Dance Lesson Plans Y2

School:

Date:

Term:

Activity: Dance Progression 1

Learning Objective:

Warm Up.

To explore different types of weather

Travel round in a variety of ways

Identify different ways we move when it is raining.

Travel on tiptoes – travel quickly Travel stamping – Big strong steps

Introduction to the activity.

Jump around the room – Land quietly.

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Tasks

Teaching Points

Success Criteria

Children understand different way they can move in the rain.

Children can successfully work in a pair to develop ideas.

Help reluctant children and help build their confidence.

Children can think of different ways we move when it is raining.

Show examples to children.

Children can put together 3 different movements.

Cool down tasks

Vocab/Resources

Learning Outcomes

Relaxation track – Linking to weather- Discuss the session and what was covered.

TOP CARDS

All children are able to understand different ways to move when it’s raining.

Ask the children to pair up and think of 5 different types of weather.

Use RAIN as first example. Ask children to move around the room as if was raining, sheltering, dashing, splashing, using umbrella, jumping in puddles. Pick out good examples to share and ask children to try out things they have seen.

Get the children to put a quick sequence together of 3 different ways they would move in the rain.

CD & CD Player Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Perform actions with control and co-ordination. Chose movements with different dynamic qualities to make a dance phrase which expresses an idea.

School:

Perform actions with control and co-ordination. Choose movements with different dynamic qualities to make a dance phrase which expresses an idea.

Date:

Perform actions with control and co-ordination. Choose movements with different dynamic qualities to make a dance phrase which expresses an idea.

Term:

Activity: Dance Progression 2

Learning Objective:

Warm Up.

Explore ways of moving to different types of weather

Travel round in a variety of ways

To create a short sequence of travel and stillness with partner.

Travel on tiptoes – travel quickly

Introduction to the activity.

Travel stamping – Big strong steps

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Jump around the room – Land quietly.

Tasks

Teaching Points

Success Criteria

Travel in different directions and different levels.

Children can successfully work in a pair to develop ideas.

Can you copy your partner’s movement?

Children can think of different ways we move to match different types of weather.

Hold up weather TOP CARDS and ask children to move about the room as if it was that weather. Start with rain as this will be familiar to the children from last session. Once each card has been shown play a game where you change weather cards when you clap hands twice to get them used to changing quickly.

Ask children to work in pairs and use each other as a shelter from the weather.

Use a variety of body parts – hands and feet.

Children can use a variety of body parts to create interesting shapes.

Ask children to remain in their pairs and link 3 weather types together to form a sequence.

Movements link with control.

Can make decisions and improvements.

If time get pairs to pair up and watch each other’s sequence.

Choose one thing to make your movement better.

Cool down tasks

Vocab/Resources

Learning Outcomes

Relaxation track – Linking to weather- Discuss the session and what was covered.

TOP CARDS

All children are able to understand different ways to different types of weather.

CD & CD Player Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Use movements with different dynamic qualities to make a dance phrase that expresses the weather.

Respond to stimuli and musical accompaniment when given extra time.

Use dynamic and expressive qualities clearly in their dance to show the different types of weather.

School:

Date:

Term:

Activity: Dance Progression 3

Learning Objective:

Warm Up.

To create a sequence with a starting position, linking travelling movement together and create stillness for the ending position.

Puddles: Place sequence spots randomly around the room. Remind children of vocabulary from last progression associated with rain – dash, dodge, splash, zoom, scatter etc. Children

Introduction to the activity.

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Tasks

Ask children to start by lying in a space, pretend it is sunny, stretch imagining they are lying on a beach, it starts to rain and they jump up. Individually children create a sequence of TRAVELLING movements related to rain and puddles.

to select a word and travel around the room when they reach a puddle (a sequence spot) they must jump over the puddle.

Teaching Points

Success Criteria

What types of movements are linking in with certain words?

Children select appropriate movements to express feeling.

Use a variety of body parts – hands & feet.

Children can travel in a variety of ways.

Movements linked with control. Do you have a clear start and end position.

Children can link travelling movements together.

Create a sequence using their 2 favourite ways to travel e.g. dashing through the rain, jump over the puddle, and dodge the next puddle, splash in the biggest puddle.

In pairs come up with a shelter that will be used at the end of the sequence.

Children can remember and repeat sequence.

Put sequence together – lying in the sun, rain comes, jump up, travel sequence and then meet partner in shelter.

Cool down tasks

Vocab/Resources

Learning Outcomes

Lying down on the floor stretch as far as you can – stretch like a pencil, then a big wide star, stretch fingers, stretch toes, curl up in a ball and then stretch into a long shape.

TOP CARDS

Create a sequence with a starting position, linking two different travelling steps and has a ending position.

CD & CD Player

Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Perform actions with controls and co-ordination. Choose movements with different dynamic qualities to make a dance phrase which expresses an idea.

Perform actions with control and co-ordination. Choose movements with different dynamic qualities to make a dance phrase which express ideas and link together with a sequence.

Perform actions with control and co-ordination. Using initiative to create a sequence, works well with partner and as a team.

School:

Date:

Term:

Activity: Dance Progression 4

Learning Objective:

Warm Up.

To link 2 contrasting travelling steps using whole body actions.

