Content Objectives

• Students will demonstrate an understanding that dance can be a form of silent protest by drawing attention to inequities and injustices. Through viewing, writing, reflecting researching and creating, students will make connections between movement and it’s ability to express and comment on social justice.

Indicators of Student Learning

     Students will know:

• That dance can be a silent form of protest.
• That dance can depict a particular time or event.
• Who Pearl Premis and her contributions to the art form.
• The difference between literal and abstract movement
•  

Students will be able to:

• Create literal and abstract movement
• Improvise and create movement inspired by imagery and word association.
• Use technology and written materials as research tools for written assignments and choreographic ideas.
• Critique through writing and discussion
• Execute their dance study using the elements of dance and choreographic structures meaningfully and clearly to communicate with intention.

Students will understand that:

• Dance can depict difficult topics and express values and beliefs.
• Dance has the ability to leave a lasting impression.
• Research is necessary to choreograph a work that’s intention is to bring attention to an injustice.

Instructional Goal 

• Citing evidence from the text (text in multiple forms: Video, choreography and writings will all be treated as text to support a claim.

 Big Ideas of this Unit

• The performing arts are an integral part of social change.
• Dealing with an intense subject through the choreographic process, you will have a greater appreciation and understanding of the event and its place in history.
• Dance can be a form of silent protest by drawing attention to inequities and injustices.
• Through movement important ideas and images about an event can be expressed but we must do our research to depict it accurately so that the intended meaning is clear.
• Dance has the ability to express in literal or abstract (symbolic) forms.

Literacy/Language Skills: [From Common Core]

Students will:

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B

Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.9-10.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.9-10.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

NYC Dance Blueprint Strands Addressed:

Dance Making:

• Develop Skills and Techniques, Improvise, Choreograph, Perform.

Developing Dance Literacy:

• Understand dance as a means of expression and communication.
• Apply dance related vocabulary, terminology, and symbols.
• Analyze, critique and communicate about dance
• Identify and compare dance styles genres major works and artists.

Making Connections:

• Understanding dance history and the cultural significance of dance.
• Connect dance to other arts and disciplines.
• Utilize technology in connection with dance.

Working with Community and Cultural Resources:

• Use dance research resources.

Assessments

Unit Assessment Strategies

Self-Assessment

• Reflective journal entries (coded for vocabulary)

• Students will video their choreography and reflect, respond, revise, and refine using peer assessment discussion protocols, worksheets, and guided reflective journal questions.

• Peer critique and class discussion with feedback protocol.

• Performance task with checklist.

• Group work-collaborative creating and learning.

Teacher Assessment

• Reflective Journals

• Observation notes and critiques

• Dance making

• DOK scaffolding for questions.

• Vocabulary acquisition quizzed and use of during class assignments and discussions.

• Teacher Observation of performance and written tasks.

Learning Experiences

• Students will begin with a daily warm up that incorporates important characteristics and concepts developed through modern dance technique.

• Students will experience works of art in disciplines other than dance that comments on social issues or brings attention to injustice (paintings, music, poetry…) in order to relate, and compare what this would look like in the art of dance.

• Students will create movement phrases inspired by a poem, photograph painting that reflect the meaning literally.

• Students will take literal phrases and experiment with abstracting them.

• Students will watch Perl Primus “Strange Fruit” 2x. Both times students will answer guided 4-step critique viewing questions followed by discussion. The first time with the volume muted. The second time with the volume unmated. For homework they will read an excerpt from her biography and answer guided reading questions to discuss in class.

• Students will read and annotate a passage describing the Civil rights movement or the American feminist movement (two movements they may have some prior knowledge about). In groups students will then pick out the strongest words or images that capture the essence of the movement. Next the groups will write down each persons word or image on a poster and describe what that word or image would look like in the elements of dance. Students will than create movement for each word based of these movement descriptions, creating an abstract phrase which they will then manipulate using choreographic elements and structures.

