Lesson Plan Focus: GTK (Good To Know) Lesson 3
Class: Dance 1 Grade: 9-12 Co-Curricular: Health, Science, Kinesiology, Anatomy
Time Allotment: 2 class periods (56 minutes)
Standards Addressed:
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Connections and Applications Across Disciplines
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Intended Learning Outcomes
Objectives:
Psychomotor:
· Students will be able to demonstrate and perform accurate stretch and strengthening techniques 100% of the time.
· Students will be able to demonstrate and perform their contemporary dance with appropriate rhythm, timing, and musicality 100% of the time.
· Students will be able to perform the contemporary dance with guided emotion connecting to character and emotion 50% of the time.
Cognitive:
· Students will be able to develop a full body warm up in their notebook.
· Students will be able to teach a peer their warm up while letting them know what they are doing and for what muscle.
Affective:
· Students will be able to demonstrate positive social behavior by being supportive, helpful, and accepting of peers.
· Students will be able to work well constructively with peers.
Big Idea / Concept: Learning how to release and use your breath to complete and control movements. Understanding the body and how to use and care for it.
Enduring Understanding(s):
1. There are many ways to take care of the body to prevent injury.
2. If the body is sore or injured there are certain techniques we can use to allow better healing.
What Essential Question(s) will be considered:
· What does a warmed up body do?
· Why is warm up and cool down essential for a dancer?
· What is stretching and what is strengthening for a dancer?
Knowledge, Skills, Understanding
Acquiring and Developing Skills: To explore movement ideas and respond imaginatively to a range of stimuli and music.
Selecting and Acquiring Skills and Tactics: To move confidently using gesture, direction, speed and level.
Knowledge of Health and Fitness: To recognize and design our major muscle groups and bone structures in to a full warm up.
Evaluating and Improving Performance: To describe basic body actions and recognize dynamic qualities of movement.
Materials/Equipment/Resources/Facilities
School Loop, Smart Phone, Notebook, Social Media (Instagram, Facebook, Vine, Twitter)
Implementation
Summary: Students will create a full body warm up using the major muscles. They will then teach their written warm up after writing it down in their notebook.
Anticipatory Set: (1 min.) “We’ve reviewed our muscles, stretches, and strengthening techniques for warm up and cool down. Using the tools we have learned from our GTK (Good To Know) you are to create a full body warm up and cool down. You are to take turns teaching your selected peer your warm up and at the end of the period you will take turns cooling them off. This is a one day assignment.”
Procedure:
On the Board: AGENDA- Dance 1 Create Warm Up & Cool Down, DO NOW- D1 Get Notebook and Pen(cil)
1. Students will change into their dance clothes.
2. Students will get notebook after they change and sit in their attendance spot with writing utensil.
3. Students will be assigned a partner by the teacher.
Steps:
· (4 min.) Students will change in to dance clothes.
· (2 min) Students will sit in their seats for attendance.
· (10 min) Students will develop a warm up and cool down while notating it in their notebook.
· (20 min) Students will teach their partner their full body warm up (walk and talk through).
· (9 min) Students will be review dance or add on to dance for final assessment.
· (5 min) Students will cool down their partner and get cooled down.
· (4 min) Students will change out of dance clothes.
Collaboration: Working with a partner cooperatively.
Closure: (1 min) “I saw some really great work today. Awesome support and learning! You created a warm up and tomorrow we’ll talk about why we warm up in dance class.
Day 2 Extension: (the next day)
On the Board: DO NOW: Have Tech Out
1. (10 min) Students are to get have tech out at the beginning of the period and answer the EQ written on the board. (during attendance)
2. (7 min) Teacher will lead a discussion of what warm up means and why it’s needed in dance class.
3. (16 min) Teacher will call on various students to show them an exercise or stretch for (call out different major muscles that they are learning).
4. (16 min) Run or add on to the dance they are learning for final assessment.
5. (2 min) Closure and cool down
6. (1 min) Tweet what you learned today
7. (4 min) Change out of dance clothes
Evidence of Learning: Teacher observation walking around and watching what students are creating and doing. Notebook plan.
Assessment Plan: Students will be assessed on participation, collaboration with partner, and final product with performance of written and movement assessment.
Handout: GTK and Study Guide
Notes:
Reflection/Feedback:
Class: Dance 1 Grade: 9-12 Co-Curricular: Health, Science, Kinesiology, Anatomy
Time Allotment: 2 class periods (56 minutes)
Standards Addressed:
Development of Motor Skills and Technical Expertise
1.1 Demonstrate refined physical coordination when performing movement phrases (e.g., alignment, agility, balance, strength).
1.2 Memorize and perform works of dance, demonstrating technical accuracy and consistent artistic intent.
1.3 Perform in multiple dance genres (e.g., modern, ballet, jazz, tap, traditional/recreational).
Comprehension and Analysis of Dance Elements
1.4 Demonstrate clarity of intent while applying kinesthetic principles for all dance elements.
Development of Dance Vocabulary
1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy.
