ance Lesson Plan - JUNIOR
Lesson Title: dance lesson Date(s): 6/08/2024 Learning Area(s): dance Level(s): year 2, level 1 Achievement Objective(s): From the New Zealand curriculum document

Developing practical knowledge • Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships. Developing ideas • Improvise and explore movement ideas in response to a variety of stimuli. Learning Objective(s): What is the purpose of this lesson? What is the key learning you are hoping to achieve? How will we know we have achieved this (what is a realistic goal in the time you have?): e.g.. Students will be able to (demonstrate; explain; develop; perform; plan; present; produce; solve)

We are learning to…

• Brainstorm descriptive words in response to stimuli
• Explore movement connected to the stimuli

We will know we have been successful when we can…

• Dance using different shapes, levels and qualities of movement

• Present our movement sequence in small group presentations

• Provide feedback on our own and others performances Class/Group: What do you know about the tamariki you are teaching? How can you promote a positive learning environment? Why do they need to learn this?

  Resources: What do I need to prepare in advance or get ready for the lesson?

Cultural competencies focus (Tātaiako &Tāpasa): What will I do during the lesson to ensure these are visible in my teaching?

Key competencies or school values focus:

Highlight those applicable

How will I incorporate and acknowledge these values in my lesson(s) so that students know they are using/demonstrating them?

Lesson Outline or Teaching Sequence Questions or prompts Organisation: Arrangement of learners? Access to resources? This section should include the deliberate acts of teaching and strategies you will use Beginning the lesson: What will you do to engage the students and motivate them to learn? During the lesson: My sequence of teaching steps and actions to formatively assessing students End of the lesson: What opportunities will you give the tamariki to reflect and think about their learning?

Warm up: Red light, green light Musical status

Dance Warm ups Move like..

• animals, water, colours, emotions Follow along - Go noodle or Just dance Picture books - with moving like characters in the story, or animals in the background etc.

Main Activity: Stimuli

Walk outside (adventure) Choose some or 1 of the below ideas or your own

At each stimuli ask students to share words that describe what they can see/ feel/hear.

Looking up:

• Clouds Shapes, texture, movement, colour
• Trees Patterns, light, movement, texture, colours

Trees texture: Feeling the bark on the trunk of trees, words to describe the feeling

Sounds: Sitting quietly and listening to sounds. Birds chirping, kids laughing, wind blowing, leaves rustling, cicadas, cars driving past etc

Playground: Feelings associated with the playground: Monkey bars - fun, hard, sore hands, strong, swing, monkey Slide- wee, rush, fast, slippery, exciting

Different level differentiation:

Stage 1: At each stimulus discuss words and then as a whole group move like that item.

E.g.

1. Watch the clouds
2. Discuss words that describe the clouds
3. Move like the clouds
4. Show in groups (split the class in half so they can watch the other group)
5. Give feedback both from dancers experience and the audience

Stage 2: At each stimulus discuss words teacher records and then take back to the classroom to create movement sequence

E.g.

1. Look at stimuli e.g. playground
2. Discuss and record words
3. Return to classroom
4. Make small groups
5. (this stage level and also dependant on the words discussed based on which category of stimuli you chose) If lots of descriptive adjectives generally from visual, tactile, auditory or kinesthetic - Could do shapes and transitions structure (see senior lesson plan for more detail)

If more emotions or story type words generally from ideas stimuli - Could more act out the emotions/ a storyline of the playground. For example, excitement of arriving at playground, do monkey bars, fall off, feel sad, friend helps you, feels better, goes on swing with friend) 6. Share their performance in groups 7. Give feedback both from dancers experience and the audience

Challenges or Cool down: Stretch

• Downdog
• Straddle
• Hamstring, reaching towards toes
• Butterfly stretch

Or strength

• Plank
• V sit

Reflection: While holding stretch answer a reflective question:

• What was something you enjoyed today?
• What did you find challenging Reflection on the lesson and my teaching: Evaluation: Did the tamariki achieve the learning outcome that I intended? What evidence do I have? Student (initials are okay) Observation: Did they achieve the goal of the lesson or make movement towards it? What might I need to revisit for specific students?