Lesson Outline # 1

Candidate: Helen Snelgrove

Date: October 16, 2017 Grade 10, 11 & 12

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ Students will complete the K and W portions of a Student will

Diagnostic KWL chart illustrating the information that they complete the
assessment of know, the information they want to know about worksheet
students prior ballet.
understanding
(sequence start)

Title: Lesson 1: Precursor to Ballet- The History, Fun

Facts, and Similarities to Hip-hop
State Standard: NJCCS Dance
1.2.12.A.1- Cultural and historical events impact
art-making as well as how audiences respond to
works of art.

1.4.12.A.1- Recognition of fundamental elements

within various arts disciplines (dance, music,
theatre, and visual art) is dependent on the ability
to decipher cultural implications embedded in
artworks.

1.4.12.A.3- Artistic styles, trends, movements, and

historical responses to various genres of art
evolve over time.

Cross Curricular
NJSLSA.W2. Write informative/explanatory texts
to examine and convey complex ideas and
information clearly and accurately through the
effective selection, organization, and analysis of
content.

NJSLSA.W4. Produce clear and coherent writing

in which the development, organization, and style
are appropriate to task, purpose, and audience.

Central Focus Students will construct knowledge about the genre

(CF) of ballet. Students will comprehend and evaluate
similarities and differences between the genres of
ballet and hip-hop.
Learning Target  Students will understand and evaluate the
(LT) cultural and historical aspects of ballet.
 Students will be able to recognize the
unique natures of the discipline from these
historical aspects.
 Students will be able to recognize and
identify movements that are seen among a
variety of genres as well as movements
they have learnt in class.
 Students will articulate the similarities and
differences they identified as well as new
information they developed.
 Students will start to understand artistic
expression by observing professionals
demonstrating artistic expression to start to
inform and guide the students to find their
own.

Academic Examine, evaluate, compare, contrast, similarities,

Language differences
Vocabulary Plié, Tendú, Frappé, Rond de Jambe, Relevé,
Battement, Grand Battement, Dégagé, Développé,
Devant, Derrière, Adagio, Allegro, Petit Allegro, A
la Second, Croise, En face, Ecarte, Efface,
Epaule, A la quatrieme, 1st position, 2nd position,
3rd position, 4th position, 5th position, En haut, En
bas, Epaulment, Turn out, Passe, Retire

Planned For ELL learners: Worksheets will be provided in

Supports English and Spanish so that students can
understand the worksheets and work to the best of
their abilities with also becoming familiar with the
English language.
For ADHD learners: Worksheets will be given to
students ahead of time so that they know what
they will be doing in class and can start the
assignment prior to coming to class if the student
needs extra time to complete assignments.
Instructions will also be provided in different ways,
as well as teacher asking students to repeat
instructions in their own words.
For Gifted learners: The teacher will ask them for
more advanced questions when discussing KWL
chart as well as Venn Diagram
Resources CrossFit Athletes Try to Keep Up with a
Professional Ballerina | SELF (1:51)
https://www.youtube.com/watch?v=v2YHNlMSxwE
Save The Last Dance- (3:20)
https://www.youtube.com/watch?v=5gU3lWj7Uz0
Ballet vs Hiphop Street Dance 2010- (1:30)
 https://www.youtube.com/watch?v=cpeevuvJKjE
Step Up (Final Dance Scene)- (3:37)
https://www.youtube.com/watch?v=O7Hmrf0GTso
Instruction- Teacher welcomes students into the class and Students will
instructs them not to get changed, but to grab a observe the video
DO NOW pencil and take a seat around the white board. As and complete KW of
the students are walking in, there is a video KWL chart
playing of CrossFit Athletes learning ballet from a
professional ballerina to get them interested in the
lesson. The teacher will then provide the students
with a KWL chart instructing the students to
complete the K and W sections of the chart. The
teacher will instruct the students to fill this chart
out using the genre of ballet.
The teacher will ask the students to raise their Students will raise
hand to say anything that they already know about their hand to
Informal ballet or that they want to know about ballet. articulate what they
Assessment have written on their
chart.
The teacher will guide the students through a Students will
power point of an overview of ballet. The power engage with the
Instruction and point will touch on: power point.
Inquiry Louis XIV and his influence on ballet, the terms
ballerina and ballerino, the three different schools Students will raise
or styles of ballet, the shoes worn, famous ballets, their hand to take a
their choreographers and composers, famous vote on the terms
ballet companies, Misty Copeland, barre and ballerina and
center, vocabulary words- Plié, Tendú, Frappé, ballerino.
Rond de Jambe, Relevé, Battement, Grand
Battement, Dégagé, Développé, Devant, Derrière, Students will raise
Adagio, Allegro, Petit Allegro, A la Second, Croise, their hand to
En face, Ecarte, Efface, Epaule, A la quatrieme, answer yes or no if
1st position, 2nd position, 3rd position, 4th position, they have ever seen
5th position, En haut, En bas, Epaulment, Turn out, The Nutcracker,
Passe, Retire. Sleeping Beauty,
Coppelia, Don
The teacher will then ask the students to compare Qxuiote, or Swan
and contrast the genres of hip-hop and ballet by Lake.
watching three videos. These videos are listed
above in the references section. Students will raise
their hand to
answer who
Tchaikovsky is.

