Unit Plan

Section 1: General Unit Information

Name: Jasmin Crawford

Grade level: Grade one
Subject: Dance
Unit title: Connecting the variety of dance styles to different art disciplines, content
areas and careers
Time frame: ten weeks

Unit Summary:
This unit is designed to teach students the history of dance from all cultures and allow
them to make connections with other art disciplines, other content components in
school as well as well as their future career paths. This unit is broken down into
learning about the different dance style and presenting each movements from each
historical time period. Students will then learn about the different are disciples,
contents areas in school and their future career plans to make a connection to dance to
show the importance of including the arts in school is to a child’s future. At the end of
the year, there will be a big presentation will all of the art disciplines to display what
they have learned throughout the school year. By the end of this unit students

Multidisciplinary Connections:
As listed in my unit summary, this is designed to not only teach students about the
history of dance but also make connections to the other art disciples such as music,
visual arts etc. It is also designed to connect dance to other school content areas, how
the components learned in dance can benefit students in other classes taken in school.
Also, how dance can relate to them and also how dance can connect to their future
career path.

Section 2: Student Learning Objectives (SLOs)

State Standard(s):
Anchor Standard 6: I can examine and perform dance styles from a
variety of historical periods and cultures.

Anchor Standard 7: I can relate dance to other arts disciplines,

content areas, and careers.

Progressive set of Student Learning Objectives:

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1. Students will analyze dance styles for particular movements from a variety of
historical periods and cultures.
2. Students will differentiate between the Primitive Period of dance and the
Ancient Period of dance.
3. Students will analyze dance performances from the Medieval period to have an
understanding of the history, culture and dance styles that were developed from
that period.
4. Students will compare and contrast various dance movements and styles.
5. Students will demonstrate a variety of dance styles from different historical
periods and cultures.
6. Students will analyze the components of the art discipline of visual art
determine a connection between the two art disciplines and how it can aid in the
development of the student’s self-expression.
7. Students will compare and contrast dance with media arts to determine how
both can relate to each other to aid in the development of the students’
creativity skills.
8. Students will recall the components and developmental skills learned previously
in dance to determine how it will correlate and benefit the skills used and
enhance in their future career paths.
9. Students will identify the components of dance and the content area of Physical
Education to determine how dance can aid in movements and exercise learned
in Physical Education class.
10. Students will identify how the components learned in dance class will aid in the
development of skills learned in the art disciplines of media arts, visual arts and
theater such as creativity, self-expression and confidence.
Explanation:
The first standard I selected is asking the students to analyze, and later perform
the variety of dance styles from a variety of historical periods. I began my
progressive learning objectives with the students learning about the different
dance styles because in order for the students to be able to perform the dance
styles, they have to first learn about them. Then after learning about the dance
styles, the students will break down the historical periods to learn more about
each individually to be able to determine similarities and differences between
and among dance styles. This step is important because it allows the students to
have a better understanding of what they are learning. Next, the students figure
out how the different movements connect and flow together to perform the
different dance styles in their choreographed presentations. One has to learn the
movements that make up the dance in order to properly perform the style of
dance. Finally, the students should have developed an understanding of the
concept of the dance style and should be able to demonstrate the variety of
dance style of the variety of historical periods and cultures.
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The second standard I selected to asks the students to be able to find a
connection between dance and other art disciplines, content areas and careers.
For students to make a connection, they have to first learn about what they are
making connections between. I began with asking the students about their
future career path, once they have determined what they wanted to pursue they
then needed to learn more about the career. When researching the career, they
will learn the components of the career, and what a company looks for in a
future candidate. With the developmental skills discovered in dance the
students and the concepts learned in the dance it will aid in the preparedness of
their future career paths. Next, once the students have determined the
connections between the career of their choice and dance, they will then learn
about the content area of Physical Education. Once they learn the components
of physical education, they use that information to determine a connection
between it and dance to develop an understanding for the foundation of physical
activities. Finally, I believe that once the students learn about the components of
the connections they are then able to explain how dance connects with other art
disciplines, content areas and careers. My SLO is closely similar to Blooms lower
or basic level of thinking because my focus is for student to develop knowledge
of the topic, comprehend what they have learned and then execute.

