Lesson Plan Form - LBS 400

Candidate: Subject: Grade Date:

Galina Doty Dance level(s): K 4/28/17

Standard:
Dance Standards:
K1.1 Build the range and capacity to move in a variety of ways.
K1.2 Perform basic locomotor skills (e.g., walk, run, gallop, jump, hop, and balance).
K2.3 Respond spontaneously to different types of music, rhythms, and sounds.
K3.1 Name and perform folk/traditional dances from the United States and other
countries.
History and Social Science Standard
K 4.2. Distinguish between land and water on maps and globes and locate general areas
referenced in historical legends and stories.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure,

Concept, or Principle):
Students are learning about a different culture and dance style while learning different
locomotor skills to different music and rhythms.

II. LEARNING OUTCOME (Objective):

Given visual and kinesthetic examples students will learn about different dance forms
and movements by following instruction and copying dance moves.

DOK/Cognitive Rigor Level:

Language Demands
While given instructions, the movements will be given as well so students who are
second language learners can still follow the movements without worrying about
having to understand what teacher is saying. When counting the tempo of the steps
teacher will show the numbers with their fingers as well as saying it.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
What lesson comes before this lesson? What lesson comes after this lesson?
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Student friendly objective: By the end of our lesson you should learn how to
freeze when the music stops and explore different dance moves by playing a
freeze dance game to the song Cant Stop the Feeling by Justin Timberlake.
Purpose: Why are students learning this? Why is it important?
Students will engage in a freeze dance to be able to express themselves in
movement and to learn a classroom management skill of freezing when the music
becomes quiet. It is important for students to engage in free expression before being
instructed.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student

Activities):
Step #1: _______________________________________________
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair
share, choral response, etc.
Students will be sit on their rug and be introduced to new style of dance called
Polynesian dance and will look at a map of Polynesia and of Hawaii. They will look
at pictures of Hula Dancers and be given the connection to two populare movies
Moana and Lilo and Stitch. Then they will watch a clip from Lilo and Stitch
with the song He Me No Lilo to observe the different Hula dancers. Before
watching the clip students will be asked to watch for one dance move from the clip
to show to a partner.
Step #2: ______________________________________________
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair
share, choral response, etc.
After watching the clip students will share and show to a partner what dance move
they saw. Then teacher will ask for volunteers to share what they or their partner
saw. Teacher will then collaborate their ideas to show an 8 count dance. Before
having the students stand up and try the dance with the teacher, teacher will have
the students count and clap to 8 several times.
 Step #3: ______________________________________________
a. T input
a. T model
b. Student response: Check for understanding: active participation: think pair
share, choral response, etc.
After going over the counts for the music students will stand up and spread out.
Teacher will go through the different steps of the 8 count dance breaking the
different steps down. Teacher will go over the steps and make connections from the
steps to an image. For example if the teacher is showing a hula wave move,
teacher will explain to students to pretend they are showing what waves are with
their arms.
Teacher will show the steps to students, have the students follow along several
times and then have the students try it on their own.

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During Lesson, Check for Understanding, Teacher observation

Teacher will look at the students movements and keep asking questions about what kind
of style of dance they are learning.

Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test)
Students will show what they have learned through the dance moves that they present
to their teacher.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL

LEARNERS (Content, Instruction, Practice): How can we provide equal access for
all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers?
(Modification)
All students can follow along with the movements and even create their own style to
the movements. There is no one correct way to dance, everyone can do it their own way
even if a child is sitting down or is a second language learner because there is visual
and kinesthetic learning.

VII. HOMEWORK (if appropriate):

Show a family member the dance.