SWING DANCING UNIT PLAN

EDUC 425B C&I Secondary Physical Education

Laura Grant
Jamie Humphrey
Paula MacDonald
Jonathan MacGillivray
 Dance, though a requirement for most physical education classes, is not executed and

utilized to the degree that it should be by most physical education teachers. This is usually due to

a lack of experience or expertise in the field of dance, though it is the responsibility of the

teacher to seek out the resources and information needed for the outcomes and to provide a

quality education for the students. There are many forms and styles of dance that teachers can

utilize as well, so if students dislike one, then try introducing them to a new one. Allowing

students to find their own dance routine to choreograph is another way to give students the

opportunity to pick a form of dance that they enjoy and can grow on.

Sometimes, teachers can find teaching dance difficult to classes, mainly due to behavioral

issues. This is due in part to young boys seeing dance as an activity that tough, masculine guys

do not do. It is not a manly sport, or they believe that males that do dance are feminine. Another

downfall is that if dance is not utilized in previous grades, it is hard to establish an environment

where dance is respected and enjoyed by all. If students did minimal or no dance in grades six,

seven and eight, then there is a requirement for lots of effort and patience to get students to

actively take part in dance in grade nine. However, if we can keep a routine of including fun and

interactive dance classes in physical education each year, then the backlash we face would be

very minimal. Dance is one of students favorite units in elementary, so what happens over the

course of grade school that kids lose this passion?

With this service learning experience, we will be providing an opportunity for grade eight

students to learn a form of dance that they can use and build on for the rest of their lives. Dance

is a wonderful opportunity for individuals to experience a way of active living that will have a

large quantity of healthy benefits and that will promote lifelong activity.
 The dance of choice we decided on is swing dancing. Since swing dancing is a partner

activity, there are many potential pros and cons in executing it. The kids may feel extremely

uncomfortable dancing with another individual, especially since there always seems to be a push

to have heterosexual pairing. However, swing dancing can help promote interpersonal

connections and relationships. In today’s society, children seem to treat each other with little

respect; swing dancing is an activity that can help promote respect and understanding towards

others. Swing dancing is also a very energetic form of dance, especially once an individual has

mastered the basics. Comparisons can be made to snowboarding, skateboarding, figure skating

and slam dunks in the sense that individuals can let their creativity out through the use of tricks.

Swing dancing is also fun to use at parties such as weddings and formal dances; good for

showing off and getting attention as well.

 
EDUC  425B:  Swing  Dancing  Lesson  Plan  1  

Name:     Date:    

Jamie  H.,  John  M.,  Paula  M.,  Laura  G.   February  2nd,  2011  

Movement  Category:   Grade:    

Dance   7/8  

Nova  Scotia  Specific  Curriculum  Outcomes(s):  

§ Create,  choreograph  and  perform  dances  for  self  and  others  in  a  variety  of  dance  forms.  

§ Demonstrate  positive  personal  and  social  behaviors  that  emphasize  fair  play.  

Outcomes(s)  in  Student/Parent  “Friendly”  Language:  

§ In  partners,  students  will  learn  the  basic  swing  dance  steps.  

§ Students  should  display  a  positive  attitude,  behavior,  and  cooperation.  

Class  Context  (class  size,  skill  level,  students  with  special  needs,  prior  learning,  etc.):  

§ 21  students  

§ Beginner  level  of  skill  

§ No  prior  knowledge  of  swing  dance  

Equipment:  

§ IPod    

§ Stereo  

§ Safety  Mats/Gymnastic  Mats    

Safety  Considerations:  

§ Wear  clothing  and  footwear  appropriate  for  the  activity.  

§ Move  in  the  designated  space  with  control  and  respect  for  others.  

§ Follow  fair-­‐play  principles  

 
References  and  Resources:  

• Physical  Education  Curriculum  Grades  7-­‐9.  

