Lesson Plan Focus: Digital Annotation for research
Class: Dance 1 Grade: 9-11 Co-Curricular: Reading, Science, Kinesiology, Technology, Research Time Allotment: 1 class period (55 minutes per class) Standards Addressed: Development of Dance Vocabulary 1.5 Apply knowledge of dance vocabulary to distinguish how movement looks physically in space, time, and force/energy. 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 5.1 Demonstrate effective use of technology for recording, analyzing, and creating dances. 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:
Students will be able to read and explore a text as a group.
Students will be able to arrange their ideas and thoughts digitally with annotation.
Students will be able to work and collaborate positively as a group.
Students will be able to examine and analyze text closely, critically, and carefully.
Students will be able to make personal, meaningful connections with text.
Students will be able to clearly communicate their ideas about a piece of text through writing, revision, and publication.
Big Idea / Concept: Support and model active reading process with digital collaboration and text.
Dance has benefits for the human body.
Dance has psychological effects of the brain.
What Essential Question(s) will be considered:
How can I connect with the text I am reading?
Should we have dance in the public school?
Knowledge, Skills, Understanding Evaluating and Improving Performance: To describe and identify strategies used for research.
Materials/Equipment/Resources/Facilities School Loop, Twitter, Library/Computer Lab
Summary: Students will read the text uploaded in Annotate.co in their small group predetermined by the instructor. Anticipatory Set: (2 min.) “Today we are going to read a text, online and as a group. We will be taking notes called annotating and sharing our ideas on what we are reading.”
Procedure: Students will find a computer and log in-
First show students example of annotation and review the text and annotations as whole group.
Must reply to classmate in group and also provide a link to something relevant to the reading.
Working with a small group of their peers (preassigned), students should create a list that shows what effective annotations might do.
Once the small groups have created their lists, share these out in a whole group discussion, creating a list that shows all the ways a reader of a text can annotate that text. This list can be used as a rubric for evaulating/responding to student annotations later in the lesson. Students typically point out how annotations
give definitions to difficult and unfamiliar words.
give background information, especially explaining customs, traditions, and ways of living that may be unfamiliar to the reader.
help explain what is going on in the text.
make connections to other texts.
point out the use of literary techniques and how they add meaning to the text.
can use humor (or other styles that might be quite different from the main text).
reveal that the writer of these annotations knows his or her reader well.
The process of generating this list should move into a discussion about where these annotations came from—who wrote them and why. Guide students to think about the person who wrote these ideas, who looked at the text and did more than just read it, and who made a connection with the text.
It is important here that students begin to realize that their understanding of what they have read comes from their interaction with what is on the page. You may wish to jumpstart the conversation by telling students about connections you make with watching films, as students may be more aware of doing so themselves.
Collaboration: Working as a group cooperatively.
Closure: (1 min) “Great work today. Tomorrow we are continuing our research to answer the question “Should we have dance in the public school?” Think of both sides of the debate so you know how to argue or rebut a statement. What can you bring to the table for your group? You’re awesome. Have a great day!”
Evidence of Learning: Group discussion, debate, and write up.
Assessment Plan: Students will be assessed on participation, collaboration with others, and checked by instructor.