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Teacher Work Sample - Part 4 - E-Portfolio
Teacher Work Sample - Part 4 - E-Portfolio
DesignforInstruction
LessonDay InstructionalStrategies Technology Integration Adaptations/Contextual
InformationApplication
Day1* 1.Appealingtoasmany 1. Anatomy Science:anatomy 1. Providesuppliesforjournals
learningtypesas PowerPointwith Health:proper forallstudentsinneedpaper
*SeeAppendixB possiblewhileteaching strongvisualsfor warmupandcool andpencil
fordetaileddaily anatomy:imagesfor everybone& downmethodsfor 2. Lotsofvisualaidsinanatomy
lessonplansand visuallearners,physical musclewewill exercise PowerPointandpostertohelp
materials touch/motionsfor cover Literacy:daily ELLs.
kinestheticlearners,a 2. Piktochart journals 3. Lotsofmovementand
preparedvocalchantfor developedvisual interactionforADHDstudents
musicallearners,and aidofLocomotor 4. Studentswithasthmacanstep
writtenvocabulary vs.Axialinprint outtobreatheatanytime
wordsontheboardfor posterform. duringwarmuporlocomotor
verballearners. 3. Strong,supportive sequenceonethemovement
2.Guidingstudents musicfor pacepicksup
easefullyand movement. 5. Strongphysicaldemonstrations
progressivelythrough anddynamicvocalcueing/side
simplemovement coachingforallmovement
exercisesthatwillactas combinations
afoundationandbe 6. Advancedoptionsofturning
builtuponinlater gallopandtwoleghopfor
classes.Teachingslowly studentswhowouldlikean
andarticulately, additionalchallenge
instructingonsafe 7. ELLspermittedtodraw
alignmentand picturesoruseiPadfor
technique. translation,ifnecessary,during
3.Usingavarietyof thedailyjournalwrite
rich,dynamiclanguage
andimagerypairedwith
quantitativecues.
4.Clearlydirect
studentsonclassroom
etiquette:howto
performrollcalland
secondroll,howtoline
upwhenmovingacross
thefloor,howandwhen
toaskquestions,what
fullparticipationlooks
like,whentoquietly
watchpeers,howto
behaveduring
transitions,etc.
Day2* 1.Appealingtoasmany 1. Piktochart Science:anatomy 1. Duringthepopsiclestickaction
learningtypesas developedvisual Literacy:daily wordactivity,students
*SeeAppendixB possiblewhile aidofLocomotor journals (especiallyELLs)cancometo
fordetaileddaily throughouttheclass: vs.Axialinprint English meduringtheexplorationtime
lessonplansand posterimagesforvisual posterform. Vocabulary:action togetideasofwhattheir
materials learners,physical 2. Strong,supportive wordactivity movementmightlooklikeor
touch/motionsfor musicfor whattheirwordmeans.
kinestheticlearners,a movement 2. Addressingtheimportanceof
preparedvocalmuscle kneetrackingandsoftlanding
chantformusical duringthejumpsectionofthe
learners,andwritten sequence,tokeepbeginners
vocabularywordsonthe safeandinjuryfree.
boardforverbal 3. Strongphysicaldemonstrations
learners. anddynamicvocalcueing/side
2.Slowlygrowing coachingforallmovement
students combinations(forELLs)
movement/technique 4. Advancedoptionsofturning
vocabularyandbuilding gallopandtwoleghopfor
directlyontothe studentswhowouldlikean
sequencelearnedinthe additionalchallenge
lastclass. 5. ELLspermittedtodraw
3.Usingavarietyof picturesoruseiPadfor
rich,dynamiclanguage translation,ifnecessary,during
andimagerypairedwith thedailyjournalwrite
quantitativecues.
4.Openingstudentsup
tothecreativeprocess
byallowingthemsmall
choicemaking
opportunitieswithina
shortchoreographic
study,simultaneously
allowingstudentsto
successfully
demonstratethelearning
outcomeoftheday.
AppendixB
Unit 1: B.E.S.T. Overview- Day1: Body(Anatomy&Locomotor)
Kelli Briggs
Th. Jan19th
LearningOutcome: Bythe end of the 70-minute class period, beginningdance studentswill be able to identifymajor anatomical structuresrelevant to dance, performand list
basic locomotor movements, and practice the essentials of warm-up and cool down for injuryprevention.
Equipment/Supplies/Special Preparations: Pre-Assessment worksheets, AnatomyPowerPoint, Board & Markersfor chant, SpotifyPlaylist, Locomotor Poster
Music or Class
Special Accompani Organization/Fo SpecificObjectives&
Time Activityand Analysis SafetyFactors Needs/Considerations TeachingCues ment rmation Evaluations
LearningOutcome: By the end of the 70-minutesclassperiod, beginningdance studnetswill be able to demonstrate proper alignment in basictechnique,
distinguish between axial and locomotor movement, and compare the two formsof movement based on classexplorations.