• Finally students will research current affairs and find an injustice they feel passionate about bringing awareness to. As a group they will choose one to focus their research. Each person will be in charge or researching a different aspect of the issue and will share findings with the group. Students will uncover the main idea or core to be the focus of a choreographic study bringing attention to the injustice.

Team Teaching Options:

For each lesson teachers will take turns introducing the lesson and providing a hook or motivating entry point.

-If one teacher is instructing from the front the other will be circulating to check in with students and answer questions individually.

-Assigned groups for supervising and guiding through the unit (flexible of course)

-Teachers will co-plan and meet after class to discuss meaningful ways to differentiate instruction for the next day and the most meaningful approach to co-teaching the follow-up lesson.

- One Teach-One Assist: While one teacher covers physical explanations and delivers content the other teacher will assist in keeping order, pacing, and filling in content blanks.

-Alternate Teaching: While one teacher delivers content, the other will assist and provide differentiation tasks.

-Co-created rubrics and criteria for each assessment .

Options for Differentiation:

ELL Differentiation: Compare Action words to child’s languages equivalent (example: backwards= hacia atrás), Subtitles /captions for video, partners to record worksheet, Established partnering

Attention Difficulty Differentiation: Underline/highlight key words and instructions on worksheet for clarity of task, have student pass-out worksheets, Special jobs like roll call, Established Partnering, Extra time to answer

Autism Differentiation: Visuals on worksheet, Keep room clean and clutter free, have a designated quiet space in the room where children can compose themselves/take a break, Extra time to answer questions

Advanced Students: Have students play the role of monitors, check-in with their peers to provide assistance, extra engagement with teacher on areas on inquiry

Culturally Diverse: Make child feel comfortable, included, and cared for. Visual Aid on worksheets, Established team pairings for reading assistance, field questions and comparisons to students body of knowledge in cultural admiration

MATERIALS/RESOURCES:

-Television, Video 1943 Peal Primus “Strange Fruit”, Charles Weidman “ Photographs, Newspaper articles, Marketing adds, Music, Paper, Pens, IPad, Laptop

Pre-Assessment/Planning

• Pre- assessment survey

Have I taught these students before?

Yes

What do students already know and understand about this area of Dance Making?

Dance is a form of non-verbal communication that takes the bodies expressive abilities and magnifies them.

What skills related to this unit have students already developed?

-Understanding the elements of dance.

-Knowing basic choreographic structures and elements

-Collaborative group skills

Self and peer assessment strategies. --How to use weekly journal reflections to guide revising and refining their work.

-How will the students’ needs be addressed?

• Opportunity for student choice, discussions, peer and teacher feedback, group collaborations. Modifications can be made for physical impairments.

Options for Differentiation:

ELL Differentiation: Articles and other reading materials translated into the child’s native language, Subtitles/captions for video.

Attention Difficulty Differentiation: Underline/highlight key words and instructions on worksheet for clarity of task, have student pass-out worksheets, Special jobs like roll call, Established Partnering, Extra time to answer

Autism Differentiation: Visuals on worksheet, Keep room clean and clutter free, have a designated quiet space in the room where children can compose themselves/take a break, Extra time to answer questions

Advanced Students: Have students play the role of monitors, check-in with their peers to provide assistance, extra engagement with teacher on areas on inquiry

Culturally Diverse: Make child feel comfortable, included, and cared for. Visual Aid on worksheets, Established team pairings for reading assistance, field questions and comparisons to students body of knowledge in cultural admiration

Lesson # ___1

• Dance can be a form of silent protest by drawing attention to inequities and injustices.

_

School: Fort Hamilton High School

1. Common Core Learning Standard(s) Addressed:

• W.9-10.9: Students introduce a claim and provide evidence for their stance.
• W.9-10.2 Text types and purpose: Students create an informative dance text that conveys a concept clearly through effective selection, organization, and analysis.
• Sl.9-10.1 Initiate and participate effectively in a range of collaborative discussions.(one on one, teacher led, and in groups)
• L.9-10.5 Vocabulary Acquisition and use.

