Sie sind auf Seite 1von 10

Rachel Richards

Dance Unit Plan- PE 10

Lesson Title SLOs Assessme Key Questions Learning Activities Instructional Equipment/
Resources/
nt related to this Strategies
Technology
Lesson

1. Dance Through A10-3 Do students understand 8 count & rhythm lesson Direct Instruction Music
the Decades A10-8 Observation how to count to 8 during Dance through the
any music? decades
Can students learn short
& simple dances from the
past using 8 counts?

2. Learning A10-3 Observation Do the students have a Learn 8 x 8 count Direct Instruction Music
Choreography A10-8 general knowledge of the choreographed routine
C10-1 choreographed routine? Allow students to work in Peer Teaching
teams on dance at their
Do students understand own pace or have peers
the assignment and how instruct
they will be graded?

3. Creating
Choreography A10-3 Observation Are students working well Groups work together to Direct Instruction
A10-8 as a team and create their 6x8 count
C10-1 choreographing their routine to add on or after Peer Teaching
C10-5 routine in an efficient the class routine
manner?

4. Dance
Performance A10-3 Observation Do students meet the Students perform their
A10-8 (S) requirements to perform routines and are filmed to
the routine? be summatively
(Film their assessed against a
performance rubric
& grade
against a
rubric)
Rachel Richards
Dance Unit Plan- PE 10

Lesson 1- Dance Through the Decades


Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative


PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:
A10-3 Basic Skills- Nonlocomotor
1. Demonstrate ability to learn Observation (F)
A10-8 principles of dance to choreography
improve performance
2. Apply skills learned from
choreography

LEARNING RESOURCES CONSULTED


Resource #1:

INSTRUCTIONAL STRATEGIES
Direct Instruction

MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:

Gym Set Up

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment
We are starting a four day dance unit this week. Tomorrow (Tuesday)
we are going to Westwind for gymnastics but for the remainder of the
class we are dancing.
In this unit, I will teach you an 8-8count dance and you will get into
groups and choreograph 6-8 counts of your own to add to it.
Performance Day is Friday and I will record your dance and grade you
based on a rubric, your dance is for marks.
Dont worry, we will talk about 8 counts right now if you are confused.

Body (55 min.):


Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Warm Up: Cha Cha Slide

Learning Activity #1: The 8 Count & Rhythm (5 minutes)

SAY: Dancing is planned using 8 counts. You have a count for every move. Once you hit
Rachel Richards
Dance Unit Plan- PE 10
8, you start over again at 1.

You never start right at 1. Ill always count you in from 5, 6, 7, 8.

Clapping- I want us to all practice clapping to a beat using an 8 count. Ill count us in
and we are going to start.

Snapping- Lets start snapping to the 8 count

Skipping Beats- Clapping again. Clap on the odd numbers and pause on the even 1-3-
5-7
Learning Activity #2: Diamond Dance (20 minutes)
Do standing still first
- Groups of 4-5
- Stand in a diamond shape facing the front
- 5th person will stand in the middle and switch out when it is their turn to
lead.
- The first person (facing the front) will start doing a dance and the rest
will copy. The must do at least 1-8 count.
- When they are ready to switch, the will do a quarter turn to their right,
making that person the new leader.
- Do this until everyone has had a turn.
Repeat the game, this time with people moving around gym and doing leg
motions, etc.
Learning Activity #3: Dance Through the Decades (30 minutes)

These mini dances are meant to help them understand using 8 counts to
memorize a dance. We are going to dance through the decades a bit and do
one 70s inspired dance and one 90s. They

Teach two-three 8 counts of each type of dance to students. (Easy to hardest)

70s- Disco (10 minutes)


Song: Night Fever by the Beegees

1 x 8 (1-4) Roll your arms and spin to the right


(5-8) John Travolta
2 x 8- Repeat going the other way
3 x 8 Thumbs up, 1 and 1 then 2 (hard to type- must show)
4 x 8 Repeat

90s- MC Hammer (10 minutes)


Song: U Cant Touch This

1x8
(1-2) Jump right with left leg straight. Left arm is straight out and right arm is
crossed over.
(3-4) Repeat on other side
(4-8) Repeat first 4 counts

2 x 8 - (1-4) Hammer stammer to the right


(5-8) Jump- cross legs x 2

3 x 8 Repeat going in the other direction


Rachel Richards
Dance Unit Plan- PE 10

Closure (2 min.): * Connect your closure with learning objectives*


Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
If you are confused about the 8 count thing, please stay after class
with me and Ill walk you through it once more.

Tomorrow we are at Westwind doing gymnastics.

On Wednesday, we will learn the choreographed dance for the skills


test.