Rain drops: Have a picture of a big rain drop, a little rain drop and a splash.

Introduction to the activity.

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Hold up 1 picture at a time for big rain drop children must travel around the room using a variety of big travelling steps. For little rain drop children must travel around using a variety of small travelling steps. For splash children must do 1 jump like that are splashing in a puddle and freeze.

Tasks

Teaching Points

Success Criteria

Can you use different body parts?

Children can select a contrasting travelling movement.

Select 1 card and ask the children to move in that way – light, bouncy for the light rain. Talk about use of the whole body and the direction of the rain- from high to low.

Choose a contrasting card and ask children to move in that way and discuss the differences.

Ask the children to link the 2 contrasting movements together.

Use good examples to share with the group. Ask children to work in pairs and to teach each other their movements.

Children select a contrasting movements showing different dynamics.

Movements linked with control and fluency.

Children can link and remembering 2 contrasting movements.

Children can demonstrate their movements and comment on others.

Choose one thing to improve.

Children then perform their duets in unison.

Cool down tasks

Vocab/Resources

Learning Outcomes

Lying down on the floor stretch as far as you can – stretch like a pencil, then a big wide star, stretch fingers, stretch toes, curl up in a ball and then stretch into a long shape.

TOP CARDS

Linking two contrasting travelling movements. Teach a partner to perform.

CD & CD Player

Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Choose movements with different dynamic qualities to make a sequence.

Begin to explore dynamic and expressive qualities.

Use dynamic and expressive qualities clearly in their dance.

School:

Date:

Term:

Activity: Dance Progression 5

Learning Objective:

Warm Up.

To create a sequence expressing heavy rain and thunder.

Traffic light game:

Introduction to the activity.

Red: Lightening, freeze and make a sharp, jagged shape.

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Yellow: Thunder, jump and use large, strong, powerful, explosive movements.

Tasks

Teaching Points

Success Criteria

Ask children to imagine they are in heavy rain. Recap on heavy movements from last session and todays warm up. Ask children to travel around as heavy rain, try and turn whilst travelling.

Children select a contrasting movement showing different dynamics.

Children can express thunder using explosive movements.

Banging a drum (acting like the thunder) they need to think of large, powerful strong explosive movements. Ask the children to create a thunder sequence that includes a jump, turn and a stretch,

Movements linked with control and fluency.

Children can demonstrate their movements and comment on others.

In small groups link sections together, adding a starting position, travel and turn, thunder sequence and then an ending position.

Choose one thing to make better.

Children can link two sections together.

Practice and perform sequence in small groups.

Green: Heavy rain, travel and use big heavy, wide and long steps.

Cool down tasks

Vocab/Resources

Learning Outcomes

Lying down on the floor stretch as far as you can – stretch like a pencil, then a big wide star, stretch fingers, stretch toes, curl up in a ball and then stretch into a long shape.

TOP CARDS

To travel expressing heavy rain on command express thunder through jump, turn and stretch sequence.

CD & CD Player Drum

Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Link actions. Remember and repeat dance phrases; perform short dance sequence.

Make a simple dance phrase; begin to explore dynamic and expressive qualities; perform short dances and showing some understanding of expressive qualities.

Create, improve and perform more complex dance phrases, perform short dance, linking actions fluently with control; use dynamic and expressive qualities clearly in their dance.

School:

Date:

Term:

Activity: Dance Progression 6

Learning Objective:

Warm Up.

To create a sequence expressing heavy rain, thunder and lightning.

Pathways game:

Introduction to the activity.

On pieces of card draw a variety of pathways –zig zag, curved, straight, diagonal. Hold up one card, children to travel on pathway using given movements e.g. skipping, galloping walking on hands and feet etc.

Introduce the group and explain how the dance lesson will be ran and what the learning objectives are for the session.

Tasks

Teaching Points

Success Criteria

Recap on what was covered in the session last week with heavy rain and thunder sequence.

Discuss with children what else happened when there is a thunder storm – lightening. Ask the children to try and make their bodies in shapes that look like lightening.

Movements linked with control and fluency.

Children can remember thunder sequence and explosive movements.

Ask the children to create a lightning sequence that has a travel, jump and stillness included.

Then ask the children to put this together with their heavy rain and thunder sequence from the week before. Making sure they have a clear start and end position.

Children select contrasting movements showing different dynamics.

Children can select a range of sharp and jagged movements.

Choose one thing to make better.

Children can create a sequence that includes travelling, jumping and stillness.

Do you have a clear start and finish?

Children can link two sections together and have a start and end position.

Cool down tasks

Vocab/Resources

Learning Outcomes

Lying down on the floor stretch as far as you can – stretch like a pencil, then a big wide star, stretch fingers, stretch toes, curl up in a ball and then stretch into a long shape.

TOP CARDS

To link thunder and lightning sequences together.

CD & CD Player Drum

Most children will be able to -

Some children will not have progressed as far -

Some children will have progressed further -

Choose appropriate movements for different dance ideas; remember and repeat short dance phrases and simple dances.

Try to choose movements that reflect the dance idea; with help, remember, repeat and link movement phrases and dances.

Choose movements that show a clear understanding of the dance idea.