1. NYCDOE Blueprints for Teaching and Learning in Dance Pre-K-12
   1. Dance making; Choreography and performance
   2. Dance Literacy; Understanding dance as a means of communication
   3. Making Connections; Understanding the social and cultural significance of dance.
   4. Webb’s Depth of Knowledge Levels:
      1. DOK 1 –Identify, Recognize.
      2. DOK 2-Cause and effect, Distinguish, Relate
      3. DOK 3- Cite Evidence, Draw Conclusions,
      4. DOK 4- Synthesize, Apply Concepts, Analyze, Connect.

1. Big Idea(s)

• Dance can be a form of silent protest by drawing attention to inequities and injustices.

Essential Questions:

• What is social commentary?
• How can dance be a silent form of protest?
• Does movement have the universal ability to bring attention to and comment on social justice?

Learning Target(s): (What will students know & be able to do as a result of this lesson?)

• Students know that dance is a universal language that can comment on issues in society. Students will beagle to create movement with the intention of promoting change by informing the population.

Aim: How can dance comment on social issues?

Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

• Dance is a form of non-verbal communication that reflects and comments on life. It is important for students to understand that dance has the ability to inform and that it can be an integral part of social change.

Dance can promote change by using movement to inform on a specific issue.

Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

• Students will provide a school wide issue that they feel requires change. They will identify the problem and decide upon their solution. They will create a “slogan” or a protest chant through movement that summarizes their protest objective and share with the class.
• If the students can collaborate to clarify a common issue, identify their objective and summaries it through movement clearly then students have meet the lessons outcome.

Identify a school wide issue (ex: Bullying,

Provide evidence of the problem.

Create a logical solution.

Develop a dance phrase that summarizes your protest movement, like a movement slogan or chant.

Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

• 5 min. Do Now: Ask the students to quick write their opinion about a specific social issue they can relate to.  Ex: What is your opinion about the Common Core?
• 5-7 min. Student led teacher facilitated discussion: What is social commentary? D
  •  Discuss the do now: Generalize those who are for and those who are against – ask them to sit together. Have the group discuss about ways they could inform the public of their concern and a better solution. “What would this look like in dance form?”
  • 10 min Discuss Protest: Show two, 2 min video clips of 2 examples of cultural dances of protest. Muganda dance form Zambia and Snow Falls (famous Korean dance protest)
  • 20 min Group Collaborative assignment: In groups of 6 students choose a school wide issue they think requires change. They will identify the problem and decide upon their solution. They will create a “slogan” or a protest chant through movement that summarizes their protest objective.
  • 15 min-Perform for class: Peer feedback protocol used to discuss.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

• Short video clips of different examples of dances of protest from around the world.

Access for All:  (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

• There are multiple opportunities for student choice.
• Group collaboration with teacher selected group members varying in content ability.
• Learning activities are assessable for all because the information is presented in a way that allows the students to relate the information to their daily lives. 

• Use of Technology
• Video
• Students will record with their I phones the final project.

• Extended Activities (for gifted and talented or exceptional students)
• These students will be assigned as leaders in each group.

H/W Watch a news station such as CNN. Turn the sound off and watch the body language. Reflect in your journal about your observations.

Lesson # ___2__

STUDENT-FRIENDLY TRANSLATION

( # 6, 7 and 8 only)

1. Common Core Learning Standard(s) Addressed:

• W.9-10.9: Students introduce a claim and provide evidence for their stance.
• W.9-10.2 Text types and purpose: Students create an informative dance text that conveys a concept clearly through effective selection, organization, and analysis.
• Sl.9-10.1 Initiate and participate effectively in a range of collaborative discussions.(one on one, teacher led, and in groups)
• L.9-10.5 Vocabulary Acquisition and use.

