Subject Area

Grade Level
Topic
Length of Unit
(weeks)

PHE
7-8
Dance
5 (15 hours)

Rationale
Dancers choose a range of movements, changing their approach of
different forms of social dances. Throughout history, dance has played a
role throughout the world in different cultures. On a global scale they
will learn about personal and cultural expression. For instance,
Argentina is known for the Argentine tango, where Brazil is known for
the samba. Recently there have been dance series on TV such as
Dancing with the Stars, or So You Think You Can Dance. With dance all
around it is important to know some of the history of dance. In this unit,
students will learn about the history of dance and how it has evolved
over time and why it is still around today. This is also important because
learning about where something has come from can bring a greater
respect for what they learn and see on a daily basis.
This unit will focus on 4 social dances: foxtrot, swing, waltz, and cha
cha. Social dance will allow for students to build communication,
collaboration, and information literacy skills. They will be able to
exchange thoughts, messages and information effectively through
interaction, for instance, use intercultural understanding to interpret
communication through dance. Students will build the skill of working
effectively with others, delegating and sharing responsibility for
decision-making in dancing since one partner will lead and the other will
follow in social dance. They will also build on their finding, interpreting,
judging and creating information skills with how they will access
information to be informed and inform others as they learn about the
different dances. Students will also identify steps and counts in
musicality for which dance could go with certain songs.
Dancing brings a sense of confidence in self, socially, and allows for
creativity. Students will have the opportunity to choreograph a dance
routine, choosing which movements they have learned that fits with the
chosen music and type of dance chosen. They will consider the
question: Why do patterns of movement need to change even though
the end goal is the same?

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit
(weeks)

PHE
7-8
Dance
5 (15 hours)

Established Goals:
General outcome A
Students will acquire skills through a variety of developmentally appropriate
movement activities, specifically dance.
Understandings:
Students will understand
Application of basic skills in dance
Change
Choice
Movement

Students will know

The steps and history of slow foxtrot,
swing, waltz, and cha cha.

Essential Questions:
What is the history of dance?
How is dance a benefit?
Why do patterns of movement tend to
change even though the end goal is the
same?

Students will be able to do

Application of Basic Skills in Dance
A78 refine and present a variety of dance
sequences; e.g., folk, square, social and
novelty, alone and with others
A79 choreograph and perform dance
sequences, using the elements of movement
and basic dance steps and patterns
Students will:
A8-8 select, refine and present a variety of
dance sequences; e.g., jazz, square, social
and novelty, alone and with others
A8-9 choreograph and perform dance
sequences, using the elements of movement
and basic dance steps and patterns

Resources Needed:
Music
http://www.ballroomguide.com/resources/music.html#cha
www.ballroomdancers.com
http://www.learntodance.com/online-ballroom-dance-lessons/swing-dance-lessonsonline/
http://www.libraryofdance.org/dances/swing/#four-count
http://www.dancingmoves.us/east-coast-swing/

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Assessment Tool Overview

Assessment
Tool Title

Outcomes

Description

Group
discussions

all

Get students talking about the subject

items.

In-class
assignments/
activities

all

Research project

all

Choreography
project

criterion C

In class a variety of work will be

completed over the unit. Some will be
individual and other group work.
Assessments such as thumbs up or down
will be done to check for understanding
throughout the lesson. This will be
assessed through observation and
discussion. There will be different games
to check for understanding and review.
Students will work in groups of 3-4 to
compete a dance research project. This is
in preparation for the choreography
project. Choose a style of dance that will
fit well to perform with at the Christmas
concert during the Jack and the Beanstalk
play.
Choreograph and perform a dance routine
from a dance chosen from the research
project. Applying and performing. Having
learned the steps of dances, students will
have the opportunity to choreograph a
dance routine. This will be recorded and
peer feedback provided for improvement
before it will be performed, potentially
during the Christmas concert.

Fo
r

AS

Summative: there is a choreography project for students to demonstrate their learning.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

OF

7 Monday November

8 Tuesday

7/8 PHE 11:45-12:45

8 Theory 2:30-3:20

Start into ballroom

Why dance?
Prior knowledge
Health benefits
Dance unit
Fox trot
(American smooth)
4/4 timing
Rhythm: slow slow
quick quick
Forward basic
Back basic
Hesitation L and R turn

14 Monday

9 Wednesday

ThursdayFriday

7/8 PHE 11-12

7 Theory 2:30-3:20
Jigsaw foxtrot, cha cha, swing,
Foxtrot
and waltz.
Side sway
promenade
Swing
meter 4/4
Rhythm: 1a2, 1a2,
Basic open position
Throw out
Link to closed position

15 Tuesday

16 Wednesday

ThursdayFriday

4 count Swing
Project: in groups of 3-4 Waltz
Underarm turn R and L
research project in preparation
6-count underarm turn
Leads Underarm Turn for choreography task.
Cha cha
Follows Inside Turn
4/4 timing
(Loop Turn)
Rhythm: 2, 3, 4&1, 2, 3
Follows Outside
Basic
Turn (Arch Turn)
Progressive basic
She Goes, He Goes
Open break and underarm turn to
(Follows Loop Turn
right
on 1, Leads
Underarm turn to left
Underarm Turn on 2,
Rock Step)
Outside Turn Around
the World)
Pretzel (lead or

follows left,
continuous)
Waltz
timing
Rhythm 123 123
L and R box turn
Closed F and B changes

21 Monday

22 Tuesday

23 Wednesday

Cha cha
Cross over breaks forward
Crossover with double rock
Crossover tripples

Present projects

Practice all

28 Monday

29 Tuesday

30 Wednesday

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

ThursdayFriday
.

ThursdayFriday

Choreograph routine

Why do patterns of movement

Choreograph routine
tend to change even though the
end goal is the same?

5 Monday November
6 Tuesday

7 Wednesday

Thursday

Friday

Friday

Choreograph routine
record

Watch routine

Choreograph routine
perform

12 Monday

13 Tuesday

14 Wednesday Thursday

Christmas prep

Christmas prep

Christmas prep

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)