- The dance lesson focuses on exploring different energy levels and relationships between dancers to incorporate into routines. Adjustments will be made for some students. - Students will explore the effect of time and expression on dance sequences and organize movement in a narrative form by interpreting everyday movements. - Students will be assessed through recordings of performances, reflection templates, and peer performance checklists to evaluate technical skills, expression, and the use of dance elements.

1. LESSON:- Dance Lesson 2
Date: 13/09/17 Term: 2 Week: 9 Year Level: 5/6
Time/length: 45 minutes Learning area focus:
Context:
Last week the lesson focused on the who, what and touched on where (body, action, space) of dance. It was noted that student’s had yet to explore and
experiment with differing energy levels, and relationships between dancers which will allow students to incorporate in their dance routines last week. A
large focus is also on keeping the beat, and dancing in time.
Individual learning considerations:
With some students (EAL/D, and others struggling in English), adjustments will be made to allow teachers to scribe their work or support them in writing.
Content Descriptions:
Develop technical and expressive skills in fundamental movements including body control, accuracy,alignment, strength, balance and coordination
(ACADAM010)
Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community
(ACADAM011)
Lesson outcomes/Learning intentions:
- Students explore the effect time and use
of expression has on a dance sequence
- Students organise movement in a
narrative form by interpreting everyday
movements and using expressive skills
- Students use and interact with the various
categories of space creatively (e.g. use of
levels, direction, pathways, range…)
- Students explore and manipulate dance
sequences using various elements of
dance
Reflection: Howwill you evaluate your lesson
for teacher effectiveness and student learning
Indicators: Howwill you knowthe students have understood the concepts specified in your
learning intentions?
- Students use the elements of dance and choreographic devices to make dances that
communicate meaning
- Students work collaboratively to compose and perform a locomotor and non-locomotor dance
sequence for an audience, demonstrating technical and expressive skills
Howwill you make the activity physical verbal and visual
Physically the students create movements, shapes and tell a story with their bodies. Verbally the
students collaboratively communicate with each other in order to perform a dance piece. The students
are to visually observe and reflect on other’s dance piece’s (may also watch their recordings).
Assessment for/as/oflearning:
Assessment for learning: Work samples - recordings of students performances - compare this week's
performances from last weeks

2. - Recording of performances - annotate
- Reflection template to complete
- Students are to complete a performance
checklist for each other - reflect off
other’s
Assessment oflearning: Students performances
Assessment as learning: (Students reflection): Performance checklists. The students are reflecting on
each other’s work and therefore their own to guide themselves towards the learning goals
TEACHING AND LEARNING ACTIONS
Timing
5 minutes
10 mins
Ice breaker- Making the Alphabet
Begin by getting students in partners (maybe different from usual). The teacher
calls out a letter, and the students must work together to be the first to make the
corresponding letter using their bodies. They are able to experiment with levels-
standing up, squatting, lying down.
Tie in a recap of what the body shape was- bent, curved, twisted, a/symmetrical
etc.
Introduce skill
Invite the students to arrange themselves into a circle. Play background music ‘In
the Hall of the Mountain King’ by Grieg and get the students to march in the circle
in time with the beat. The teacher tells a story and the students have to respond
appropriately using their body movements focusing on increasing and decreasing
energy levels and use of expression as the story progresses.
Story:
This morning when I woke up, I decided to take a walk. I didn’t get very far when I
noticed a small key on the ground and decided to pick it up.
I then heard a bark, and turned around to see a small dog yapping at my heels so I
Resources/Teachers notes
Speaker
Phone to play music -
Grieg - ‘In the Hall of the Mountain King’

3. 30 minutes
10 minutes
began to run….. (Tree in the way had to jump? Climb tree but couldn’t reach
branch so stretched and had to jump?)
I went over a hill and got really tired. My legs were floppy and wobbly…..
Activity incorporating skill-
Continuing from last week,the students will either build upon their routine or
choose a new everyday task to create their routine. Students will extend upon their
routines using the checklist provided, and improve on keeping in beat to the music.
Assessment:Students complete another checklist - extend the checklist allowing
students to write down what movements the groups specifically used in the
performance
Cool down
Students perform their final piece to each other and seek feedback from each other.
Record students performances (with permission) - for portfolio
Songs to choose from:
The Pink Panther Theme song - simple timing
Mission Impossible
Indiana Jones
A-Team theme
Dance Assessment Checklist Yes No
Do they move and keep in time to the music?
Are there 4 different locomotor movements?
What are they?
Are there 4 different non-locomotor movements?
What are they?
Do they use different levels in their performance?
(Circle) Low/Middle/High
Have they used 2 different types of body shapes?
(Circle) Bent/curled, straight/stretched

4. Do they change in effort?
(Circle) Light/Strong actions
Do they perform with energy and confidence?
Dance Assessment Checklist Yes No
Do they move and keep in time to the music?
Are there 4 different locomotor movements?
What are they?
Are there 4 different non-locomotor movements?
What are they?
Do they use different levels in their performance?
(Circle) Low/Middle/High
Have they used 2 different types of body shapes?
(Circle) Bent/curled, straight/stretched
Do they change in effort?
(Circle) Light/Strong actions
Do they perform with energy and confidence?