1. NYCDOE Blueprints for Teaching and Learning in Dance Pre-K-12
   1. Dance Literacy; Understanding dance as a means of communication
   2. Making Connections; Understanding the social and cultural significance of dance.
   3. Webb’s Depth of Knowledge Levels:
      1. DOK 1 –Identify, Recognize.
      2. DOK 2-Cause and effect, Distinguish, Relate
      3. DOK 3- Cite Evidence, Draw Conclusions,
      4. DOK 4- Synthesize, Apply Concepts, Analyze, Connect.

1. Big Idea(s)

Big Ideas of this Unit

• The performing arts are an integral part of social change.

Essential Questions:

• How can dance depict a particular time or event?
• Who was Pearl Primus and what were her contributions to the art form.
• How can a choreographer bring attention to injustice?
  • How can dance give someone a greater understanding of an event and its place in history?

Learning Target(s): (What will students know & be able to do as a result of this lesson?)

• Students will know that choreography has the ability to bring attention to injustice. Students will also know who Pearl Primus and Charels Weidman are and their contributions to the art form. Students will be able to compare and contrast two choreographic works dealing with a similar issue by citing evidence from the dance text to support their claims.

Aim: How can choreography bring attention to injustice?

Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

• Dance is a form of non-verbal communication that reflects and comments on life. It is important for students to understand that there are many different ways of informing and presenting an opinion on a particular subject. It is also important for students to be able to evaluate the effectiveness of communication through comparing and contrasting.

How was this dance composition designed to draw attention to injustice?

Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

• I will assess understanding by observing peer pair and share discussions.
• I will assess through group student led, teacher facilitated discussion.
• I will assess with the use of a ven-diagram to compare and contrast two choreographic works that both bring attention to civil rights issues.

Compare and contrast the ways in which both choreographers bring attention to the same civil rights injustice.

Which choreographic work left you with more of a lasting impression? Why do you think this is?

Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

• 10 min:- Do Now: Students will read a short poem that brings attention to an injustice and peer pair and share how the author did this. (Through metaphor, symbolism, and personification…)
• 10 min: Introduce Pearl Primus and show her Choreographic work Strange Fruit – Students are asked to observe, analyze and, interpret.
  • Student led teacher facilitated discussion. How was this dance composition designed to draw attention to injustice?
  • 10 min: Show students lynchtown choreographed by Charles Weidman
    • 10 With a work sheet ven-diagram students are asked to compare and contrast the two works citing specific evidence from the choreography.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

• Written Text: Poem
• Performed text: 2 video clips of works dealing with social justice and civil rights.

Access for All:  (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

• Pair and share student discussion
• Student led Discussion
• Learning activities are assessable for all because the information is presented in a way that allows the students to relate the information to their daily lives. 

Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

Use of Technology

• Video

Extended Activities (for gifted and talented or exceptional students)

• These students will be assigned as leaders in each group.

Lesson # ___3_

STUDENT-FRIENDLY TRANSLATION

( # 6, 7 and 8 only)

1. Common Core Learning Standard(s) Addressed:

• W.9-10.9: Students introduce a claim and provide evidence for their stance.
• W.9-10.2 Text types and purpose: Students create an informative dance text that conveys a concept clearly through effective selection, organization, and analysis.
• Sl.9-10.1 Initiate and participate effectively in a range of collaborative discussions.(one on one, teacher led, and in groups)
• L.9-10.5 Vocabulary Acquisition and use.

1. NYCDOE Blueprints for Teaching and Learning in Dance Pre-K-12
   1. Dance Literacy: Understanding dance as a means of communication
   2. Making Connections: Understanding the social and cultural significance of dance.
   3. Dance Making: Choreography. Applying the elements of dance.
   4. Webb’s Depth of Knowledge Levels:
      1. DOK 1 –Identify, Recognize.
      2. DOK 2- Distinguish, Relate
      3. DOK 3- Cite Evidence, Draw Conclusions,
      4. DOK 4- Synthesize, Apply Concepts, Analyze, Connect.

