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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 Formative
Performance A10-3 (Film their Do students meet the Students perform their
A10-8 performance requirements to perform routines and are filmed to
& grade the routine? be summatively
against a assessed against a
rubric) rubric
Rachel Richards
Dance Unit Plan- Active Living
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.
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
8, you start over again at 1.
Rachel Richards
Dance Unit Plan- Active Living
These mini dances are meant to help them understand using 8 counts to
memorize a dance.
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
Tomorrow we will learn the choreographed dance for the skills test.
Lesson Reflections (After you teach):
What went well:
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
Can I use the projector to show a Just Dance Video or a Zumba Warm up?
ASK MICHAELA -- If not, Ill memorize and lead it.
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.
OPTIONAL: If they somehow get the choreography, allow them to begin work
on their own.
A10-3 Basic Skills- Nonlocomotor 1. Create a routine using the 8 count Observation (F)
method taught
A10-8 principles of dance to
2. Demonstrate an understanding of
improve performance 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
Can I use the projector to show a Just Dance Video or a Zumba Warm up?
ASK MICHAELA -- If not, Ill memorize and lead it.
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