introduce the learning goal (CCSS) participate in lesson
being taught
*Discuss with students why dance is
important

*Introduce students to the academic

vocabulary essential to this lesson
1. Element of space
a. Direction
b. Size
c. Pathways
d. Levels
e. Shapes

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Modeling/Guided Practice
Explicitly teach targeted concept
students are expected to learn
and demonstrate
Model step-by-step dance moves
*See attached PowerPoint for
step-by-step instructions
20-25 minutes
Independent Practice
Students work in groups to
practice and improve dancing.
3-5 minutes
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Transition: “Can anyone show me a *Show an example of a dance
dance move that uses the element of move that uses the element of
space?” space
2. Element of time
a. Speed/tempo
b. Beat
c. Rhythm
*Go over “Dance Safety Rules”
* Go over “Things to Remember…”
Transition: “Now that we have some
background knowledge about essential
dance elements, we will begin to apply
what we’ve learned to our own dance.”
Transition: “Before we start moving,
let’s do some quick stretches to get our
blood flowing!”
*Lead students in a dance warm up *Actively participate in the
(stretches) warmups (stretches)
Transition: “Now that we're all
warmed up we’re going to begin
learning our dance! We want you to
follow along, be safe, and have fun!”
*Teach the students the dance (refer *Imitate and follow along
to PowerPoint with step-by-step through each step of dance
instructions)
1. Step-by-step *Actively participate
2. Chunk sections of the dance throughout dance
together
3. Practice the whole dance
together as a class (1X)
*Have students turn to a partner or 1. Review the dance with
small group and work on dance or a partner or in a small
moves they may be struggling with group
2. Practice sections/moves
*Assist students as needed that they have trouble
with
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Closure *Instruct students to perform dance *Perform dance as a class,

together as a class with no assistance without assistance from
Performance of dance. from teacher teacher

Demonstrate understanding of *Provide students with *Actively listen to

concept. criteria/expectations before criteria/expectations
performance
5-7 minutes *Begin to think about how to
apply criteria/expectations to
performance

*Prompt students’ thinking by *Recall essential dance

having them recall/review essential elements (why dance is
dance elements (why dance is important, elements of space,
important, elements of space, and and elements of time) and
elements of time) volunteer answers

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

Type of Learner Accommodations/Differentiation

ELL/MLL
Students will be provided with a visual aid
(PowerPoint) that depicts each step. OR Give students
the opportunity to perform simplified version of
dance.
Struggling Provide students with more individual or small group
instruction. PowerPoint with pictures of each
movement will also be provided for support.
Accelerated Challenge students to create their own dance moves
that can be added to the dance. OR Challenge students
to find another element of dance that wasn’t discussed
and share it with the class.

504/IEP See struggling learners ^ PLUS provide one-on-one

instruction when needed throughout lesson. Teacher
will check in on student more frequently and provide
repeated instruction as needed.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
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“Personal space dots” (Post-its), music: “Better When I’m Dancing” By: Meghan Trainor, PowerPoint with
pictures of each dance movement (“Let’s Dance Cohort 411!”), computers, projector, projector screen, athletic
clothing

