Part 4: Design for Instruction

Pre-Assessment Overall Scores

10
8
Score

6
4
2
0
1

9 11 13 15 17 19 21 23 25 27 29

# of Students who Answered

Correctly

Student

Individual Questions
25
20
15
10
5
0

Question

In the written pre-assessment, only 4 students out of 30 passed. Many (20)

students knew how many counts whole, half, and quarter notes merited because of last
quarter. Some (8) should have already known those definitions from last semester, but
did not, and 2 were completely new students this quarter. Only 4 students had any
semblance of the meaning of musicality, and their understandings were quite varied. In
summary, note value needs to be reviewed for those new students and those that should
have already known it from last quarter; musicality needs to be discussed and

experienced; and vocabulary (accent, tempo, adage, allegro, and moderato) needs to be
taught.
In the practical assessment, each individual student performed the sequence with
minimal to no accents and often rhythmic difficulty.
Objective(s)
Addressed by
Lesson
Lesson 1: By
the end of a 70minute lesson,
Dance 1b
students will
demonstrate
stasis and
motion at
different tempi
through
performing
assigned
allegro, adage,
and moderato
movement
sequences and
define related
vocabulary
(tempo, adage,
allegro,
moderato).

B. Instructional
Strategies
Binder (write and
read): Do you prefer
moving slowly or
quickly? Are there
times when you just
pause altogether?

C. Use of
Technology

D. Adaptations for
Learners

Use sound
system as cues
to start and stop
moving in
freeze dance
activity.

Visual and auditory

explanation of
binder assignment.
Oral response with
Ashton.
Tactile/kinesthetic
feedback to find
correct shaping and
alignment when
verbal cues did not
produce results for
tactile learners and
ELLs.

Explain anatomy
behind isolating the
hip joint in ronde de
jambe.
Break down
sequences into
sections (first eight
counts; just do lower
body/upper body,
then put them
together; etc.)

Use visual
demonstration of
both examples and
non-examples for
ELLs; make it clear
which one is right
by shaking your
head on the nonexamples.

Mirror/face same
direction as the
students in
demonstrations.
Quantitative cues,
speaking cues in
rhythm.

Lesson 2: By
the end of a 70minute lesson,
Dance 1b
students will
manipulate

Binder: Watch Turbo

trailer. What are your
goals, and how you
are accelerating
yourself toward
them?

Use projector
for video clip.
Use of the
sound system.

Demonstrate
extreme fast and
slow.
Use vocalization of
rhythm to cue

assigned
movement
sequences and
improvise to
demonstrate
acceleration and
deceleration.

acceleration and
deceleration when
necessary instead of
just counting.

Introduce the concept

through a familiar
activity: Walk across
the room and change
pace/pause at your
choice. Do you prefer
moving fast or slow?
Why? (Discussion.)

Adjust the tempos

of sequences with
sections of the
phrase at a time.

Manipulate the tempi

of assigned
movement sequences
through acceleration
and deceleration.
Lessons 3-4:
By the end of
two 70-minute
lessons, Dance
1b students will
be able to create
and perform
rhythmic
movement
sequences with
different tempi
and rhythms,
paying special
attention to note
value and
timing as well
as define
related
vocabulary
(whole note,
half note,
quarter note).

Use visual aids for

note value; students
use them to write out
rhythms from
movement sequences.
Scaffold movement:
Call and answer
rhythms 4 counts at a
time; put them
together into long
sequence.
Vocalize the rhythm
(da, da, da) and
verbalize the
movements (e.g.
stomp, clap, stomp).
Perform in groups to
identify who needs
more help.

Read about the

history of
Stepping on the
projector, and
watch an
example video
of what it is like
on stage.

Cues with and

without words.
Face the mirror
when directionally
confusing.

Lessons 5-6:
By the end of
two 70-minute
lessons, Dance
1b students will
be able to
manipulate
assigned
movement
sequences by
choosing where
to add their own
accents.

Use a simple and

familiar 4-count
movement (e.g. circle
the arm), and practice
accenting each count
in turn.

Lesson 7: By
the end of a 70minute lesson,
Dance 1b
students will
demonstrate a
greater
understanding
of musicality
through
defining it and
performing
movement
sequences they
have created
based on the
emotional tones
and accents of a
particular song.

Teach rhythm for

kinesthetic, auditory,
and read/write
learners: clap, say,
and write assigned
rhythm on the board.

Use the sound

Demonstrate
system for
examples and nonaccompaniment. examples for ELLs.

Circle from group to

group in creative
portion to help make
accents clearer.

Circle from group to

group to help clarify
and give feedback
before performing.
Review definitions
before administering
written test.

Use of sound
system.

Strategically place
lower level students
with groups that
will help them.
Allow students to
look at the rhythm
on the board while
performing if they
wish.