This lesson plan focuses on exploring spinal mobility through a modern/contemporary dance technique class. The central focus is on lateral flexion and head-tail connection. Students will warm up with spinal conversations with partners and independent explorations. They will then learn and build a choreographic phrase that incorporates these concepts. Students will each add 1-2 movements to the phrase showing lateral flexion or head-tail connection. Assessment will be informal through observation of warm-ups and their created movements added to the phrase. The lesson supports literacy through modeling movements and using imagery, questions, and collaboration.

1. Date: 11/19/21 Subject: Dance III Grade: 11th
Lesson Topic: Spinal Mobility Class/Group Size: 5
Instructional Location: County Prep High School, Jersey City, NJ
I. Learning Objectives
Central Focus of Lesson
The central focus of the lesson is to explore spinal mobility, specifically lateral flexion & head-tail connection,
through the lens of a Modern/Contemporary technique class.
Lesson Objective(s): Standards Addressed:
Content Objectives:
1. Students will be able to perform set movement phrases that
utilize lateral flexion and head-tail connection.
Language Objectives:
1. Students will be able to create movements that demonstrate
lateral flexion and/or head-tail connection.
NJPAS 1.1.12acc.Pr5e - Execute clarity of
movement intention during complex
movement sequences. Use style/genre
specific vocabulary and execute codified
movements with style/genre specific
alignment and characteristics, through
focused practice and repetition.
NCAS HS: DA: Pr5.1.HSII- a.) Dance
with sensibility toward other dancers
while executing complex spatial,
rhythmic and dynamic sequences to meet
performance goals.
Key Vocabulary: Lateral Flexion, Head-Tail Connection, Spinal mobility
II. Lesson Consideration
Prior Academic
Learning and
Prerequisite Skills
Students have begun exploring lateral flexion and their head-tail connection as they have
been practicing X Rolls in modern class with Ms. Warfel. This lesson will expand upon
their current skill/understanding of spinal mobility on the floor to standing.
Misconceptions ● One has to be flexible to demonstrate spinal mobility.
III. Lesson Plan Details

2. Lesson Introduction – “Before”
Students will enter the space and be led into the following activities.
Center Warm-up: Spinal Conversation w/ a partner (using imagery) (5 mins)
- Finding warmth/ spinal mobility and feeling someone else find their spinal mobility
- Explicitly stating content objective & movement principles to keep in mind as we venture
into independent movement explorations
Center Warm Up/Across the Floor: Independent explorations (15-20 mins)
- Connecting movement ideas to those within X Rolls
- Prompt students w questions such as:
- What does it feel like to move with head-tail connection vs. without it?
- Which muscles are engaging as we laterally flex? (Obliques)
- Which part of the spine do we not want to sink into? (Lumbar)
Number of
Minutes
20-25 minutes
Learning Activities - “During”:
Learning & Building a Phrase:
- Teacher will break down 3-4 counts of eight of choreography to teach to the class.
- Teacher and students will review together, both modeling movement; teacher encourages
students to ask questions.
- Students will perform as a group- teacher will watch and provide feedback to whole class
- Each of the 5 students will provide 1-2 movements that demonstrate either lateral flexion
and/or head-tail connection to add onto the phrase. Teacher will affirm students if
movement choices accurately depict lateral flexion and/or head-tail connection.
If time permits- teacher will divide students into 2 groups (a duet and a trio) to perform and
receive feedback from peers about use of spine and overall performance.
Planned supports
- Movement Modeling (by student & teacher)
- Imagery
- Sound/Visual Cue
35 minutes
Closure - “After”:
Closing Statements:
Teacher affirms students that when we learn to move with awareness of our body parts, we can
really lean into our full range of mobility
- Teacher asks students for any final thoughts/observations/take-aways from class
- Teacher asks students how they may use lateral flexion & head-tail connection within
other genres of dance classes both in & out of school.
5-7 minutes

3. Extension:
Perform the choreographic phrase in groups and receive feedback from peers.
IV. Assessment
Assessment Strategy #1
Description of Assessment Strategy #1:
Informal (Warm-up)
Alignment with Objectives:
This assessment aligns with Content Objective #1: Students will be
able to perform set movement phrases that utilize lateral flexion and
head-tail connection.
Evidence of Student Understanding:
This is used as a pre-assessment in order to evaluate what
information/skills students understand & perform well when coming
into the class. Additionally, it allows me to infer how to get them to a
place of proficiency/advancement in terms of performing lateral
flexion & head-tail connection.
Student Feedback:
Feedback will be provided to students verbally.
Assessment Strategy #2
Description of Assessment Strategy #2:
Informal (Learning/Building Phrase)
Alignment with Objectives:
This assessment aligns with Language Objective #1: Students will be
able to create movements that demonstrate lateral flexion and/or
head-tail connection.
Evidence of Student Understanding:
Students showcase understanding by creating 1-2 movements that
accurately portrays lateral flexion and/or head-tail connection.
Student Feedback:
Feedback will be provided to students verbally.
V. Knowledge of Students

4. Building on Personal/Cultural/Community Assets:
This lesson links student’s prior academic learning from Modern technique class with their teacher (X rolls) &
language from Anatomy (Spine, Lumbar, Obliques, Lateral Flexion). It also links their personal assets to learning
as there is a section in which students collaborate with the teacher to create a section of choreography to add to the
final class phrase.
Grouping Strategies: Partnering students in accordance to similarities in height. (e.g. spinal conversations)
Planned Supports:
- Movement modeling (By students & teacher)
- Collaborative activities (“Warm up” spinal conversation & “during” choreography collaboration)
- Use of imagery & questions
VI. Supporting Literacy Development through Language
Main Language Function:
The main language function of the lesson is to model movement. Students will need to model the movement
concepts being demonstrated (lateral flexion & head-tail connection) within their own bodies in order to create
movement to add to the choreography at the end of class.
Key Learning Task(s):
Students engage in cued response & improvisation-based activities during class in order to model movement that
correctly demonstrates lateral flexion & head-tail connection. Students will demonstrate their knowledge by
performing and creating movement with lateral flexion & head-tail connection.
Additional Language Demands (i.e. syntax, vocabulary, discourse): vocabulary, syntax
Language Supports:
The use of movement modeling (by student & teacher), improvisational activities, & independent/collaborative
activities are deliberately designed to help facilitate the student’s ability to model, perform, & create movement.
Gibbons, E. (2007). Teaching dance: The spectrum of styles. AuthorHouse.
Gilbert, A. G. (2018). Brain-Compatible Dance Education 2nd Edition. Human Kinetics.