LESSON PLAN

Subject/Topic: Grade 3
Continued Traveling Step and Forward Cross Fancy Step and Intro to the
Double Heel Tap Fancy Step (Dance)
Date: Wednesday, November 21th 2018 Time: 2:55 -3:35 pm Day 7 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 Dancing in time to music
o Reacting to changes in tempo
o Perform a basic traveling step
o Perform a fancy step
Success Criteria:
 We are looking for:
o Move to the rhythm of the Red River Jig
o Perform one of two travelling steps
o Perform two 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 are the two main parts of the Red River Jig?”
 The fancy step and the traveling step
o “How do we know when its time to switch steps?”
 Miss. Joly counts down and the music changes.
o “What are the criteria for a fancy step?”
 1. It has to be in one place.
 2. It can only involve your legs so no flossing.
 3. It has to be to the beat of the music.
Developing Student Thinking:
 Student will line up along the carpet facing the teacher.
o Remind the students that they should be far enough away from each other so they are
not a barrier to other students.
 Review the double heel tap step by step.
o First by modeling then by having the students mimic the actions.
 Stands with both feet together.
 Swing right foot out in front.
 Tap the heel twice on the floor.
 Bring the right foot back to center and hop.
 Swing left foot out in front.
 Tap the heel twice on the floor.
 Bring the left foot back to center and hop.
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.
 After a few minutes of practice students will move into their 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.
 Before they start remind students that when they are performing the traveling
step, the heel of their front foot should be only just ahead of the toe of their back
foot.
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 the traveling step back to the other end of the carpet.
o When the music changes the students will begin to fancy step 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.
 Students may now use whatever combination of fancy steps they are comfortable with including
their own step.
 After 2 rounds of slowed practice the class can be asked whether they want to try dancing with
the song at regular speed.
o Students will have the choice whether to participate or not.
  Groups will switch off until the end of the lesson.
o Speed of the music will depend on the response to the option of regular speed dancing.
Consolidating Student Thinking:
 After practice is complete students will regroup at center of the carpet.
o Review of what constitutes a fancy step.
 There are three criteria for a fancy step
 1. It has to be in one place.
 2. It can only involve your legs so no flossing.
 3. It has to be to the beat of the music.
o Remind the students that they should be thinking about their own fancy step because
tomorrow they will be included in practice.
o Review the success criteria for tomorrow’s evaluation.
 Participation
 Moving to the beat.
 Transitioning between the traveling step and the fancy step.
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.