Learning Objectives	Activities
	Lesson Seven: Dance-making Components: creative/productive critical/responsive The Warm-up Time: 10 minutes Teacher Information In this warm-up, the movements the students created last week are used. This will help students remember what they did last week, as well as warm up their bodies.
develop their abilities to recall and reconstruct their dance compositions develop abilities in the discovery, improvisation, exploration and development of movements seek alternative ways of responding in dance activities (CEL: CCT)	Ask students to remember their abstracted gestures from last week. They can refer to their portfolios if necessary. When it is clear their work has been recalled, have students find a way of making their abstracted gestures travel through space. Accompany students with a drum or tambourine, varying the tempo or speed. Exploration and Development Time: 10 minutes
respond sensitively to the ideas, comments and products of others (CEL: PSVS)	Working in groups of three or four, have students teach each other their abstracted gestures. As they work, encourage them to refine their movements.
apply their knowledge of the principles of composition in all their dance experiences begin to understand the process of developing, sequencing and refining their dance compositions using ongoing reflection, decision-making and movement problem-solving work co-operatively and contribute positively in group learning activities (CEL: PSVS)	Sequencing the Dance Composition Time: 15 minutes Ask students to create a dance composition using some or all of the abstracted gestures learned in their small groups. Students might need to alter some of the gestures. As well, they will need consider their group relationships, use of space and how to connect the gestures using locomotor and non-locomotor movements. Reflection Time: 10 minutes Self-reflection is ongoing throughout the lesson.
reflect on and examine their own and their peers' work while valuing the work as expressions of unique experiences co-operate with and help each other in order to enhance their understanding through sharing information (CEL: IL)	Have each group show its dance composition to another group. To guide reflections, give each group a worksheet to complete. Include in the worksheet questions, such as: What kinds of movements did you see in the dance compositions? Can you recognize any gestures seen in every-day life? If so, how were the movements changed or developed?
learn through synthesizing their understanding, experiences, interests and needs (CEL: IL)	Homework: Have each group complete a self-evaluation form and record individual reflections about their work in journals. The Cool-down Time: 5 minutes
continue to challenge and extend their bodies' cardiovascular abilities, flexibility, strength, balance and co-ordination	This cool-down is designed to develop strength and flexibility in the students, something not done in the warm-up. First, ask students to do exercises which strengthen their abdominal muscles. Then have them do slow, non-bouncing stretches. End the lesson by asking students to stand tall while relaxing various body parts one at a time; for example, shoulders, hands, knees and thighs.