This will be an Integrated Lesson Plan with Dance and English These are the specific Curriculum Expectations below

Specific Expectations Grade 9 Dance Specific Expectation Strand A. Creating, Presenting, And Performing A1.1 use the elements of dance to develop and perform a personal movement vocabulary inspired by a variety of stimuli, sources, or themes (e.g., choose five gestures used in everyday life and create a sixteen-bar movement phrase that reflects and exaggerates these gestures; with a partner, generate original movement material based on a personally meaningful source or theme) Teacher prompt: “What are some possible movements you can use to illustrate the ideas and feelings suggested by your artistic source?”

Grade 9 English (Academic): Strand A. Oral Communication 1.4 identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., listen to a reading of a poem and then discuss the most important images with a partner;4 listen to a traditional Aboriginal story and create a story web; summarize and explain the central arguments of a speech in their own words; use a graphic form of expression, such as a series of drawings or tableaux, to depict the main events or ideas in an oral text) Teacher prompts: “What parts of the poem should we discuss as a class to improve your understanding of it?” “What images and ideas are emphasized in the oral recording of the poem?”

Strand B. Reading and Literature Studies 1.2 use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts (e.g., list questions that occur to them as they read in preparation for a book club discussion; preview features of an informational text; explain how the illustrations support the theme of a picture book; use graphic organizers to keep track of important facts while doing research; 3 make sketches to visualize the action in a scene, or a process described in an informational text; after reading, explain how the key images in a poem helped them understand the theme of the poem) Teacher prompt: “How did previewing the text features help you to understand the text?” 1.5 extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., role-play how they would resolve a particular character’s dilemma; describe the position a character in a historical novel might take on a present-day issue; determine whether information in a news article supports or contradicts their prior knowledge acquired through research or personal experience) Teacher prompts: “Have you had any experiences that help you understand the events described in this text?” “What cultural differences make this character’s experiences different from your own?” “How have your values or beliefs influenced your attitude towards this character?”

Strand D. Media Studies 2.2 identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience (e.g.,camera angles and sound effects in films can create suspense and evoke fear in the audience; headlines,photographs,and captions in newspaper and magazine layouts draw the reader’s attention to particular stories)

This is the minds on section below: MINDS ON While looking at the positive and negative ideas of social media, students have previously watched a dance performance expressing the impacts of social media. Students also spent time brainstorming what they saw through movement (the main ideas), the feelings the dance created and how they felt, and the elements of dance and how they enhanced their understanding of the piece. We also discussed the positive and negative implications of social media (Go over literary devices chart and ask them to create a movement for each device to help them remember how to identify them in works) Have the class read a short reading about the effects of social media. Discuss the main ideas of the reading In small groups of 4-5 they will brainstorm the most important ideas, these will relate to ideas such as the questions I provide. (what are some positive and negative implications of social media? What words stuck out to you?) They will then share these ideas

this is the action below In their small groups they will create a piece displaying the main idea or the positive/negative impacts of social media Use the elements of dance Use action words????? Dance will have a beginning, middle and end using the elements of dance (3 or more) Each group will show their piece Ask questions for students to answer about the piece At the end use exit journal