the subtext in tone of voice, body language, facial expression etc. in front of the class. • Class discusses on whether they understood the subtext from each performance and why/how. Closing Activity: Demonstration of Learning: (1/2 class period) • Students work independently to write a short dialogue via text message between two people that clearly contains subtext and demonstrates an understanding of what subtext is. Lesson Topic: The Waltz Grade Level: 9-10 Post-Performance Lesson Plans Length of Lesson: 1-2 Class Periods Stage 1 – Desired Results Content Standard(s): Dance Standard 1.17: Demonstrate rhythmic acuity in moving. Music Standard 2.1: Demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation. Writing Standard MA 3.A: Demonstrate understanding of the concept of theme by writing short narratives, poems, essays, speeches, or reflections from one’s own point of view. Understanding(s)/goals Essential Question(s): Students will understand: • What is a waltz? • What a waltz is and what makes its • How is a waltz different from other forms time signature unique. of dance music e.g. a march? Student objectives (outcomes): Students will be able to: • Feel the waltz time signature in their bodies as well as be able to count the time signature. • Be able to follow along through movement to The Merry Widow Waltz. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: • Attend Boston Lyric Opera’s dress • Understanding of waltz will be successfully rehearsal performance of The demonstrated in future musical Merry Widow. assignments (if in a music class). • Participate through movement to • Self-awareness and self-confidence through movement. understand the time signature and tempo of a waltz through kinesthetic learning. Stage 3 – Learning Plan Learning Activities: Total Time: 1-2 class periods Introductory Activity: Listening for Understanding (1/2 class period) • Listen to The Merry Widow Waltz from the Listen Up! section of the Study Guide. • Play it a second time and have students count out loud with the time signature of the waltz “one, two, three…”
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