Modified Student Learning Objectives:

11. Students will analyze the different dance styles of the variety of historical
periods and cultures.
Revised: students will use a variety of resources to learn about the different dance
styles of the historical periods and culture.
12. Students will explain how dance and the art discipline of media arts can relate to
each other to aid in the development of the students’ creativity skills. Revised:
Student will recognize how the components learned in dance and the
components learned in the art discipline of media arts can aid in developing
student’s creativity.
13. Students will identify the career of their choice to determine the connection
between dance and their career.
Revised: Students will identify how skills learned in dance can correspond with their
future career paths.
14. Students will recognize how the components learned in dance class will aid in
the development of skills learned in the art disciplines of media arts, visual arts
and theater such as creativity, self-expression and confidence.
15. Revised: Students will identify how the components learned in dance help the
skills developed the art disciplines of media arts, visual arts and theater such as
creativity, self-expression and confidence.
16. Students will identify the components of dance and the content area of Physical
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Education to determine how dance can aid in movements and exercise learned
in Physical Education class.
Revised: students will recognize the components of dance and the content area of
Physical Education to determine how dance can aid in movements and exercise
learned in Physical Education class.

Explanation:
When determining how to revise the SLOs I first thought about what words I would use to
explain to students what my objectives were. With the first modification, I decided to
incorporate the use of resources for students to use to have for develop knowledge and
comprehend. In the second revision it discusses how the components learned in dances also
aids in the development of students’ creativity in media arts. I decided to change the verb from
explain to recognize because it will be easier for a student to identify their development of
creativity instead of explain it. Next, I modified I also decided to break apart the SLO into two
parts to focus on one things at a time instead of multiple things at once. Finally, with the last
modification I also decided to break the SLO into two different sections. Breaking of the SLOs
that have multiple parts to them will be easier for students who struggle with organization and
staying focused on one things because they are able to focus on one concept make the
connection, and then focus on another concept and make a connection with that.

Section 3: Assessment

Formative Assessment Statements and Assessment Formats:

1. Students will demonstrate the different dance styles of the historical periods and
culture in a presentation using choreography from each historical period.
2. Students will make a connection between the Primitive period of dance and the
Ancient period of dance in a Venn diagram using writing and graphic display.
3. Students will demonstrate the dance features of the Medieval period in a
choreographed dance piece using the appropriate movements.
4. Students will investigate how movements from the different eras are related in a
500-word paper using the proper vocabulary.
5. Students will demonstrate a variety of dance styles of different historical periods
and cultures in five a minutes choreographed piece displaying each movement.
6. Students will explain the art discipline of performing arts and its connections to
dance in a worksheet using writing to answer a variety of short answer questions.
7. Students will determine connections between dance and the different art
disciplines and content areas in a multiple choice quiz
8. Students will compare the career of their choice to determine the connection
between dance and their careers chosen in a presentation identifying the
components of dance and their career choices to determine the similarities and
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the differences. Students will explain the connections between dance and the
different content areas in a quiz using writing to answer a variety of short answer
questions.
9. Students will demonstrate a variety of dance styles of different historical periods
and cultures in a presentation using writing, listening, and speaking skills and
graphic display.

Summative Assessment Statement:

1. Students will demonstrate a variety of dance styles of different historical periods
and cultures in a presentation using writing, listening, and speaking skills and
graphic display.

Summative Assessment Format:

Alternative -> Performance -> Presentation

Assignment Sheet:
This assignment will be presented on May 15 in the auditorium and is open to all family and
friends. At the end of the year, the fine arts program will be presenting an end of the year
showcase displaying what we have learning this year. Student will be assigned three to five
members from the class to help come up with a student choreographed dance piece using any
form of dance style of their choice. This presentation should only be a minimum of two minutes
and a maximum of five minutes per group. The presentation should include each different
movements from each historical periods Creativity and team work is key, be sure that everyone
participates and use your creative skills to demonstrate the understanding of the differences in
each historical period. . The maximum and minimum time limit is important; points will be
deducted if groups exceed pass that time limit. This will represent your final grade and is worth 50
points of your grade.