Lesson Reflections (After you teach):


What went well:

What can be improved upon:

Describe how the students met your lesson objectives:


Rachel Richards
Dance Unit Plan- PE 10

Lesson 2- Learning Choreography


Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative


PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

A10-3 Basic Skills- Nonlocomotor 1. Understand that in dancing, an 8 Observation (F)


count is used to mark time.
A10-8 principles of dance to
2. Execute a few simple dance moves
improve performance demonstrating an understanding of
the 8 count concept

C10-1 communicate thoughts &


feelings in respectful manner 3. Support each other in learning the Observation (F)
related to physical activity choreography in their working groups

LEARNING RESOURCES CONSULTED


Resource #1:

INSTRUCTIONAL STRATEGIES
Direct Instruction
Peer Teaching
MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:

Gym Set Up

PROCEDURE
Introduction (1 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment
Today we are learning a class dance of 8 counts of 8. Its a hip-hop
style dance to Megan Trainers song me Too. EVERYONE HAS TO
PERFOMR THIS DANCE.
You will create your own groups of 4-5 and choreograph your own
dance that must be six counts of 8 to add on to the class dance.
I expect everyone to be paying attention during class because
choreography is tricky! It takes a lot of focus.
Body (55 min.):
Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions
Rachel Richards
Dance Unit Plan- PE 10

Warm Up: Macarena

Learning Activity #1: Circle Dance (10 minutes)


- In groups of 4, numbers yourselves off 1-4
- Person 1 will create a dance move for 1 count of 8
- Person 2 will copy the dance move and add a new move for 1 count of
8
- Person 3 will copy the two dance moves before and then add a new
move for 1 count of 8
- It continues until someone cant remember the choreography. If they
cant remember, they have a seat and clap to the count of 8 with the
music.
Learning Activity #2: Class Choreography (45 minutes)

Teach the class 8 8 count hip hop dance.

Teach 2-3 counts of 8 at a time and then let them get in groups of 3-4 to review
and practice.

Hand out the print out of the steps after review and give them time to practice
on their own before coming back to practice as a class.

** During this time, walk around and help when needed **

Closure (2 min.): * Connect your closure with learning objectives*


Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Tomorrow we will review this dance and you will work in groups to
create your own choreography.

If you need to practice, I did record this dance and post it on Youtube.
It can be found at Mrs. Richards PE 10 Dance - 2017

Lesson Reflections (After you teach):


What went well:

What can be improved upon:

Describe how the students met your lesson objectives:


Rachel Richards
Dance Unit Plan- PE 10

Lesson 3- Creating Choreography


Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative


PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

A10-3 Basic Skills- Nonlocomotor 1. Create a routine that incorporates Observation (F)
dance skills practiced in previous
A10-8 principles of dance to classes.
improve performance 2. Demonstrate an understanding of
class choreography and the ability to
perform it

C10-1 communicate thoughts &


feelings in respectful manner 3. Support each other in learning the Observation (F)
related to physical activity choreography in their working groups

C10-5 develop and apply


practices that contribute to
teamwork
LEARNING RESOURCES CONSULTED
Resource #1:

INSTRUCTIONAL STRATEGIES
Direct Instruction
Peer Teaching
MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:

Gym Set Up

PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment

Body (55 min.):


Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: Chicken Dance Warm Up (5 minutes)

Learning Activity #2: Review Class Choreography (20 minutes)

Walk through class choreography 2-3 times slowly without music


Rachel Richards
Dance Unit Plan- PE 10

Do run through without music, but counting out loud. Pause if needed to correct
a larger group mistake.

Walk through it 2-3 times with music (during this time- walk around and correct
or answer questions as needed. If any students are excelling, have them also
help.)

Learning Activity #4: Creating Choreography (30 minutes)


Allow groups of 3-4 max. Hand out paper and pencils so they can write out their
choreography if they want to.
Let them begin work on their dance.

Closure (2 min.): * Connect your closure with learning objectives*


Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Tomorrow you will perform the full dance as a skills test. Its a short
class, so get here on time so we can start right away. I will be in the
gym 15 minutes early in case anyone wants to come in early to
practice with their group.

Lesson Reflections (After you teach):


What went well:

What can be improved upon:

Describe how the students met your lesson objectives:


Rachel Richards
Dance Unit Plan- PE 10

Lesson 4- Performance & Skill Testing


Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative


PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

A10-3 Basic Skills- Nonlocomotor 1. Demonstrate ability to perform dance Observation (S)
skills in time.
A10-8 principles of dance to
2. Demonstrate effort and engagement
improve performance in their dance
C10-1 communicate thoughts &
feelings in respectful manner 3. Perform in time with each other Observation (S)
related to physical activity during performances.

C10-5 develop and apply


practices that contribute to
teamwork
LEARNING RESOURCES CONSULTED
Resource #1:

INSTRUCTIONAL STRATEGIES
Direct Instruction
Peer Teaching
MATERIALS/ EQUIPMENT/ GYM SET UP

Prior to Lesson:

Gym Set Up

PROCEDURE
Introduction (1 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment

Body (35 min.):


Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: Warm Up Group Practice (5 minutes)


Observation (S)
Groups have five minutes to run through routines before performing.
Peer Evaluation (F)
Learning Activity #2: Performances (30 minutes)
- Each group dances twice
- Presentations done in the centre of the gym
Rachel Richards
Dance Unit Plan- PE 10

- Dance recorded for grading against rubric


- A different peer evaluator is selected per group (without the group
knowing)
- Criteria based on being in time with the music, choreography, effort,
engagement in dance

Closure (4 min.): * Connect your closure with learning objectives*


Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Students fill out self evaluation forms about the unit.
Self Evaluation (S)
ASK: Do any of them want their recordings emailed to them? If so,
give me your email address. Observation using
Rubric (S)
Sometimes we post the videos on our website. Are any of the groups
ok with us posting their routine?

Lesson Reflections (After you teach):


What went well:

What can be improved upon:

Describe how the students met your lesson objectives: