Anna Schiess

TWS 4
Design for Instruction

A. Learning
Outcomes
B. Instructional
Strategies
C. Use of
Technology
D. Adaptation for
Learners
Lesson 1:
Dance 1 students
will have a beginner-
level understanding
of the concept of
shaping and
directions in space
with the help of a
shaping sequence, a
vocabulary list and
class discussion.
Daily Class Intro:
Welcome students to
class. Begin right on time.
Make sure no one has
gum. Take attendance,
give any announcements,
and quickly dismiss to
change for 5 minutes.
During warm-up, if hair is
getting in students way,
ask them if they can put it
up. Have hair ties just in
case. Be sure to use
different class formations
and facings to avoid
constantly looking in the
mirror.



Ipod plugged in
for music. Use
drum for
exploration
portion of class.
Instructor-guided
exploring or
improvisation. Keep it
simple for this class.
Help them be sure of
the basics. Be sure
not to move too fast
for those who arent
as advanced in the
class. Dont expect
students to know all
of your vocabulary.
Be sure to explain
every difficult words
on the vocabulary list
and use them in
context. Repeat steps
enough for students
to understand. Move
on before advancing if
you can tell students
cant grasp that much
material in one day.
Give a little more
instruction as an
option for more
advanced students.
Lesson 2:
Dance 1 students
will grasp the
concept of body
shaping and spatial
relationships by
demonstrating
twisted, curved,
straight, and angular
Repeat Daily Class Intro.
Encourage creativity by
visiting students who
appear to need help
during the create
portion of class. Give
recommendations or
suggestions, but dont
baby them or tell them
Ipod plugged in
for music.
Possibly a CD for
more variety in
music during the
create portion
of class. Consider
showing videos
that illustrate
Maintain a high
standard of
excellence while not
pushing them too far
to the point of
frustration. Repeat
steps enough for
students to
understand. Move on
Anna Schiess
shapes in their
bodies while
maintaining
consistent space
between themselves
and a partner.
what to do. Play different
creative dance songs in
the background during
create part of class.
these concepts of
space.
before advancing if
you can tell students
cant grasp that much
material in one day.
Give a little more
instruction as an
option for more
advanced students.
Use vocally-guided
exploration for those
who are better audio
learners. Use
appropriate physical
touch throughout the
unit to help them find
the given shapings in
their body. This is to
help those who learn
better through tactile.
Lesson 3:
Dance 1 students
will show clarity in
their movement as
they accurately
demonstrate
pathways from
sequences in class.
Repeat Daily CLass Intro.
If necessary, take a
second to pull aside a
student to help them
with a specific concern
while other students are
working on something by
themselves.
Laptop plugged
in for music.
Possibly a CD for
more variety in
music during the
create portion
of class.
Maintain high
expectations. Dont
baby them; assist
their creativity.
Demonstrate, but
encourage their own,
unique movement.
Give a little more
instruction as an
option for more
advanced students.
Lesson 4:
Dance 1 students
will create their own
movement using
their knowledge of
floor and air
pathways from
experiences in class.
Repeat Daily Class Intro.
Encourage creativity by
visiting students who
appear to need help
during the create
portion of class. Give
recommendations or
suggestions, but dont
baby them or tell them
what to do. Play different
creative dance songs in
Ipod plugged in
for music.
Possibly a CD for
more variety in
music during the
performance
portion of class.
Do not expect
perfection or cookie
cutter dancers. Have
students write down
moments they
thought were
interesting and letters
they saw being
drawn. Give strong
praise and have
students applaud
Anna Schiess
the background during
create part of class.
after each group
performs.
Lesson 5:
Dance 1 students
will work
collaboratively with
a small group to
combine their
pathway sequences
into a short piece
that has a beginning
and ending shape.
Repeat Daily Class Intro.
Visit different groups to
give assistance if they are
having trouble creating.
Remind them of what
weve learned in class.
Give your thoughts of
what theyve done that
worked, but dont tell
them what to do.
Encourage creativity and
originality. Play creative
dance music during
create portion of class.
Use drum for
technique or
center floor
sequence.
Having students
watch each other can
help those students
who are better visual
learners. Instead of
being told and trying
to move, now they
can focus on seeing
what the movements
can look like in
another persons
body.
Lesson 6:
Dance 1 students
will begin creating
their own pathway
sequence that spells
out a word using air
and floor patterns.
Students will be able
to incorporate other
elements of space
into this project that
have been covered
in class (shape,
direction, space
vocab).
Continually give positive
feedback to every
student. It is important to
know you can see them
and pay attention to
them, even if only for a
few moments throughout
class.
Ipod plugged in
for music.
Possibly a CD for
more variety in
music during the
performance
portion of class.
Use Ipad to
record
performances to
watch again later
or show students
to point out
things they can
improve upon.
Do not expect
perfection or cookie
cutter dancers. Have
students write down
moments they
thought were
interesting and letters
they saw being
drawn. Give strong
praise and have
students applaud
after each group
performs.





Anna Schiess
Design for Instruction:
Narrative

My daily learning objectives address obtaining a knowledge of shaping, directions,
spatial relationships, and floor and air pathways. The unit goal insists that students will have
the ability to show their accurate knowledge of direction, levels, and spatial relationships
through drawing and creating pathways in space.
The way this is accomplished is through finding ways to introduce new concepts in ways
that nay learner can understand. Using videos for visual learners, physical touch for those who
need to feel to understand, and using descriptive language for those students who needs things
explained in words in order to grasp them, is very important.
When students initially choose a word to draw using pathways with their bodies, I let
them choose any adjective. This, somewhat, incorporates literacy. When most students choose
words like cool or great, I challenge them to look the word up in a thesaurus or dictionary
and find a word that means the same thing, but that they wouldnt normally use. The hope for
this activity is to involve more literacy and push them outside their comfort zone a little.
In class, we use an Ipod for music and, occasionally, and African Djembe drum for
accompaniment. Technology can also be used to share videos that illustrate the topic of the
day. For example, when discussing shaping, showing a clip from Revelations by Alvin Ailey is
used to point out several different body shapings.
Anna Schiess
My instruction, in particular, is designed to be simple enough for everyone while still
providing a challenge for those who need it. My constant positive feedback lends extra
encouragement to those students with special needs who thrive on that kind of motivation.
The different ways of presenting information (visual, tactile, audio) are there to assist those
students who are English Language Learners as well.