Rubric:
Category Advance Basic Below Basic
Movement The presentation of The presentation of Lacked
the movements was the movements demonstration of the
precise and demonstrated an concept and
demonstrated an understanding of the presentation was very
understanding of concept but have unorganized.
different cultural minor errors, minor
movements from time management.
each historical
period.
Creativity Demonstrated Demonstrated some Demonstrated
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different levels of levels of individuality content by strictly
individuality. Using and express it in a following instructions
imaginations to unique way. but did not try to
make the incorporate
movement their individuality
own.
Group and Worked well as a Group worked well as Group struggled to
independent work team as well as a team as well as work as a team. Did
independently. Each independently for the not take an initiative
member showed most part. Most of the to show great
great leadership members took leadership.
skills. initiative and showed
great leadership skills.

Modified Summative Assessment:

In order to help Sean during the preparation of this showcase, I need to be sure that he will not
fade into the background. With him being inattentive and troubles with organization, I will pair
him up with students who will aid in keeping him focused with what is going on in the classroom.
This will give him the opportunity to have a little spotlight. Often times in groups there are the
students that outshine everyone and does most of the work, and there are students like Sean who
are often overlooked. One change I would make to my assessment for Sean, I would be sure to
emphasize that everyone has to participate and provide assistance to anyone in need. I would
break it up to where each student will incorporate a small piece of the choreography which will
allow Sean to work on his organization skills so that when it is his opportunity to incorporate he
will be prepared. I would also allow a certain amount of time each class period for groups to work
on their presentation and then allow many breaks so that students do not become overwhelmed or
uninterested. Another thing I will be sure to do is have one on one meeting with Sean discuss his
progression and how he feels about the performance as a way to be sure he feels comfortable.

Section 4: Instruction

Day 1

Title of lesson: The History of Dance

Essential question: How can students explain the different dance styles of the historical periods
and culture?
Student learning objective(s): Students will analyze the different dance styles of the variety of
historical periods and cultures to understand that there are multiple styles.
Assessment: Students will demonstrate the different dance styles of the historical periods and
culture in a presentation using choreography from each historical period.
Learning activities:
● Introduction/anticipatory set
○ In this activity students will begin with an open group discussion on
what they may know about the historical periods and the cultures of
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those periods.
○ Students will be able to work independently or in group to get a better
understanding of the cultural dance move to get an idea of what that will
be require to present their choreography.
● Guided practice
○ I create a PowerPoint that will contain the dance styles of each historical
period that student will be able to use for future reference.
○ I will also provide any books I may have on those historical periods to
provide more background information.
○ Independent practice
○ Student will be able to use the time given in class as well as outside of
class to research and learn more on the culture of the historical periods.
● Closure: After analyzing the different dance styles, students will create a
choreographed presentation demonstrating the different movements. At the end
of class, students will come together as a class and discuss the similarities and
differences in the movements.
Materials needed:
• Research materials
• Pen/pencil and paper
• Comfortable and appropriate clothes to dance in
• Dance shoes if you have them

Technology needed:
If you want to use technology, then you can but it is not required
Modifications/differentiation:

Day 2

Title of lesson: The History of the Primitive and the Ancient Periods
Essential question: How will students make a connection between the Primitive and the Ancient
periods?
Student learning objective(s): Students will make a connection between the Primitive period of
dance and the Ancient period of dance.
Assessment: Students will differentiate between the Primitive period of dance that the Ancient
period of dance and make connections in group presentations.
Learning activities:
● Introduction/anticipatory set
○ In this activity student will be able to explore the history of Primitive and
the Ancient periods. During this research you will need to know the eras,
the cultural differences and interesting facts of each period. You will be
able to pair up in group to create a presentation the information you
have learn about the Primitive and the Ancient Period. You will have to
present the time limit is a minimum of 2 minutes and a maximum of 5
minutes
● Guided practice
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○ I will present a few movements from each historical period as an example
of movement that can be used in the choreography.
Closure:
At the end of class, students will present in their group the similarities and
differences they found between the Primitive and the Ancient periods.
Materials needed:
• Research materials
• Pen/pencil and paper
• Comfortable and appropriate clothes to dance in
• Dance shoes if you have them

Technology needed:
Modifications/differentiation:

Day 3

Title of lesson: The History of the Medieval Period

Essential question: How will students present the information found on the Medieval period?
Student learning objective(s): Students will demonstrate the dance features of the Medieval
period in a choreographed dance piece using the appropriate movements.

Assessment: Students will analyze the Medieval period of dance and create a presentation in a
choreography for their peers.

.
Learning activities:
● Introduction/anticipatory set
In this activity student will be able to explore the history of the Medieval period
and its cultural differences to the other historical periods. Students will be able
to work independently or in group to get a better understanding of the cultural
dance move to get an idea of what that will be require to present their
choreography. You will have to present the time limit is a minimum of 2 minutes
and a maximum of 5 minutes
● Guided practice
I will present a few movements from each historical period as an example of
movement that can be used in the choreography.
● Closure: At the end after receiving understanding of the medieval period,
students will gather as a class and each group will perform portions of their
choreographed pieces they created of the movements learned.
● Materials needed:
• Research materials
• Pen/pencil and paper
• Comfortable and appropriate clothes to dance in
• Dance shoes if you have them
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Technology needed:
Modifications/differentiation:

Day 4

Title of lesson: Connecting the Different Movements of Each Dance Style

Essential question: How will students makes a connection in the different styles of dance?
Student learning objective(s): Students will compare and contrast the different movements to
connect the similarities and differences between the dance styles.
Assessment: Students will distinguish between the similarities and the differences of the different
movements of dance styles in a 500-word paper using connections found.
Learning activities:
● Introduction/anticipatory set
In this learning activity, students will be comparing and contrasting the
similarities and difference between the different dance styles. Students will also
be explaining how the movements for the different eras are related in a 500-
word paper. In that 500 word, you will be stating what you have learned about
the dance styles and how they are similar to each other and how they are
different.
● Guided practice
○ Before students turn in their assignments, I will go over the rubric and
the introduction of the paper. This will give students a better
understanding of what needs to be included in the paper. I will help
students with an outline of for their writing to help with formatting and
structure.
● Independent practice
For homework, independently students will have to create an outline of what
will be included in their paper and provide a rough draft before submitting.
● Closure: After compared and contrasted the different movements to find their
similarities and differences, we will come together as a class and discuss things
that we have learned, something that you found interesting. By the end of class,
students need to be sure to have a solid foundation of their paper in the outline.
I will allow time for a group discussion to discuss any difficulties they may have
had and what I need to do as a teacher to help them along the way.
● Materials needed:
• Pen/pencil
Technology needed:
Computers
Modifications/differentiation:

Day 5

Title of lesson: Preparation of Presentation of What You Have Learned

Essential question: How will students demonstrate their knowledge in the variety of dance styles
learned?
Student learning objective(s): Students will demonstrate a variety of dance styles of different
 Unit Plan
historical periods and cultures.
Assessment: Students will demonstrate a variety of dance styles of different historical periods and
cultures in five minutes choreographed piece displaying each movement.
Learning activities:
● Introduction/anticipatory set
In this learning activity students will be preparing to demonstrate the variety of
dance styles of learn in a five-minute choreographed piece. With all the
information learned, students will creatively create a presentation the display
their knowledge of the topic
● Guided practice
○ During class time as well as outside class I will be available to help with
the creation of choreography and provide feedback if needed.
● Independent practice
○ Will be creating a choreographed piece to display their knowledge.
● Closure: After the preparation portion of the class, we will come together as a
class and discuss things that we have learned, something that you found
interesting. At the end of class students will perform what they have
incorporated in their choreography so far. This will allow their peers to provide
feedback on the performance or give suggestions on what they should also
incorporate.
Materials needed:
• Pen/pencil and paper
• Comfortable and appropriate clothes to dance in
• Dance shoes if you have them

