LESSON PLAN

Subject/Topic: Grade 3
Continued Traveling Step and Intro to Forward Cross Fancy Step (Dance)
Date: Friday, November 16th 2018 Time: 1:18 -1:58 pm Day 4 In the Unit

Overall Expectation(s):
Dance
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms
and styles from the past and present, and their social and/or community contexts.
Specific Expectation(s): Ministry
Dance
A3.1 describe, with teacher guidance, a variety of dances from communities in Canada and around the
world that they have seen in the media, at live performances and social gatherings, or in the classroom
A3.2 identify and describe the role of dance in the community
Ontario Catholic Graduate:
4.(h) A self-directed lifelong learner who participates in leisure and fitness activities for a balanced and healthy
lifestyle.
7. (f) A responsible citizen who respects and affirms the diversity and interdependence of the world’s peoples
and cultures.
7.(g) A responsible citizen who respects and understands the history, cultural heritage and pluralism of today’s
contemporary society.
Learning Skills/Work Habits:
 Class participation
 Locomotor movements
 Tempo
Materials/Resources: (Teacher and student) Assessment: (What will students do to demonstrate
 Teacher achievement, and teacher tools/strategies.)

o External Speaker  Anecdotal/Observation

o Laptop o Participation in activity.
o Modified Red River Jig audio o Movement to tempo.
o Transition between traveling step and
walking step.
Accounting For Learning Diversity: (Learning styles, accommodations/modifications)
 Nicky seems to be having trouble with the traveling step so I modified his traveling step to walking to the
beat.
 Owen may choose not to participate.
o He is only obligated to participate in the final cumulative dance assessment and will be graded
accordingly.
Learning Goal(s):
 We are learning to:
o Dance in time to music
o React to changes in tempo
o Perform a basic traveling step
o Perform a fancy step
Success Criteria:
 We are looking for:
o Movement to the rhythm of the Red River Jig
o Perform one of two travelling steps
o Perform one fancy step
o Recognize the two different parts of the Red River Jig
 o Perform the correct step during the specified part of the song.

Time Lesson Sequence

Activating Student Thinking:
 Students will line up in the hall and proceed to the library.
 They will sit at the carpet where a large area has been cleared.
 Review of the Red River Jig discussed in prior lessons.
o “What do you remember about the Red River Jig?”
o “What are the two main parts of the Red River Jig?”
Developing Student Thinking:
 Student will line up along the carpet facing the teacher.
o Remind the students that should be far enough away from each other so they are not a
barrier to other students.
 Review the forward cross step by step.
o First by modeling then by having the students mimic the actions.
 Stands with both feet together
 Right foot crosses forward and is planted to the left
 Rock forward on the right foot
 Rock back onto the left foot
 The right foot returns to its original position
 Left foot crosses forward and is planted on the right.
 Rock forward on the left foot
 Rock back onto the right foot
 The left foot returns to its original position
o Students who understand may practice independently at their own speed while students
who need extra help can move to the end.
 The teacher will then move to stand alongside the students at the end of the line
and model the step slowly so they can practice along.
 Once students gain relative proficiency in the step, students will be divided into two groups.
o Half of the students will line up at one end of the carpet while the other half will sit off
to the side.
o Once the music starts the students will traveling step towards the other end of the
carpet.
 If they reach the end before the fancy step starts they may turn around and
continue fancy stepping back to the other end of the carpet.
o When the music changes the students will begin to forward cross in place until the
music changes again where they will begin to traveling step.
o This will repeat for two more turns until the song ends.
o Then the first group will sit down and allow the second group to perform.
 Groups will switch off until the end of the lesson.
Consolidating Student Thinking:
 After practice is complete students will regroup at center of the carpet.
o “What did you notice about dancing this way that was different then before?”
o “Was it easier or harder?”
o “With the counts was it easier to hear the changes in tempo?”
Transitioning to the next subject/time of day:
 After completion of activity it will be time for dismissal.
 Students will line up at the library doors.
 Teacher will lead a prayer.
 Students will then proceed back to the coat rack where they will get ready to leave.