1. Big Idea(s)

Big Ideas of this Unit

• The performing arts are an integral part of social change.
• Essential Questions:
  •  Through movement important ideas and images about an event can be expressed but we must do our research to depict it accurately so that the intended meaning is clear.
  • Dance has the ability to express in literal or abstract (symbolic) forms.
  • Learning Target(s): (What will students know & be able to do as a result of this lesson?)
  • Students will know: the difference between literal and abstract movement.
    • Students will be able to Improvise and create movement inspired by imagery and word association.
    • Students will understand that research is necessary to choreograph a work that’s intention is to bring attention to an injustice.

Aim: How can research inspire choreography that comments on injustice?

• Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)
  • Dance is a form of non-verbal communication that reflects and comments on life. It is important for students to understand that there are many different ways of informing and presenting information on a particular subject. Students will experience transforming words and images into movement and find that dealing with an intense subject through the choreographic process will provide a greater appreciation and understanding of the event and it’s place in history.
    • How do we compose a dance that is designed to express or bring attention to injustice

• Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
• I will asses understanding by observing peer pair and share discussions and textual annotations.
• I will assess the students’ ability to work in a group to create movement inspired by key words, phrases and images derived from their annotated text.
• I will asses each group by reviewing their poster of key words, phrases and images and the dance elements they choose to express them with.
• I will asses that the students are able to link the movement into a cohesive phrase which represents or expresses the core of their subject.

Students will demonstrate their ability to pick out a central theme and develop movement in literal and abstract ways that bring attention to or express the core of the social injustice read about.

• Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)
• Half of the students will be given a one page non-fictional text about the civil right movement and the other about the American Feminist movement.
  • Students are asked to close read by annotating for key words, phrases, and images that support the main idea.
  •  Students will share with a partner what they thought was important and why.
  • Understanding Abstract verses Literal movement.
  • 10 min improve associating words from the text with the elements of dance.
  • Teacher prepared differentiated groups: Groups of 6 decide upon the strongest 6 key words and write them on a poster.
  • Discussion about literal and abstract movement- Popcorn analogy. Teacher walks class through one example all together.
    • Literal-Next students are asked to provide an image movement or a pose that they associate with each word and add it to the poster.
    • Abstract- The students will describe each word in terms of the Elements of dance.  Example: What does inequality look like in Body, Space, Time Energy and Relationship?
    • Finally students will create a dance study that communicates the event or idea by taking their research into movement. Each group is responsible for creating movement based off of their textual evidence guided by the dance elements.
    • In closing students share with the class what they have created thus far. Students give peer feedback. “One thing that stood out to me…”. One thing I liked was how you…” Next time you might want to focus on…”
    • For homework students reflect on the activity and their performance in a journal response. Students should also evaluate areas of strength in their work and areas for revision or refinement.

• Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
• Non fictional text about the Civil rights movement
• Non-fictional text about the American Feminist Movement.
  • Iconic photos from both movements.

• Access for All:  (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)
• Pair and share student discussion
• Group work (differentiated)
• Learning activities are assessable for all because the information is presented in a way that allows the students to relate the information to their daily lives and crosses disciplines.
• Options for student’s choice. 

• Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

Opportunities for student choice.

Group collaboration.

Articles of varied reading levels.

Extended Activities (for gifted and talented or exceptional students)

• These students will be assigned as leaders in each group and be prompted with gifted level questions.

Lesson # ___4_

STUDENT-FRIENDLY TRANSLATION

( # 6, 7 and 8 only)

1. Common Core Learning Standard(s) Addressed:

• W.9-10.9: Students introduce a claim and provide evidence for their stance.
• W.9-10.2 Text types and purpose: Students create an informative dance text that conveys a concept clearly through effective selection, organization, and analysis.
• Sl.9-10.1 Initiate and participate effectively in a range of collaborative discussions.(one on one, teacher led, and in groups)
• L.9-10.5 Vocabulary Acquisition and use.