Students will raise

their hand to get up
and demonstrate
standing at the
barre.
 Students will raise
their hand to get up
and demonstrate
where dancing in
the center would be
done.

Students will raise

their hands to
articulate and write
down on the back of
their KWL chart
some vocabulary
words that they
have heard of that
are used in the
class.

Students will
actively watch and
look for similarities
and differences
seen in ballet and
hip-hop.
The teacher will have the students complete a Students will fill out
Venn diagram charting the similarities and a worksheet
Informal differences that they have seen in the videos as comparing and
Assessment well as their own constructed knowledge of ballet contrasting hip-hop
and hip-hop. and ballet.

The teacher will instruct the students to turn and Students will turn
talk with a partner to discuss the similarities and and talk discussing
differences that were seen in hop hop and ballet. what they wrote on
their worksheet.
The teacher will instruct the students to be
prepared to share at least one similarity and one Students will elect
difference that they discovered as partners. one partner to
speak on their
behalf one similarity
and difference that
they discussed.
The teacher will instruct the students that for Students will
homework they are to take some time to write identify their
Closure individually what they have learned in the last homework task and
Assessment section L of their KWL chart. what is expected of
them for their next
The teacher will instruct the students to be class.
prepared to share with the class.
Lesson Outline # 2
Candidate: Helen Snelgrove
Date: October 17, 2017 Grade 10, 11 & 12

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ Students will have completed a KWL chart in The student

Diagnostic their previous lesson. The L section of the chart completed a KWL
assessment of will be used as a pre-assessment. chart in the
students prior previous lesson as
understanding well as for
(sequence start) homework.

Title: Lesson 2: Precursor to Ballet- The language and

vocabulary
State Standard: NJCCS Dance
1.4.12.A.1- Recognition of fundamental elements
within various arts disciplines (dance, music,
theatre, and visual art) is dependent on the ability
to decipher cultural implications embedded in
artworks.

1.3.12.A.3- Dance artistry is achieved through

refined technique, musicality, clarity of
choreographic intent, stylistic nuance, and
application of proper body mechanics.

1.4.12.A.3- Artistic styles, trends, movements, and

historical responses to various genres of art evolve
over time.

Cross Curricular
NJSLSA. L4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general and
specialized reference materials, as appropriate.

NJSLSA.L6. Acquire and use accurately a range

of general academic and domain-specific words
and phrases; demonstrate independence in
gathering vocabulary knowledge when
encountering an unknown term important to
comprehension or expression.
Central Focus Students will construct knowledge about the genre
(CF) of ballet. Students will comprehend and evaluate
similarities and differences between the genres of
ballet and hip-hop.
Learning Target  Students will be able to recognize and
(LT) identify movements that are seen among a
variety of genres as well as movements
they have learnt in class.
 Students will be able to recognize new
ballet vocabulary.
 Students will become more familiar with
ballet vocabulary.
 Students will be starting to demonstrate
artistic expression by understanding the
definition and image of the movements and
how they can soon express themselves
through performing the movements.
Academic Content knowledge, establish base of knowledge,
Language engage in discussion
Vocabulary Plié, Tendú, Frappé, Rond de Jambe, Relevé,
Battement, Grand Battement, Dégagé, Développé,
Devant, Derrière, Adagio, Allegro, Petit Allegro, A
la Second, Croise, En face, Ecarte, Efface,
Epaule, A la quatrieme, 1st position, 2nd position,
3rd position, 4th position, 5th position, En haut, En
bas, Epaulment, Turn out, Passe, Retire