Creation/Invention of Dance Movements
2.1 Create a body of works of dance demonstrating originality, unity, and clarity of intent.
Application of Choreographic Principles and Processes to Creating Dance
2.2 Identify and apply basic music elements (e.g., rhythm, meter, tempo, timbre) to construct and perform dances.
2.3 Design a dance that utilizes an established dance style or genre.
Communication of Meaning in Dance
2.4 Perform original works that employ personal artistic intent and communicate effectively.
2.5 Perform works by various dance artists communicating the original intent of the work while employing personal artistic intent and interpretation.
Development of Partner and Group Skills
2.6 Collaborate with peers in the development of choreography in groups (e.g., duets, trios, small ensembles).
2.7 Demonstrate originality in using partner or group relationships to define spatial patterns and the use of overall performing space.
Connections and Applications Across Disciplines
5.2 Apply concepts from anatomy, physiology, and physics to the study and practice of dance techniques.
Development of Life Skills and Career Competencies
5.3 Explain how dancing presents opportunities and challenges to maintain physical and emotional health and how to apply that information to current training and lifelong habits.
Intended Learning Outcomes
Objectives:
Psychomotor:
· Students will be able to demonstrate and perform accurate stretch and strengthening techniques 100% of the time.
· Students will be able to demonstrate and perform their contemporary dance with appropriate rhythm, timing, and musicality 100% of the time.
· Students will be able to perform the contemporary dance with guided emotion connecting to character and emotion 50% of the time.
Cognitive:
· Students will be able to develop a full body warm up in their notebook.
· Students will be able to teach a peer their warm up while letting them know what they are doing and for what muscle.
Affective:
· Students will be able to demonstrate positive social behavior by being supportive, helpful, and accepting of peers.
· Students will be able to work well constructively with peers.
Big Idea / Concept: Learning how to release and use your breath to complete and control movements. Understanding the body and how to use and care for it.
Enduring Understanding(s):
1. There are many ways to take care of the body to prevent injury.
2. If the body is sore or injured there are certain techniques we can use to allow better healing.
What Essential Question(s) will be considered:
· What does a warmed up body do?
· Why is warm up and cool down essential for a dancer?
· What is stretching and what is strengthening for a dancer?
Knowledge, Skills, Understanding
Acquiring and Developing Skills: To explore movement ideas and respond imaginatively to a range of stimuli and music.
Selecting and Acquiring Skills and Tactics: To move confidently using gesture, direction, speed and level.
Knowledge of Health and Fitness: To recognize and design our major muscle groups and bone structures in to a full warm up.
Evaluating and Improving Performance: To describe basic body actions and recognize dynamic qualities of movement.
Materials/Equipment/Resources/Facilities
School Loop, Smart Phone, Notebook, Social Media (Instagram, Facebook, Vine, Twitter)
Implementation
Summary: Students will create a full body warm up using the major muscles. They will then teach their written warm up after writing it down in their notebook.
Anticipatory Set: (1 min.) “We’ve reviewed our muscles, stretches, and strengthening techniques for warm up and cool down. Using the tools we have learned from our GTK (Good To Know) you are to create a full body warm up and cool down. You are to take turns teaching your selected peer your warm up and at the end of the period you will take turns cooling them off. This is a one day assignment.”
Procedure:
On the Board: AGENDA- Dance 1 Create Warm Up & Cool Down, DO NOW- D1 Get Notebook and Pen(cil)
1. Students will change into their dance clothes.
2. Students will get notebook after they change and sit in their attendance spot with writing utensil.
3. Students will be assigned a partner by the teacher.
Steps:
· (4 min.) Students will change in to dance clothes.
· (2 min) Students will sit in their seats for attendance.
· (10 min) Students will develop a warm up and cool down while notating it in their notebook.
· (20 min) Students will teach their partner their full body warm up (walk and talk through).
· (9 min) Students will be review dance or add on to dance for final assessment.
· (5 min) Students will cool down their partner and get cooled down.
· (4 min) Students will change out of dance clothes.
Collaboration: Working with a partner cooperatively.
Closure: (1 min) “I saw some really great work today. Awesome support and learning! You created a warm up and tomorrow we’ll talk about why we warm up in dance class.
Day 2 Extension: (the next day)
On the Board: DO NOW: Have Tech Out
1. (10 min) Students are to get have tech out at the beginning of the period and answer the EQ written on the board. (during attendance)
2. (7 min) Teacher will lead a discussion of what warm up means and why it’s needed in dance class.
3. (16 min) Teacher will call on various students to show them an exercise or stretch for (call out different major muscles that they are learning).
4. (16 min) Run or add on to the dance they are learning for final assessment.
5. (2 min) Closure and cool down
6. (1 min) Tweet what you learned today
7. (4 min) Change out of dance clothes
Evidence of Learning: Teacher observation walking around and watching what students are creating and doing. Notebook plan.
Assessment Plan: Students will be assessed on participation, collaboration with partner, and final product with performance of written and movement assessment.
Handout: GTK and Study Guide
Notes:
Reflection/Feedback: