Lesson Plan: Step 1: Curriculum Connections

Name: Dana Egan Cohort: C1
Lesson Plan
Lesson Title: Holiday Dance Grade: 1 Date: Nov 27/12
Subject/Strand: Arts – Dance Unit: Dance Location: Classroom Times: 50-60 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
The lesson will teach the students the basics of dance. The students will learn to count 8’s, they will learn accents and how to move
their body to express a story. Students in Grade 1 will develop understanding of the following concepts through participation in
various dance experiences (e.g., connecting and altering familiar movements), with particular emphasis
on body and space.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of simple
dance phrases, using the elements of dance to communicate feelings and ideas;
Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
A1.1 use movements that are part of their daily experience in a variety of ways in dance phrases (e.g., alter and exaggerate movements based on
even rhythms such as walking, galloping, and swimming, and on uneven rhythms such as skipping and jumping; amplify and modify
percussive movements such as the movement of a clock ticking or the sustained hold of a cat stretching) (A)
A1.2 use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body,
particularly body shapes (e.g., use the entire body [crouch, slump] and body parts [folded arms, bowed head] to express an idea such as deep
thought)(C)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn how to
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I CAN: Use counts of 8 in dance (A)
I CAN: Explain what an accent is (K)
I CAN: Show two different ways to stretch (A)
I CAN: Use my body to express stories (C)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
I.E.P. program implications: Accommodations, Modifications
Differentiation: Content, Process, Product, Environment, Assessment
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)
Students will enter the classroom and sit at their desks.
Goodmorning Class, come have a seat at your desks.
Today we will review what we already know about life systems
in Canada. What do you know about life systems?
 Create a chart/record what we already know (KLEWS) Students will brainstorm ideas of Canadian animals.
What Canadian animals would you like to explore?  Bear, wolf, raccoon, moose, beaver
Excellent choices! Now, what do you want to learn about these Students will brainstorm what they would like to learn.
animals? 
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ______-_______ (Indicate time breakdown of instructional elements)
Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ______-_______ (Indicate time breakdown of instructional elements)
Extension Activities/Next Steps (where will this lesson lead to next)
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?
Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?

Lesson Plan: Step 1: Curriculum Connections

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Name: Dana Egan Cohort: C1

Ontario Curricular Specific Expectations and Achievement Chart Categories

Today I will learn how to

STEP 3: CONSIDERATIONS FOR PLANNING

I.E.P. program implications: Accommodations, Modifications

Differentiation: Content, Process, Product, Environment, Assessment

Consolidation & Connection (Reflect and Connect) (5-15 min.)

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