1. NYCDOE Blueprints for Teaching and Learning in Dance Pre-K-12
   1. Dance Literacy: Understanding dance as a means of communication
   2. Making Connections: Understanding the social and cultural significance of dance.
   3. Dance Making: Choreography. Applying the elements of dance.
   4. Webb’s Depth of Knowledge Levels:
      1. DOK 1 –Identify, Recognize.
      2. DOK 2-Cause and effect, Distinguish, Relate
      3. DOK 3- Cite Evidence, Draw Conclusions,
      4. DOK 4- Synthesize, Apply Concepts, Analyze, Connect.

1. Big Idea(s)

Big Ideas of this Unit

• The performing arts are an integral part of social change.

Essential Questions:

•  Through movement important ideas and images about an event can be expressed but we must do our research to depict it accurately so that the intended meaning is clear.
• Dance can be a form of silent protest by drawing attention to inequities and injustices.
• Dance has the ability to express in literal or abstract (symbolic) forms.
• Dealing with an intense subject through the choreographic process, you will have a greater appreciation and understanding of the event and its place in history.
•  

Learning Target(s): (What will students know & be able to do as a result of this lesson?)

• Students will know: the difference between literal and abstract movement.
  • Students will be able to execute their dance study using the elements of dance and choreographic structures meaningfully and clearly to communicate with intention.
  • Students will be able to evaluate other student’s work by using a four-step critique.
  • Students will understand that research is necessary to choreograph a work that’s intention is to bring attention to an injustice.
  • Students will understand that dealing with an intense subject through the choreographic process, you will have a greater appreciation and understanding of the event and its place in history.

Aim: How can choreography bring attention to injustice?

• Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)
  • Dance is a form of non-verbal communication that reflects and comments on life. It is important for students to understand that there are many different ways of informing and presenting information on a particular subject. Students will experience transforming words and images into movement and find that dealing with an intense subject through the choreographic process will provide a greater appreciation and understanding of the event and it’s place in history.
    • How do we compose a dance that is designed to express or bring attention to injustice?

Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

• I will assess understanding by observing peer pair and share discussions and textual annotations.
• I will assess through the students ability to work in a group to create movement inspired by key words phrases and images derived from their annotated text.
• I will assess each group by reviewing their poster of key words, phrases and images and the dance elements they choose to express them with.
• I will assess that the students are able to link the movement into a cohesive phrase which represents or expresses the core of their subject.

• Students will demonstrate their ability to pick out a central theme and develop movement in literal and abstract ways that bring attention to or express the core of the social injustice read about.

Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

• Students share their ideas for revision and refinement with their groups. (The ideas come from their reflective homework journal entries about the previous days lesson.)
• Students continue to reflect and refine their social commentary dance study.
• Group presentations.
  • First each group will present the information from the text.
  • Then the students will present their board relating the main idea and key terms to the elements of dance.
  • Lastly the group will perform their social commentary movement study.
  • Observers will evaluate the effectives of the written report verses the movement report and discuss and cite evidence for their claims by providing specific examples from the presentation.
  • For homework students will reflect and analyze the work of their peers as well as the work of their own group presentations.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

• Non fictional text about the Civil rights movement
• Non-fictional text about the American Feminist Movement.
  • Iconic photos from both movements.
  • Foam project board.
  • Music

Access for All:  (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

• Pair and share student discussion
• Group work (differentiated)
• Learning activities are assessable for all because the information is presented in a way that allows the students to relate the information to their daily lives and across disciplines.
• Options for student’s choice. 

Extended Activities (for gifted and talented or exceptional students)

• These students will be assigned as leaders in each group.

Annotated word or phrase.

Image association (if one comes to mind.)

Body

Space

Effort

Relationship

1)

2)

3)

4)

Assignment Check List:

1) Clear beginning, middle and end.

2) Abstract movement inspired by key words or phrases from the text.

3) At least one choreographic element used effectively. Ex: Repetition, Cannon, Accumulation, Rondo…