Planned For ELL learners: Students will work with a

Supports bilingual student to communicate their answers
with the class and well as investigate the new
vocabulary. Visuals will also be incorporated into
the worksheets for additional assistance.
For ADHD learners: Students will be given
worksheets prior to class time to view the
worksheets and ask any questions that they have
found. Students will work in partners to try and
 remain on task and use each other’s knowledge to
solve task.
For Gifted learners: Teacher will provide addition
vocabulary for them to try and learn. The teacher
will aim to pair the gifted learners with the ELL
learners if they are bilingual to act as a more
knowledgeable other.
Instruction- Teacher welcomes students into the class and Students will
instructs them not to get changed, but to grab a review KWL chart
DO NOW pencil. The teacher will then instruct the students as well as Venn
to take out their Venn diagram and KWL chart. Diagram.
The teacher will instruct the students to review the
information they wrote about.

The teacher will then go around in a circle as ask Students will

the students to say one thing they wrote down in articulate what they
Informal the L section of the KWL chart that they finished did for homework.
Assessment for homework.

The teacher will provide the students with a Students will

worksheet that lists vocabulary words, their complete the
Instruction and definitions, and a picture of the movement. The worksheet in
Inquiry teacher will instruct the students to work in partners to use
partners to complete the worksheets. The teacher definitions to
will assign the partners by the students picking a determine the
popsicle stick so that the students will have a correct picture of
variety of students that they work with, however the movement.
accommodations will be made if an ELL student
and a non-bilingual student are paired together
depending on the ELL students’ knowledge of
English. The students will be given the word and
definition and will have to match what they think is
the correct answer.
The teacher will walk around the classroom and Students will
make observations and assessments on how the discuss the
Informal students are working together and how they are worksheet that they
Assessment using the worksheets and tools provided to identify have been working
the definitions. on. Students will
conduct a
conversation
The teacher will have the students join with targeting the
another pair of students to review the work that information that
they just did. The teacher will circulate throughout they are confused
the room facilitating discussion throughout the on or answers that
classroom. they were not able
to understand.
 The teacher will then collect the worksheets that Students will raise
the students worked on in class. The teacher will their hands to show
Closure then start to review the vocabulary terms with their each vocabulary
Assessment movement. The teacher will ask students to movement to the
volunteer to show each vocabulary term to the class. The rest of
students. The teacher will ask their classmates if the students will
they think it is the correct movement. examine if they
believe it is the
The teacher will instruct the students to come to correct movement
class ready to review the rest of the movements. for the definition.
Lesson Outline #3
Candidate: Helen Snelgrove
Date: October 18, 2017 Grade 10, 11 & 12

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ The teacher will continue to review the Students will

Diagnostic vocabulary words of the worksheet that was participate in review
assessment of provided to the students in the previous lesson. by volunteering to
students prior stand up and
understanding demonstrate what
(sequence start) movement they think
each vocabulary word
means.

Title: Lesson 3: Precursor to Ballet- The Language

and Vocabulary Part 2
State Standard: NJCCS Dance
1.4.12.A.1- Recognition of fundamental
elements within various arts disciplines (dance,
music, theatre, and visual art) is dependent on
the ability to decipher cultural implications
embedded in artworks.

1.4.12.A.3- Artistic styles, trends, movements,

and historical responses to various genres of
art evolve over time.

1.3.12.A.3- Dance artistry is achieved through

refined technique, musicality, clarity of
choreographic intent, stylistic nuance, and
application of proper body mechanics.

Cross Curricular
NJSLSA.L3. Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning
or style, and to comprehend more fully when
reading or listening.