Dance  Name(s)  and  Steps:  

§ Open  Basic  Step:  Rock  step,  Side  to  Side  step  

§ Transition  to  Closed:  Open/Close  Door  step  

Time:   Learning  Experiences:   Teaching  Points:    

(activities,  modifications)   (cues,  questions,  diagrams)  

  Introduction/Warm-­‐up  

  Cues:  

§ Introduce  swing  dance  to  our   § It  is  important  to  stress  that  students  will  
group,  explain  the  benefits  of   be  dancing  with  multiple  partners  
dance  and  how  it  is  a  lifelong  skill.     throughout  the  lesson.  

§ Warm  Up  Activities:  Students  will   § 1st  activity,  students  start  by  placing  their  
pair  up  and  participate  in  2   hands  on  their  partner’s  shoulders.  
footwork  games  (touch  your  
 
partner’s  feet,  touch  your  
partner’s  knee).   Questions:  
  § Who  has  experience  swing  dancing?  
  § Why  is  footwork  an  important  aspect  of  
  swing  dance?  

  Learning  Activities/Teaching  Strategies  

Open  Basic  Step:   Cues:  Rock  step  

§ No  partners   § Boys:  Left  foot  back,  Right  foot  forward  

§ Rock  step:  Step  Count  on  the  rock   § Girls:  Right  foot  back,  Left  foot  forward  
step  is  1,  2  
§ The  lead  (boys)  initiate  with  the  push  
  and  pull.  
 Open  Basic  Step:   Cues:  Side  to  Side  step  (after  rock  step)  

§ With  partners                Boys:  Move  to  the  left,  left  foot  moves  first  
(3,4),  and  then  to  the  right  (5,6)                                  
§ Repeat  Rock  step:  Push  and  Pull  
activity.   Girls:  Move  to  the  right,  right  foot  moves  first  
(3,4),  and  then  to  the  left  (5,6)  
§ Side  to  Side  step:  Step  Count  3,4,  
5,6    

  Questions:  

Transition  to  Closed:   § Why  do  we  start  with  no  partners?  

§ Open/Closed  Door  step:  Step   § Who  leads  the  boys  or  girls?  
Count  is  1,2  
 
§ Side  to  Side  step:  Step  Count  is  
Cues:  Open/Closed  Door  step  
same  as  basic  3,4,5,6  
§ Boys:  Places  Right  hand  on  girls  scapula  
 
§ Girls:  Place  Left  hand  on  boys  shoulder  
Extensions:  
§ Open  means  to  open  up  your  body.  
§ Closed  out  spin  
§ Closed  means  to  return  to  basic  position.  
 

  Closure/Cool  Down  

Group  Discussion:    

1.  Why  do  we  do  dance  in  Phys.  Ed?    

   

2.  What  steps  did  we  learn  today?    

§ Open  Basic  Step:  Rock  step,  Side    

to  Side  step  

§ Transition  to  Closed:  Open/Close  

Door  step  

3.  Next  day  we  will  begin  doing  tricks.  

 
EDUC  425B:  Swing  Dancing  Lesson  Plan  2  

Name:     Date:    

Jamie  H.,  John  M.,  Paula  M.,  Laura  G.   February  23  rd,  2011  

Movement  Category:   Grade:    

Dance   7/8  

Nova  Scotia  Specific  Curriculum  Outcomes(s):  

§ Create,  choreograph  and  perform  dances  for  self  and  others  in  a  variety  of  dance  forms.  

§ Demonstrate  positive  personal  and  social  behaviors  that  emphasize  fair  play.  

Outcomes(s)  in  Student/Parent  “Friendly”  Language:  

§ In  partners,  students  will  learn  the  basic  swing  dance  steps.  

§ Students  should  display  a  positive  attitude,  behavior,  and  cooperation.  

Class  Context  (class  size,  skill  level,  students  with  special  needs,  prior  learning,  etc.):  

§ 21  students  

§ Beginner  level  of  skill  

§ No  prior  knowledge  of  swing  dance  

Equipment:  

§ IPod    

§ Stereo  

Safety  Considerations:  

§ Wear  clothing  and  footwear  appropriate  for  the  activity.  