Equipment/Supplies/Special Preparations: Spotifyplaylist, list on the board of muscle songterms, list on the board of warmup and cool down stuff, popsicle sticks
Music or Class
Special Accompanim Organization/For SpecificObjectives&
Time Activityand Analysis Name
Journal Activity: SafetyFactors Needs/Considerations TeachingCues
Think of the dance we ent mation Evaluations
4important bodyparts Drawingsacceptable learned in class last Read after classto see if
that you learned last for ELLs& speical week. What kindsof students can accuratlely
week. Name 2 needs, student locomotor movements list examplesof locomotor
10 locomotor movements spanish speakers did we do? Can you Spread on floor motionsand
minute that we did in calss translate when remember anynames with paper and muscles/bones learned
s last week. None. applicable. fromthe muscle None pencils last classperiod.
Slow down around *changes: 1. onlyone
the corners, knee ELLs - dynamics in ab pull in 2. instead of
trackingin voice, use visual aids, side reaches: circular
15 Muscle Chant & Circuit squats, look give full out physical reach +collapse 3. Go Do by circuitsacrossthe Observe students
minutes Warm-Up behind you when demos add walkinglap Jonsi floor (3) improvingtheir fom
Use the momentum
Soft landingsfrom fromthe reach to pull
jumpswith proper ELLs - Lotsof you into aspin. Head Doki by Observse students' correct
25 knee tracking, demonstration, circle the opposite Affrodrummin 3linesacrossthe alignment and technique in
minutes Axial Locomotor Combo space out lines dynamic voice way. Trace your g floor jumps
Watch you Students (especially
pathwayso asnot ELLs) can come up to
to collide with me duringexplore time Observe students clealry
other dancers. to get ideasof what Mass formation performingthe difference
15 Decide ahead of their movement might Cueingcounts, axial vs Earth by awayfromthe between the axial and
minutes Popsicle Stick Activity time which way look like or what their locomotor Imogen Heap mirror locomotor steps
5 Breath cues, alignment Hengliasby Mass formation Observe students
minutes Cool Down Alignment ELLs - demos cues Jonsi facingmirror performingstretcheswith
Unit1: B.E.S.T. Overview- Day3: Space(Levels&Directions)
Kelli Briggs
Thursday, Jan. 25th, 2017
LearningOutcome: By theend of the 70-minute class period, beginningdance students will be able to performa technique sequence with more agilityand dynamics through the use of levels, and design compellingbody shapes with relationship to space and meaning.
Equipment/Supplies/Special Preparations: dailyjournals, axial/locomotor poster, white board with instructions pre-written, spotify playlist ready,
Class
Time Activity and Analysis Safety Factors Special Needs/Considerations TeachingCues Music or Accompaniment Organization/Formation Specific Objectives & Evaluations
1. Have extra paper for those who were gone Read journals after classto see if
last time. Have extra pencils for those who Spread *awayfrom students could successfullycompare the
need one. 2. ELLs, have the option of drawing Lets havea quickreview. Who can tell me the friends* on thefloor. At two typesof movement byindicating
Daily Journal: (review of last time's concepts) Do you a picture (for periods 1A and 3B), have google two types of motion? What is the difference least 3 feet away from preference (last class period's L.O. that
5 minutes prefer axial or locomotor movement? Why? None. translate open for 1A. between the two? (Refer to poster) None anyone else around you. we didn't get to).
The elements of dance include BODY, ENERGY,
SPACE, and TIME. Over the first two days of
class, we've covered body, which we've split into
anatomy and motion. Motion, we've split into
axial and locomotor. Today, we are goingto go a
1. Dont sit back and lean on the barre. Come little out of order and learn about SPACE, so in
Concept Intro: 1. Review muscle chant 2. Talkthrough close. 2. Isanyone new in class that needs everythingwe do, we will explore how using
what we'vecovered in B.E.S.T. so far and where we are muscleswritten on the board? 3. Dynamic diverse levels and directions can enhance
5 minutes goingtoday(SPACE- levels and directions) None. voice and gestures with words for ELLs movement. None Semi circlearound board None
1. Students in the backof the line, go all the
wayto the chair and all the wayto the cubby Observe students increasingtheir
Look behind you when 2. Students with athsma can take it slow or Be sure to find ways to reach the highest of dynamic range in the use of their levels.
runningbackward, slow step out to breathe if needed 3. WIDEstance highs in you motionsand really get low to the (Also, observe if studnetsare fully warm-
down when you turn the in squats (knees don't go past the toes, and floor when you can i.e. ROM breaths are the askstudents if they need to do it again,
WarmUp: walk, run 2X, run backward, tuck/plank/walk, corner, tryto stay 3feet are trackingappropriately) 4. Are studnets perfect time!! Go ALL the way up stretching askthemif their heart rate is elevated, if
squats T.O.&P, walk/bounce, ROM breaths with arms, awayfromthe person in ready to do it alone, or would they prefer me through the tips of your fingers, go ALL the way theyare lightly sweating, breathing
5 minutes walk. *emphasizingBIGGERmotion with levels. fromof you. leadingone of the lines? Ask. down. Go Do by Jonsi Circuts: 3 lines harder, etc.)