NJSLSA. L4. Determine or clarify the meaning

of unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general
and specialized reference materials, as
appropriate.
 NJSLSA.L6. Acquire and use accurately a
range of general academic and domain-specific
words and phrases; demonstrate independence
in gathering vocabulary knowledge when
encountering an unknown term important to
comprehension or expression.

Central Focus Students will construct knowledge about the

(CF) genre of ballet. Students will comprehend and
evaluate similarities and differences between
the genres of ballet and hip-hop.

Learning Target  Students will be able to recognize and

(LT) recall new ballet vocabulary.
 Students will be able to reflect on
knowledge and recognize and identify
movements that are seen among a
variety of genres as well as movements
they have learnt in class.
 Students will become more familiar with
ballet vocabulary.
 Students will continue demonstrating
artistic expression by performing the
vocabulary movements.

Academic Examine, evaluate, compare, contrast,

Language similarities, differences, perform, reflect,
recognize, identify, recall, create
Vocabulary Plié, Tendú, Frappé, Rond de Jambe, Relevé,
Battement, Grand Battement, Dégagé,
Développé, Devant, Derrière, Adagio, Allegro,
Petit Allegro, A la Second, Croise, En face,
Ecarte, Efface, Epaule, A la quatrieme, 1st
position, 2nd position, 3rd position, 4th position,
5th position, En haut, En bas, Epaulment, Turn
out, Passe, Retire

Planned For ELL learners: The teacher will speak in

Supports both English and Spanish indicators so that the
students will feel confident in sharing in front of
the classroom. Students will work in partners to
use each other’s knowledge. Images will be
used to provide extra assistance.
For ADHD learners: Students will constantly be
getting up and moving watching different
students perform the movements. Students will
also see different ways to associate the
vocabulary word with its definition and picture.
 For Gifted learners: Students will be asked
more complicated questions, such as adding
two vocabulary words together and
demonstrating what that movement would be.
Instruction- The teacher will welcome the students into Students will gather in
class and have them gather in a circle to circle.
DO NOW prepare to finish reviewing the vocabulary
words from the previous day’s worksheet.

Teacher will then pick up where they left off Students will volunteer
with reviewing the worksheet by having the to try and demonstrate
Informal students volunteer to demonstrate what they what they think the
Assessment think each word is. words mean.

The teacher will then provide the students with Students will rehearse
a new worksheet that has a list of the same in their groups.
Instruction and vocabulary definitions and pictures with a blank
Inquiry to fill in what vocabulary word it is. The teacher Students will rehearse
will inform the students that there is a word all together.
bank at the bottom of the worksheet for
reference. Students will work
together to apply these
new vocabulary
The teacher will then have the students apply 2 movements.
new ballet vocabulary movements to their hip-
hop phrases. These new movements have to
be movements that are not already in our hip-
hop dance. ie. Passe, releve, etc.
The teacher will have the students present Students will perform
these new dances for their classmates. The for their classmates.
Informal teacher will also hand out a worksheet for the
Assessment students to write down the two balletic Students will write
movements that were added into their hip-hop down what ballet
dance. movements/vocabulary
their classmates added
into their movement.
 The teacher will ask students to talk about Students will take
what they saw in reference to the comparison some time to process
Closure and contrasting chart they filled out in their first and then articulate
Assessment precursor lesson. The teacher will also ask the what they have
students to reflect on how hip-hop movements learned. Students will
can also be seen in ballet. The teacher will then be prepared to
also ask the students to reflect on what they share with the class.
have learned in the lesson.
Lesson Outline #4
Candidate: Helen Snelgrove
Date: October 19, 2017 Grade 10, 11 & 12

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ The teacher will ask the students to state and Students will
Diagnostic perform by raising their hands some of the partake in
assessment of vocabulary works that we have been working on group
students prior for the past couple of days as well as facts about conversation
understanding ballet.
(sequence start)

Title: Lesson 4: Precursor to Ballet- The Application

State Standard: NJCCS Dance
1.4.12.A.1- Recognition of fundamental elements
within various arts disciplines (dance, music,
theatre, and visual art) is dependent on the ability
to decipher cultural implications embedded in
artworks.

