4. Design for Instruction

A. Objective(s) (Learning Outcomes) Addressed by Lesson

B. Instructional Strategies

C. Use ofTechnology

D. Adaptations for Learners

Lesson 1:By the end of this hour and a half lesson on shapes, Dance II students will be able to demonstrate the 5 basic locomotor steps as they execute different sequences and explore new ways to locomote in groups. They will also exhibit what knowledge they do have on axial and locomotor motion through a pre-assessment.(See Appendix)

Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll and dressing out have them take pre-assessment. Test knowledge of what they already know in groups. Learn new sequences.

Computer – music, Kaossilator.

On the board, write instructions for pre-assessment quiz. Have students repeat choreography given. Consider walking around helping students who struggle with the sequence or simply do it with them until they get it. Talk about how we identify axial and locomotor. Put more advanced students as the group leader or simply split up the different levels of dancers so that each group has one with more experience. Have class repeat back instructions.

Lesson 2:By the end of this hour and a half lesson, Dance II students will be able to demonstrate the following locomotor steps through an intermediate sequence: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc.(See Appendix)

Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll talk about locomotor steps on the board. Bring drum and other hand instruments. Warm-up and technique will focus on locomotor steps. Across the floor will tell me how much they know

Computer - music

Write Locomotor steps on the board. Demonstrate locomotor sequence first, then break it down nice and slow and mark it altogether once. Give individual feedback. Offer modifications to those who cannot maybe skip or roll. Walk around the room on sequences while students are reviewing to see who struggles and needs extra help.

and understand the locomotor steps. Discuss, cool down.

Lesson 3:By the end of this 90-minute lesson, Dance II students will be able to perform and improvise the different ways to move in an axial manner: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc. (See Appendix)

Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll talk about axial movement on the board. Bring drum and other hand instruments. Warm-up and technique will focus on axial- locomotor steps. Center floor will tell me how much they know and understand the axial steps. They will have an intro to improvisation. Discuss, cool down.

Computer – music, kaossilator

Write Axial instructions on the board. Demonstrate axial sequence first, then break it down nice and slow and mark it altogether once. Give individual feedback. Offer modifications to those who cannot maybe skip or roll. Walk around the room on sequences while students are reviewing to see who struggles and needs extra help.

Lesson 4: By the end of this 90-minute body lesson, Dance II students will be able to demonstrate their understanding of axial motion through creating a 30 second movement sequence describing their personality and performing them. (See Appendix)

Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background. After roll review axial sequences. Give them time to create individual sequences and in groups of 2 give side-coaching. Perform in groups of 4.

Computer – music;

Give extra attention and help for less coordinated learners; pair slower learners with accelerated learners for some peer coaching on their individual phrases.

Lesson 5: Assemble needed songs Computer – Give extra time for those

By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a formative assessment and performing their personality locomotor sequence.

and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; Have them take pre-assessment. Test knowledge of what they already know in groups. Learn new sequences. Bring drum and other hand instruments. After roll, have them take closing formative assessment. After they do both the locomotor and axial sequences I will give them time to add their solo onto the end of the locomotor sequence.

music; video camera to capture each group’s dance, chalk.

who need the extra time. Help those who struggle adding their solos on the end of the locomotor sequence. Give extra time on post-assessment for those who might need it. Put instructions on board and quiz. If nervous they can come in during flex to show me their personality locomotor sequences.