Wide stance and strongplie Lower on the side reach and spin, lower on the
for head circle. Spread out head circle, higher on the kick/fold now goingto Observe student increasingdynamic
Sequence Review: go over new axial motions (facingthe 3feet so you have plentyof relev, etc. Feel the intake of breath on the kick. range in a sequence they already know--
MIRRORtoday), and decide wherewe can amp up the space and won't run into 1. Students who are new, come to the front to Feel the momentumof the armand foot Mass formation facing with bigger contrasts in thehigh and low
10minutes use of levels and directions. anyone. learn. initiatingthe spin. Tops byLincoln Jesser mirror VERY spread out levels.
With anyfloor work, be 1. ELLs - Full out demonstrations, dynamic
sure to keep the hands voice and gestures when teachingand with Observe students abilitites to perform
New Sequence: fusion of locomotor #1, locomotor #2, under theshoulder joint, students while theygo acrossfor floor. 2. Give Across thefloor: Trying4 old movment with more level dynamic,
and axial *addingnew moments emphasizingof levels, 1 ground your palms into the a short drink/bathroombreakbefore trying lines today--see if it's too and new movement demonstrating
20minutes directional change, and 2 optional directional changes floor and the left side Doki by Affrodrumming crowded. agility in fast level changes.
Find a new space to stand, awayfromyour
friends or those you usuallystand by. Make
Composition Activity: 60 brainstormword to describe these shapes NEW and COMPELLING to you. Low
your week. Pick your 3favorite. Make 3 shapes(facing level should be no higher than your head while
any directions): Low, Med, High to represent each of 1. Don't face the mirror when creating. 2. sitting, mediumlevel should be no higher than a
those words. Choose any order that you want themto Don't stand by your friends. 3. No talking deep kneebend when standing. Tryto use parts
be in. Design a smooth wayto move fromshape to Spread out. Choose shapes duringworktime. 4. Give a clear demo of the of your body that you don't usuallythinkabout.
shape. Performin halfs. Discuss: What did you find that are stable and easy activityfor ELLs so theyhave somethingvisual Tryto realllydescribe your word with Mass formation facing Observe students successfully creating
15minutes interesting? enough to hold. to see. movement. Window by AlbumLeaf away frommirror. compellingshapes on each level.
Alignment in stretches.
Proper breath and Tryto fill your lungs completelywith each
Cool Down: stretch, breathe, emphasize armstretching relaxation rather than breath. With each exhale, feel your muscles Mass formation facing
10minutes & calf stretching. tension. Spread out. Give options for more challengingstretches. lengthen and relax. Henglias byJonsi mirror
Unit1: B.E.S.T. Overview- Day4: Space(AirPathwaysandFloorPathways)
Kelli Briggs
January27th,2017
LearningOutcome: By the end of the 70-minute classperiod, beginningdance studentswill be able to replicate specified floor pathwaysand air pathwayswithin a sequence, compose compelling
pathwayswith relationship to space, and assesshow interestingpathwayscan enhance choreography.
Equipment/Supplies/Special Preparations: Spotify Playlist, iPads ready
Class
Musicor Organization/Form SpecificObjectives&
Time Activityand Analysis Safety Factors Special Needs/Considerations TeachingCues Accompaniment ation Evaluations
LearningOutcome: Bythe end of the 70-minute class period, beginningdance studentswill be able to recognize the difference between breath rhythmand metricrhythm, performaccuratelyto 3/4and 4/4metered songsin relationship to time,
and select the best type of metric rhythmto suit their personal dance compositions.
Equipment/Supplies/Special Preparations: Create "RhythmType" playlist, have vocabularywordsand visual aid diagramsprinted and taped to the displayarea
Class
Music or Organization/Formatio
Time Activityand Analysis SafetyFactors Special Needs/Considerations TeachingCues Accompaniment n Specific Objectives& Evaluations
LearningOutcome: By theend of the 70-minuteclass period, beginningdance students will be able to recognize primaryaccents, secondaryaccents, and syncopation within metric music, accurately performthese time concepts within a given phrase, and
compose 2-3movement phrases based on one of these three concepts.
Equipment/Supplies/Special Preparations: Additional vocabularlywordstoo add to visual aid display, Spotify playlistsready
Class
Music or Organization/Form Specific Objectives &
Time Activityand Analysis Safety Factors Special Needs/Considerations TeachingCues Accompaniment ation Evaluations
LearningOutcome: By the end of the 70-minute class period, beginningdance students will be able to identify and performthe 6 qualities of movement, create a movement excerpt for their workingcompositions based on 2 of the 6
qualities of motion, and compare the elementsof dance based on unit activities.
Equipment/Supplies/Special Preparations: PowerPoint presentation of 6 qualities, poster of 6 qualities, papers of anatomy terms for new students, spotifyplaylist, printed photo release forms, dailyjournals ready, ipads
Music or Class Specific Objectives &
Time Activity and Analysis SafetyFactors Special Needs/Considerations TeachingCues
We've talked a lot about exactly what Accompaniment Organization/Formati Evaluations