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
 What changes would you make to your instruction—for the whole class and/or for students who needed greater support or challenge—to
better support student learning?
o Why do you think these changes would improve student learning? Support your explanation with evidence of student learning
AND principles from theory, recommended practices, and/or research.
 Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students’ learning.
To greater support the needs of the whole class, we would pay more attention to monitoring our students
progress. Throughout our instruction, we didn’t walk around to check on the students who would have possibly
needed more individualized attention. We spent majority of our time in the front of the classroom. To better
support these variety of learners, we would circulate around the classroom and engage in one-to-one contact
with students about their progress. According to Herrell, Jordan, and Eby (2012), “When a teacher circulates in
the classroom to monitor students as they practice or create their own work, it is efficient for him or her to use
modeling and demonstration on a one-to-one basis to assist students in getting started or in correcting mistakes”
(p. 153). By circulating in the classroom and monitoring our students progress, it would improve their learning
by allowing us to check for their understanding and obtain feedback from many different students so that we
knew the concept was clearly understood by the class. If we felt that the concept had not been presented in a
way that was easily understood, we could make adjustments that would better help our students understand.
One change that we would make to our instruction to better support our students would be to create a visual
chart or representation of all of the dance moves in order. Throughout our lesson, we noticed that our students
would often mix up the order of the dance moves. By creating a poster, or even a list with all of the movements
in sequential order, we would give our students a visual aid to refer back to throughout the instruction. This
would be a great way to differentiate for many different kinds of learners. Also, a visual reference for the
students would allow us as the teachers the freedom to circulate the room and look for other ways to support our
students, aside from the sequence of the dance. According to Herrell, Jordan, and Eby (2012), active, authentic
learning experiences are produced when teachers “present material in ways that engage their students…Add a
visual aid such as a poster... and students sit up in their seats to see better” (p. 151).
Another change we would make to our instruction to better support the needs of our whole class is better
utilizing timing and pacing. This lesson was very teacher-oriented, which left students with an insufficient
amount of time to practice independently. We felt that we spent too much time teaching the dance and utilizing
guided practice that we lost sight of the timing and pacing of the lesson as a whole. In order to better support the
needs of our whole class, we would spend less time on teaching the dance, and focus more on giving them time
to practice. By giving our students a sufficient amount of time to work independently, we would allow our
students to demonstrate their understanding, as well as collaborate/cooperate with their peers. According to
Herrell, Jordan, and Eby (2012), it is essential to “provide a high level of practice for all students. After
modeling a step, allow every student to practice on his or her own or with a learning partner” (p. 153).
In order to better support the need our whole class, we would also provide our students with adequate modeling.
We felt that the process we utilized to teach our students each move should have been modeled more explicitly.
To greater support our students, we would have used a more efficient process of modeling. For example, we

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would begin by explaining the step, then trying it out as a group. Next, we would show them the move in the
video, and then have them practice the moves independently. By utilizing the scaffolding process, students
would receive support and guidance through modeling, and eventually be able to apply their knowledge.
According to Herrell, Jordan, and Eby (2012), it is essential to “present new, unfamiliar, and complex material
in small steps, modeling each step by doing an example. Give clear and detailed instructions and explanations
as you model each process” (p.153).
Lastly, to better support our students learning, we would plan and prepare our instruction more efficiently. As a
group, we felt that we didn’t gauge the difficulty and length of the dance. We also felt that we didn’t know the
dance as best we should have, which made it extremely difficult to teach to our students. Throughout our
instruction, we noticed these difficulties and attempted to troubleshoot. According to Herrell and Jordan (2007),
“effective teachers remain alert to signs that students are not meeting classroom expectations, respond to the
situation, and make adaptations so that all students can be successful participants” (p. 98). But, we felt that we
should have had a “plan b” already prepared or integrated in our lesson planning. Our “plan b” would have been
following along with the YouTube video. But, because we didn’t have the YouTube video prepared ahead of
time there was an interruption in the middle of the lesson. By planning and preparing more efficiently, our
students would have been able to receive instruction without interruption. By presenting the video earlier, we
would have better enforced the dance steps that we taught. According to Herrell, Jordan, and Eby, “by
visualizing and trying to predict the possible outcomes of your lesson plan, you can avoid uncomfortable
situations, maintain the flow of the lesson, and involve all of your students more productively” (p. 66).
The next step for instruction would be to implement the changes that would better support student learning.
These instructional steps to support students’ learning includes: monitoring student progress, providing visual
supports, improving timing/pacing of instruction, providing explicit modeling (scaffolding), and improving
planning/preparation of lessons. Through monitoring student progress, we would be able to better assist our
students who may be struggling, as well as gain feedback on our instructional strategies. By providing our
students visual supports, we could utilize differentiated instruction to better support our students. By improving
the timing and pacing, our students would have more time to work individually, and the instruction would be
more student-oriented rather than teacher-oriented. By providing our students with clear and explicit modeling,
they would be able to better understand the expectations and content of the lesson. Through improving the
planning and preparation of lessons, we could provide our students with more efficient and effective instruction.
This lesson has allowed us to see what worked, and what could be improved throughout our instructional
strategies. By making these changes to our instruction, we could continue to excel and progress. If we could
improve these skills in future lessons, we would be able to better support all of our students, and hopefully
enrich their learning.

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