Technology needed:
None
Modifications/differentiation:

Day 6

Title of lesson: The Connection Between Performing Arts and Dance

Essential question: How will students make a connection between performing arts and dance?
Student learning objective(s): Students will explain the art discipline of performing arts and its
connections to dance.
Assessment: Students will explain the art discipline of performing arts and its connections to
dance in a worksheet by answering a variety of short answer questions.
Learning activities:
● Introduction/anticipatory set
In this learning activity students will explore the connections between
performing arts and dance. Students will also be explaining the art discipline of
performing arts and its connection to dance in a worksheet of short answer
questions. Students will be giving a 7 question hand out and are giving time in
class as well as at home to complete it.
● Guided Practice
○ I will provide a presentation with the components of Performing Arts to
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give student background information on the topic as a reference.
● Independent practice
○ Student will work independently to complete the worksheet.
● Closure: After finding connections between dance and the performing arts, we
will come together as a class and discuss things that we have learned, something
that you found interesting. At the end of class, I will go over the worksheet as a
class which will give students the opportunity to ask for clarifications on
questions they may have gotten wrong. Also this provides students to ask any
questions they may have.
Materials needed:
• Worksheet with the short answers questions
• Pen or pencil

Technology needed:
• Computer or technology provided search the information.
Modifications/differentiation:

Day 7

Title of lesson: The Connections Between Dance and the Media Arts.
Essential question: How will students explain the connections between dance and Media arts?
Student learning objective(s): Students will identify the connections between the media arts
discipline and dance
Assessment: Students will determine connections between dance and the different art disciplines
and content areas a one-page paper using appropriate terms and research found.
Learning activities:
• Introduction/anticipatory set
• In this learning activity, students will analysis the components of media are and the
similarities and difference there are in dance. Students will be explaining the
connections between dance and media arts. Students will also be explaining how the
components of media arts can be connected to dance. In that one-page paper, you will
be stating what you have learned about the dance styles and how they are similar to
each other and how they are
• Guided practice
If needing assistance, students are able to ask for my help at any time.
• Independent practice
Independently students will have to create an outline of what will be included in
their paper and provide a rough draft before submitting.
• Closure: After finding connections between dance and the Media Arts, we will come
together as a class and discuss things that we have learned, something that you found
interesting. At the end of each class there will be a small one-minute paper of just what
you have learned, what interested you the most and one thing that I as a teacher needs
to do help along the way.
Materials needed:
• PowerPoint presentation with the information I provide on dance and its history
• Pen/pencil and paper
 Unit Plan
• Research materials
Technology needed:
If you would like to type the paper rather than write it then technology is needed.
Modifications/differentiation:

Day 8

Title of lesson: The Connections Between Dance and your career choice.
Essential question: How will students determine the connection between dance and their careers?
Student learning objective(s): Students will identify the career of their choice to compare and
contrast the connection between dance and their career they have chosen.
Assessment: Students will identify the career of their choice to determine the connection between
dance and their career in a foldable presentation using any material of their choice.