1.3.12.A.3- Dance artistry is achieved through

refined technique, musicality, clarity of
choreographic intent, stylistic nuance, and
application of proper body mechanics.

Central Focus Students will construct knowledge about the genre

(CF) of ballet. Students will comprehend and evaluate
similarities and differences between the genres of
ballet and hip-hop.

Learning Target  Students will use constructed knowledge to

(LT) apply balletic principles and movements to
previous learned dance. Students will then
be able to present manipulated movement
to class.
 Students will be able to recognize and
recall new ballet vocabulary.
 Students will be able to reflect on
knowledge and recognize and identify
movements that are seen among a variety
of genres as well as movements they have
learnt in class.
  Students will be able to create their own
phrase by inserting balletic movement
vocabulary into previously learned
movement phrase.
 Students will be able to identify those
additions.
 Students will be able to perform ballet
vocabulary through movement.
 Students will continue to refine their artistic
expression by choosing vocabulary
movements to add to the phrase and how
they want to perform them.
Academic Examine, evaluate, compare, contrast, similarities,
Language differences, perform, reflect, recognize, identify,
recall, create
Vocabulary Plié, Tendú, Frappé, Rond de Jambe, Relevé,
Battement, Grand Battement, Dégagé, Développé,
Devant, Derrière, Adagio, Allegro, Petit Allegro, A
la Second, Croise, En face, Ecarte, Efface,
Epaule, A la quatrieme, 1st position, 2nd position,
3rd position, 4th position, 5th position, En haut, En
bas, Epaulment, Turn out, Passe, Retire

Planned For ELL learners: Students will be cued in Spanish

Supports if needed by the help of teacher or other
classmates to assist in understanding movement
or clarifications of movement. Students will be
placed within groups that contain bilingual
students so that they can convey ideas to the
group and the group members can convey ideas
to them.
For ADHD learners: Students will be doing a
variety of activities and contributing throughout the
class so that they can be continuously stimulated.
The students will also be informed of the
assignment the day before so that they can spend
time thinking on what movements they want to
showcase.
For Gifted learners: Students will be divided
throughout the groups to act as a student leader
and a more knowledgeable other to assist in group
success.
Instruction- Teacher welcomes students into the class and Students get
instructs them to get changed and then find a spot changed and then
DO NOW sitting in a circle. find a spot seated in
a circle.

Teacher will then ask the students to review the Students will raise
worksheet as a class for clarification. Teacher will their hand to
do this by going through the worksheet and asking contribute to group
for student volunteers to answer discussion and
assessment of
previous learned
knowledge.
Teacher will then ask the students to raise their Students will raise
hand to say and then show one of the vocabulary their hand to
Informal words we have been learning. contribute to group
Assessment discussion and
assessment of
previous learned
knowledge through
movement.
The teacher will then demonstrate and instruct the Students will
students to review our hip-hop routine that we rehearse all
Instruction and learned last week in small groups that the teacher together.
Inquiry will provide.
Students will
Once the students have reviewed the material and rehearse in their
the teacher sees that all the students remember groups.
the hip-hop routine the teacher will instruct the
students to take two vocabulary words that we Students will work
have been learning in our ballet unit and add them together to apply
to our hip-hop routine. these new
vocabulary
movements.
The teacher will circulate around the classroom The students will
and assist in any questions that the students have continue to practice
Informal along with making sure that the students are and work in their
Assessment properly executing the vocabulary terms they are groups to add two
inserting into their hip-hop phrase. vocabulary words
into their phrase.
 The teacher will ask for one of the groups to Students will
volunteer to show what they started to work on. volunteer to show
Closure what they are
Assessment working on to the
rest of the class.
Lesson Outline #5
Candidate: Helen Snelgrove
Date: October 20, 2017 Grade 10, 11 & 12

Lesson Part Activity Description/Teacher Does Student Does

Pre-assessment/ Students will review and create their movement Student works in
Diagnostic phrase by adding two ballet vocabulary words into groups to start to
assessment of the hip-hop material. (Seen in previous lesson #4) review and create
students prior their fusion phrase.
understanding
(sequence start)

Title: Lesson 5: Ballet- The Application Part 2

State Standard: NJCCS Dance
1.4.12.A.1- Recognition of fundamental elements
within various arts disciplines (dance, music,
theatre, and visual art) is dependent on the ability to
decipher cultural implications embedded in
artworks.

