Professional Documents
Culture Documents
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
INSTRUCTIONAL STRATEGIES
Direct Instruction
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.
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.
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.
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
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
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
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.
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
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
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
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.)
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.
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