Beginner dance lesson plan

1. Date: 12/3/21 Subject: Dance I Grade: 9th
Lesson Topic: BrainDance Class/Group Size: 7
Instructional Location: County Prep High School, Jersey City, NJ
I. Learning Objectives
Central Focus of Lesson
The central focus of this lesson is for students to create their own BrainDance that targets the 8 developmental
movement patterns.
Lesson Objective(s): Standards Addressed:
Content Objectives:
1. Students will be able to develop an 8-movement BrainDance
that showcases all eight Developmental Movement Patterns.
Language Objectives:
1. Students will be able to categorize movement in relation to
which developmental movement patterns they exhibit (breath,
tactile, core-distal, head-tail, upper-lower, body side, cross
lateral, & vestibular).
NJCCCS 1.1.12prof.Pr5d - Explore
movement that develops a wide range of
motion, muscular flexibility, strength, and
endurance.
NCAS HS DA:Cr1.1.HSI - b.)
Experiment with the elements of dance to
explore personal movement preferences
and strengths, and select movements that
challenge skills and build on strengths in
an original dance study or dance.
Key Vocabulary: BrainDance, Developmental Movement Patterns (breath, tactile, core-distal, head-tail,
upper-lower, body side, cross lateral, and vestibular)
II. Lesson Consideration
Prior Academic
Learning and
Prerequisite Skills
Students have explored core-distal, head-tail, body side & upper-lower movement
throughout various warm-ups and technique classes with myself and Ms. Warfel.
Students have no known developmental limitations which means all students should be
able to demonstrate all developmental movement patterns.
Misconceptions ● Dance is a study of the body more so than the brain.
III. Lesson Plan Details

2. Lesson Introduction – “Before”
Beginning Q’s: Once all students have entered the space, teacher will ask students the
following question:
- How many of you believe the brain and the body work together?
- At what age does your brain develop? At what age do you begin to move?
- Do you move and think differently as you age? How so?
Categorizing Developmental Movement Patterns (15 mins): Teacher then presents the 8
Developmental Movement Patterns on the white-board (Breath, Tactile, Core-Distal, Head-Tail,
Upper-Lower, Bodyside, Cross-Lateral & Vestibular). Teacher & students will identify
movements that demonstrate the 8 movement patterns together. Students can choose to model
movement and teacher may model movement to prompt students.
Demonstrating Developmental Movement Patterns (8 mins): In a circle, teacher will ask students
to demonstrate two movements that showcase 2 different Developmental Movement Patterns.
Students cannot repeat a movement that has already been performed before them. Once everyone
has demonstrated their movements, teacher will use these movements to create a BrainDance.
Teacher asks students the following: why do you think piecing these developmental movement
patterns together is called a BrainDance?
Number of
Minutes
25 minutes
Learning Activities - “During”:
Developing a Class BrainDance (15-20 mins) : Teacher calls out a Developmental Movement
Pattern (e.g. head-tail, core-distal, cross lateral, etc.) and calls on students to pull from the
movements they demonstrated during the lesson introduction. Process will repeat until a thorough
& dynamic group BrainDance is established.
*offer water break* (2 mins)
Developing Student Duet/Trio BrainDance (12-15 mins): Teacher places students into groups of
2-3 to create a BrainDance that explores all 8 Developmental Movement Patterns.
Planned supports
- Individual & Collaborative Movement Studies
- Graphic Organizer
- Vocabulary Worksheet
25-30 minutes
Closure - “After”:
Presentations (5 mins)- Students will present their BrainDances to one another
Final Thoughts (3-5 mins)- Students will share one new movement or movement pattern they
learned. Teacher asks for final thoughts/takeaways.
8-10 minutes

3. Extension:
Students split into 2 groups, create a BrainDance, and teach each other to then mirror each other.
IV. Assessment
Assessment Strategy #1
Description of Assessment Strategy #1:
Formal (Categorizing & Identifying
movements)
Alignment with Objectives:
This assessment aligns with Language Objective #1: Students will be
able to categorize movement in relation to which developmental
movement patterns they exhibit (breath, tactile, core-distal, head-tail,
upper-lower, body side, cross lateral, & vestibular).
Evidence of Student Understanding:
Students showcase understanding through their ability to accurately
categorize and identify movements in relation to the 8
Developmental Movement Patterns.
Student Feedback:
Feedback will be provided both verbally and on student work
(worksheet).
Assessment Strategy #2
Description of Assessment Strategy #2:
Informal (Developing duet/trio
BrainDances)
Alignment with Objectives:
This assessment aligns with Content Objective #1: Students will be
able to develop an 8-movement BrainDance that showcases all eight
Developmental Movement Patterns.
Evidence of Student Understanding:
Students showcase understanding by developing & performing a
BrainDance that utilizes movements across all 8 Developmental
Movement Patterns.
Student Feedback:
Feedback will be provided verbally.
V. Knowledge of Students
Building on Personal/Cultural/Community Assets:
This lesson links movements explored in warm ups (across various genres like modern, ballet, & hip-hop) and
highlights the specific vocabulary used to identify skill/understanding. Students are provided with choice
throughout the lesson, which allows them to create movement that accommodates their skill level.

4. Grouping Strategies: Students will be paired into groups of 2-3 in efforts of mixing extroverted and introverted
students at an equal ratio.
Planned Supports:
- Individual & Collaborative Movement Studies
- Student/Teacher modeling
- Graphic Organizer on white board
- Worksheet
VI. Supporting Literacy Development through Language
Main Language Function:
The main language function of the lesson is to categorize movement in relation to the 8 Developmental Movement
Patterns presented during class. Students will need to categorize movement with respect to the movement patterns
in order to develop an articulate & accurate BrainDance.
Key Learning Task(s):
Students engage in discussion, creation, performance, & reflection-based activities in order to categorize
movement and develop a BrainDance. Students will first need to identify and categorize movement in relation to
Developmental Movement Patterns in order to develop a BrainDance that utilizes movements in all 8
Developmental Movement Patterns.
Additional Language Demands (i.e. syntax, vocabulary, discourse): vocabulary, syntax, discourse
Language Supports:
The use of movement modeling (by student & teacher), worksheets/handouts, & independent/collaborative
movement studies are deliberately designed to help facilitate the students’ ability to categorize movement in
relation to developmental movement patterns & to develop a BrainDance.
Sources:
Dance ED Tips. “How to Get the Most out of Anne Green Gilbert's Brain Dance.” Dance ED
Tips,
https://www.danceedtips.com/blogs/news/how-to-get-the-most-out-of-anne-green-gilberts-brain-
dance.
Gilbert, A. G. (2018). Brain-Compatible Dance Education 2nd Edition. Human Kinetics.
Worksheet:
BrainDance Checklist