lesson plan high school

1. Date: 11/22/21 Subject: Dance I Grade: 9th
Lesson Topic: Performance Quality 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 to refine performance quality to prepare students for a Hip-Hop performance for
their winter showcase.
Lesson Objective(s): Standards Addressed:
Content Objectives:
1. Students will be able to demonstrate performance quality while
performing a set Hip-Hop phase.
Language Objectives:
1. Students will be able to identify at least 1 aspect of
performance quality (commitment, focus, projection, facial
expression, musicality, quality of line, kinesthetic awareness).
NJPAS 1.1.12prof.Pr6b - Rehearse a
dance and apply specific feedback to
refine performance accuracy, consistency,
and expressiveness. Demonstrate group
awareness and develop personal rehearsal
strategies.
NCAS HS: DA: Pr4.1.HSI- c.) Connect
energy and dynamics to movements by
applying them in and through all parts of
the body. Develop total body awareness
so that movement phrases demonstrate
variances of energy and dynamics.
Key Vocabulary: Performance Quality (commitment, focus, projection, facial expression, musicality, quality of
line, kinesthetic awareness)
II. Lesson Consideration
Prior Academic
Learning and
Prerequisite Skills
Students have been breaking down the movements and mechanics of the main Hip-Hop
phrase being performed in the lesson. They are beginner level students who are fairly
new to concepts relating to time, space, and energy.
Misconceptions ● Performing dance is just about dance technique.
III. Lesson Plan Details

2. Lesson Introduction – “Before”
Once all students are gathered in the space, teacher will begin class. Teacher asks students to
think about some of the concepts we have studied the week prior in regards to the Hip-Hop
choreography they have been refining. What was the main concept we were working on when we
finished last Thursday’s class? (Performance Quality)
Performance Quality Hand Out:
Teacher will then hand out the Performance Quality Hand Out- having students read out the titles
of each of the seven aspects of performance quality listed. Teacher will point out bullets within
each of those aspects to highlight/underline.
Students and teacher engage in discussion about the seven aspects before teacher moves onto a
quick cardio warm-up, reminding the students to pick one aspect of performance quality from the
hand out to focus on as we warm-up and review the Hip-Hop choreography.
Number of
Minutes
20-25 minutes
Learning Activities - “During”:
*offer water break*
Teacher will walk through the movement from the choreography in 2 sections. Students will
model movement with the teacher. Teacher will highlight details in movement mechanics and
counts where needed. Teacher will stop and ask students what clarifications can be made for them
before watching students perform and giving them feedback.
Teacher will then break students into 2 groups, having students watch 1-2 peers perform the
choreography in order to give them specific feedback about their demonstration of performance
quality, in addition to clarity and timing of movement. Teacher will provide feedback when
necessary. Students will perform for each other in groups about 2-3 times.
Planned supports
- Performance Quality Hand Out (vocabulary)
- Movement Modeling (by student & teacher)
- Exit Slip reflection
35 minutes
Closure - “After”:
Afterwards, students will gather in a circle and share their answers to the following questions out
loud:
- Which aspect of performance quality did you choose to focus on throughout class?
- Did the movement feel different this time around? Why or why not?
5 minutes
Extension: Students will gather back with their partners from the Learning Activity and check off which aspects
of performance quality they feel their partner can continue to work on and why.

3. IV. Assessment
Assessment Strategy #1
Description of Assessment Strategy #1:
Informal (Class & Group Performances
from Learning Activity )
Alignment with Objectives:
This assessment aligns with Content Objective #1: Students will be
able to demonstrate performance quality while performing a set
Hip-Hop phrase.
Evidence of Student Understanding:
Students showcase understanding through their individual movement
performances as a class and in groups.
Student Feedback:
Feedback will be provided to students verbally.
Assessment Strategy #2
Description of Assessment Strategy #2:
Formal (Exit Slip)
Alignment with Objectives:
This assessment aligns with Language Objective #1: Students will be
able to identify at least 1 aspect of performance quality
(commitment, focus, projection, facial expression, musicality, quality
of line, kinesthetic awareness).
Evidence of Student Understanding:
Students showcase understanding by identifying the aspect of
performance quality they are working on and explaining how they
will continue to work on it.
Student Feedback:
Written feedback will be provided to students on their Exit Slip
reflections.
V. Knowledge of Students
Building on Personal/Cultural/Community Assets:
This lesson links student’s prior cultural & community assets as all students have an interest in, and relate to,
learning Hip-Hop. Some movements included in the phrase are movements I have seen them performing when
recording tik-tok dance videos, which brings them a lot of joy.
Grouping Strategies: Students will be grouped in groups of 2-3 in accordance to who they are standing closest
next to in the classroom.
Planned Supports:
- Performance Quality Hand Out (vocabulary)
- Movement Modeling (by student & teacher)

4. - Independent & Collaborative activities
- Exit Slip reflection
VI. Supporting Literacy Development through Language
Main Language Function:
The main language function of the lesson is to identify & apply aspects of performance quality to the
choreography. Students will need to identify a performance quality aspect in order to apply it to the choreography
being learned.
Key Learning Task(s):
Students engage in discussion, performance, & reflection-based activities in order demonstrate and identify
performance quality within the choreography. that correctly demonstrates lateral flexion & head-tail connection.
Students will demonstrate their knowledge by applying vocabulary & feedback to their movement demonstrations.
Additional Language Demands (i.e. syntax, vocabulary, discourse): vocabulary, syntax, discourse
Language Supports:
The use of movement modeling (by student & teacher), vocabulary hand outs, independent/collaborative activities,
& exit slips are deliberately designed to help facilitate the students’ ability to demonstrate and identify aspects of
performance quality within choreography.
Performance Quality Hand Out:
Performance Quality.pdf
Exit Slip:
(CP)Freshman Reflection