Teacher(s): Justin Close, Claire Williamson, Graziella LiVolsi, Subject: History of Dance

Madison Tjaden

Standard(s):

DA.CN.10.6b
b. Research an aspect or contrasting aspects from the cultural, social or historical development of
a dance during the 1970s

ISTE-Students
1. 3. Knowledge Constructor Students critically curate a variety of resources using digital tools to construct
knowledge, produced creative artifacts and make meaningful learning experiences for themselves and
others.
Students:
a. plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.
b. evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
c. curate information from digital sources using a variety of tools and methods
to create collections of artifacts that demonstrate meaningful connections or
conclusions.
d. build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
ISTE-Teachers
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity
and innovation in both face-to-face and virtual environments.
Teachers
a. Promote, support, and model creative and innovative thinking and
inventiveness.
b. Engage students in exploring real-world issues and solving authentic
problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify
students conceptual understanding and thinking, planning and creative
processes.
d. Model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in faceto-face and virtual environments.

Objectives (Explicit): Use Blooms verbiage and formula

Students will recognize the social, economic, and cultural impacts through dance of the 1970s by
analyzing images, videos, and music.

Essential Questions:
How did popular dance moves of the 1970s reflect the social, economic, and cultural environment of the
1970s?
Key vocabulary: Materials/Technology Resources to be Used:

Disco Computer, Internet and Projector

Saturday Night Fever
The Bee Gees
Culturally Diverse
Soul Train
Stagflation

Opening (state objectives, connect to previous learning, and make RELEVANT to real life) ENGAGE/ hook the
students

I will welcome everyone, and all of us will introduce ourselves. Then I will ask all of the students to think about What does
dancing mean to you? After a few minutes of allowing everyone to think, I will lead a short discussion with the whole class
about what different students came up with. Next, I will show a short video about dancing in the 1970s.
https://youtu.be/lODBVM802H8

Instructional Teacher Will: Student Will:

Input
Instruct students to use their technology to log Will use their technology to log into the Pear Deck
into the Pear Deck Session. Session.

Go through the presentation on Pear Deck Will listen and watch the teacher during the lecture.
while lecturing about Dancing in 1970s and the Will participate in the interactive slides.
culture that surrounds it.
Will understand the correlation between the economic
Explain the economic depression, depression, womens liberalism, and dancing at discos
stagflation, and womens movement
Will identify clothing styles of the 70s from visuals
Explain musicians, movies, and fashion
Watch a clip from Soul Train, and note the polyester
popular during the 70s
clothing, platform shoes, and bell-bottom pants.
Play a Soul Train clip and ask students to
reflect on what they saw or heard (clothing
and music)
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who
need differentiation or accommodations during your instructional input/teaching?

Students will have access to the presentation and embedded videos of different types of dance
during the 70s on the teachers class webpage. Students who are visual and auditory learners
will be able engaged during the lecture through the videos and images. They can also access
videos files online through the class webpage.

Students who prefer memorization and notetaking can write the lecture points in their notebooks
to refer to.

A printout of the lesson will be provided upon request for students who dont have access to
computers at home or need a images as part of their notes.

Students at an introductory level will be able to take lesson notes and attempt to answer the
 questions in the lesson. At an intermediate level, students will take notes and correctly answer
the lesson questions. They will question or comprehend the link between the economic and
social movements of the 70s in relation to dancing and disco crazes. Advanced students will
answer lesson questions correctly, understand the correlation between the economic and social
status of the 70s in relation to liberation of dancing. Further, they will be understand the
influence of discos on modern-day dance clubs.

Independent Teacher Will: Be specific Student Will: Be specific

Practice
Two Roses and a Thorn:

Teacher will give directions to the students Students will use padlet to write two things they
about a formative assessment using the learned/liked about the lesson and one thing they did
self-reporting strategy Two Roses and a Thorn. not like or still have questions about.
This assignment will be done independently
through padlet and can be used to reflect on
what the students liked or did not like about the
lesson, what they learned, and will help the
teacher answer any questions they still have.
This assignment will wrap up the lesson before
the final closing.

Directions: Students will use their technology

to log into padlet. Then they will type and
submit two things they learned/liked about the
lesson and one thing they did not like or still
have questions about.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students
who need differentiation or accommodations?

For those who dont have technology with them can write their answers on the whiteboard so it
is still being displayed next to the Padlet.

For those who would benefit by expressing their answers through drawings can submit their
answers that way.

Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What
essential questions will they reflect on in their closure of the lesson?

Students can make the connections like how they felt during times of dance. Being able to relate times of their
lives where happiness came from dancing or times of their lives where they watched someone perform a
memorable dance. Knowing the history and backstory of how opportunities for this came is a goal for the students
to understand.

Questions: After understanding what we have talked about here and what you previously knew, how do you think
dancing has evolved through time? Have you witnessed someone tell their story through a dance?Explain.