1.3.12.A.3- Dance artistry is achieved through

refined technique, musicality, clarity of
choreographic intent, stylistic nuance, and
application of proper body mechanics.

Central Focus Students will construct knowledge about the genre

(CF) of ballet. Students will comprehend and evaluate
similarities and differences between the genres of
ballet and hip-hop.

Learning Target  Students will be able to recognize and recall

(LT) new ballet vocabulary.
 Students will be able to reflect on knowledge
and recognize and identify movements that
are seen among a variety of genres as well
as movements they have learnt in class.
 Students will be able to perform
combination.
 Students will use constructed knowledge to
apply balletic principles and movements to
previous learned dance.
  Students will be able to create their own
phrase by inserting balletic movement
vocabulary into previously learned
movement phrase.
 Students will be able to identify those
additions.
 Students will be able to perform ballet
vocabulary through movement.
 Students will be able to demonstrate their
artistic expression through performance of
movement.

Academic Examine, evaluate, compare, contrast, similarities,

Language differences, perform, reflect, recognize, identify,
recall, create
Vocabulary Plié, Tendú, Frappé, Rond de Jambe, Relevé,
Battement, Grand Battement, Dégagé, Développé,
Devant, Derrière, Adagio, Allegro, Petit Allegro, A la
Second, Croise, En face, Ecarte, Efface, Epaule, A
la quatrieme, 1st position, 2nd position, 3rd position,
4th position, 5th position, En haut, En bas,
Epaulment, Turn out, Passe, Retire

Planned For ELL learners: Worksheets will be written in

Supports English and Spanish for optimum understanding.
Students will be placed within groups that contain
bilingual students so that they can convey ideas to
the group and the group members can convey ideas
to them. Students are able to self-assess to analyze
their contributions and work.
For ADHD learners: Students will have a task to
complete to actively engage in the performances.
Groups will perform their phrase two times and then
the class will be asked if they need to see the
movement again for any clarifications. Students are
able to self-assess to analyze their contributions
and work.
For Gifted learners: Students will be given the
option to look for more than two balletic
principles/vocabulary words for extra credit if
correct. Students are able to self-assess to analyze
their contributions and work.

Instruction- The teacher will instruct the students to get changed The students will
and then start working in their groups to review and get changed and
DO NOW continue working on what they did in class the then start working
previous lesson. in their groups.
 The teacher will instruct all of the students to sit in The students will
front of the classroom along the mirrors the teacher sit in front of
Instruction and will then hand out two worksheets, a piece of paper, classroom along
Inquiry as well as colored pencils to the students. mirror.

The teacher will review the worksheets with the The students will
students explaining that one is a rubric the students follow along as the
will be self-assessing themselves on after their teacher goes over
performances and the other worksheet will be an the worksheets
identification worksheet for while they are watching that are handed
their classmates perform. out.

The teacher will instruct each group to stand up The students will
and go to the center of the classroom to present either perform their
Informal their fusion phrases. movement phrase
Assessment or observe and
The teacher will instruct the rest of the class to be analyze their
paying close attention so that they can identify the classmates’
vocabulary words and movements they chose on performances for
their worksheets. the added
movements.

Students will self-

Once all groups have gone the teacher will instruct assess based on
the students to take a look at their rubrics and provided rubrics.
assess their work that they have done in class.
Once students have completed their performances, Students will
analysis worksheet, and self-assessment rubric the complete Exit Slip
Closure teacher will ask the students to take out the blank Questions written
Assessment piece of paper that was handed out and to take a on board
few minutes to answer the three questions on the assessing their
board: 1. What did you think of ballet before we did opinions along with
this mini unit? 2. What have you learned? 3. What what they have
do you think about ballet now? The students will be learned over the
instructed to bring these three questions home for course of the mini
homework if they do not have enough time to finish unit.
in class.