Learning activities:
● Introduction/anticipatory set
In this learning activity, students will be comparing and contrasting the
similarities and differences between dance and the career of their choice.
Students will need to identify the career of their choice and determine the
connections between the two. In the foldable it will include the title of what they
are comparing. Each tab on the foldable will provide information found during
their reach as well as how they can relate to each other.
● Guided practice
○ This is a time for the students to get creative so there will be no guided
practice.
Independent practice
○ Students will be creating a foldable chart to show the similarities the
differences in dance and the career of their choice.
● Closure: After finding connections between dance and the career of your choice,
we will come together as a class and discuss things that we have learned,
something that you found interesting. At the end of each class there will be a
small one-minute paper of just what you have learned, what interested you the
most and one thing that I as a teacher needs to do help along the way.
Materials needed:
• Will need the proper material to search for the connections whether it is the internet or
a book.
• PowerPoint presentation with the information I provide on dance and its history
• Time to practice
• Space to practice.
Technology needed:
Any form of technology
Modifications/differentiation:

Day 9

Title of lesson: The Connection Between Dance and Physical Education

 Unit Plan
Essential question: How will students explain the connections between Dance and Physical
Education?
Student learning objective(s): Students will explain the connections between dance and Physical
Education to develop an understanding for the foundation of physical activities.
Assessment: Students will explain the connections between dance and the different content areas
by answering a variety of short answer questions on a quiz.
Learning activities:
● Introduction/anticipatory set
In this learning activity students will explore the connections between Physical
Education and dance. Students will also be explaining Physical Education and its
connection to dance in a short answer quiz. Students will be giving a 7 question
hand out and are giving time in class as well as at home to complete it.
● Guided Practice
○ There will be no guided practice.
● Independent practice
Student have to complete the short answer quiz in class but are able to use any
notes they may have on the topic.
● Closure: After finding connections between dance and Physical Education, we
will come together as a class and discuss things that we have learned, something
that you found interesting. When done with the quiz, the students will swap
paper with someone in the classroom. I will go over the quiz, giving the correct
answers and the peers will grade their peers’ papers.
Materials needed:
• the quiz with the questions
• pen or pencil

Technology needed:
• If the quiz is online, then students will need technology to complete the quiz.
Modifications/differentiation:

Day 10

Title of lesson: The End of the Year Wrap up Presentation

Essential question: How will students incorporate their connections found between the art
disciplines in their end of the year presentation?
Student learning objective(s): Students will explain how dance connects with media arts, visual
arts, and theater using a table chart to share with classmates.
Assessment: Students will demonstrate a variety of dance styles of different historical periods and
cultures in an end of the year presentation.
Learning activities:
● Introduction/anticipatory set
In this learning activity, student will explain their connections found between
the art discipline and dance. This will be presentenced using a table chart that
will be able to be shared with classmates. Students will also aim to incorporate
their connections found between the are disciplines for the end of the year
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presentation
● Guided Practice
○ There will be no guided practice
● Independent practice
Student will be creating a table chart that will include their findings on the art
discipline
● Closure: After finding connections between dance and the different art
disciplines, we will come together as a class and discuss things that we have
learned, something that you found interesting. At the end of each class there will
be a small one-minute paper of just what you have learned, what interested you
the most and one thing that I as a teacher needs to do help along the way.
Materials needed:
●
Materials needed:
• Pen/pencil and paper
• Comfortable and appropriate clothes to dance in
• Dance shoes if you have them

Technology needed:
None
Modifications/differentiation:

Students for whom you must modify aspects of your teaching plan:

Student One
Sara is usually a very good student in both reading and math. Even when she doesn't achieve good
grades on classroom work, she tends to score high on unit tests. Sara loves to learn and her love of
learning, good memory, and ability to learn quickly and easily enable her to succeed in the
classroom. Last spring, her state assessment scores were advanced in reading and math. Recently,
however, she has lost the motivation to learn and for the last four weeks has not been doing well
in school.

Student Two
Sean's most significant characteristic is inattentiveness. He also has problems with organization
and distractibility. He is not hyperactive. Sean seems quiet in nature and tends to be overlooked
in the classroom. He is not disruptive. Recently, he has not produced any reading or math work
that reflects his true ability.

Student Three
Steven comes from a home where no English is spoken. He has, however, been exposed to
multiple other languages. Steven has a deep sense of his non-U.S. culture. The other students
make fun of the way he speaks English and for his "slips" when he uses words from other
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languages that he knows. His parents are more concerned with his math skills than his ability to
speak English fluently and his ability to read English.