§ Move  in  the  designated  space  with  control  and  respect  for  others.  

§ Follow  fair-­‐play  principles  

 
References  and  Resources:  

§ Physical  Education  Curriculum  Grades  7-­‐9.  

Dance  Name(s)  and  Steps:  

§ Open  Basic  Step:  Rock  step,  Side  to  Side  step  

§ Trick  #1:  The  Lean  

§ Trick  #2:  The  Pull  and  Grab  

§ Trick  #3:  The  Hinge  

Time:   Learning  Experiences:   Teaching  Points:    

(activities,  modifications)   (cues,  questions,  diagrams)  

  Introduction/Warm-­‐up  

Warm  Up  Activities:     Cues:    

§ Students  will  pair  up  and  perform   § Play  music,  and  remind  students  that  
Open  Basic  Step,  and  The  Lean.   they  should  attempt  to  dance  for  the  
entire  warm  up.  
 
 
 
Questions:  
 
• What  do  you  remember  about  the  lean  
 
from  last  day?  
 
• What  are  the  cues  are  main  steps  of  the  
  lean?  

   

 
   Learning  Activities/Teaching  Strategies  

The  Lean:   Cues:  The  Lean  

§ Review.  See  Lesson  #1   § Review.  See  Lesson  #1  

  Questions:  

  § Why  do  we  do  tricks  in  swing  dancing?  

   

The  Pull  and  Grab:   Cues:  The  Pull  and  Grab  

§ The  boys  (lead)  initiate  by  pulling   § Ensure  steps  are  continuous.  
their  partner  towards  the  left  side  
§ After  the  boy  spins  their  partner  they  will  
of  their  body.  
let  go  of  their  grip  and  catch  their  
§ The  girl  will  begin  walking  forward   partner’s  hand  with  their  left  hand.  
in  a  straight  line.  The  boy  will  turn  
§ “handshake”  
and  follow  his  partner  (creativity  
and  flare  here),  placing  their   § “Walk  away”  
hands  on  their  partner’s  waist,  
and  guide  their  partner  to  the  left   § Switch  partners.  
side  of  their  body  (hip  to  hip).  
 
§ When  the  boy  draws  the  girl  into  
Questions:  
his  side,  he  will  then  turn  and  
slide  his  right  hand  against  their   § Why  is  creativity  important  in  dance?  
partner’s  right  arm  as  he  takes  a   How  do  you  include  in  the  pull  and  grab?  
step  back.  The  couple  should  end  
up  in  a  ‘handshake’  position.  The   § What  are  some  reason  why  the  pull  and  
boy  will  spin  their  partner  once,   grab  is  fun  to  perform?  
and  continue  with  open  basic.  
 
The  Hinge:  
 
§ The  boy  (lead)  initiates  by  pulling  
 
their  partner  towards  them  and  
then  to  the  right.  In  this  transition    
the  boy  will  move  behind  their  
partner.  The  boy  will  finish  with   Cues:  The  Hinge  
their  left  hand  on  their  partner’s  
§ Ensure  steps  are  continuous.  
right  shoulder,  and  the  pair  will  
hold  each  other’s  right  hands.   § After  the  boy  spins  their  partner  they  will  
 § To  execute  the  trick  the  boy  will   let  go  of  their  grip  and  catch  their  
“push”  their  partner’s  hand  which   partner’s  hand  with  their  left  hand.  
will  turn  their  bodies  the  opposite  
§ “push”,  “pull”  
way  (girl  is  behind  the  boy,  each  
person  does  a  180  degree  spin).   § Both  looking  same  way  
§  To  return  to  their  original   § “Turning  like  a  gear”  
position  the  boy  will  “pull”  their  
partner’s  hand  which  will  turn    
their  bodies  again  (boy  is  behind  
 
the  girl).  
 
§ To  return  to  open  basic  the  boy  
will  then  spin  their  partner   Questions:  
completely  on  the  “pull”  cue,  
rather  than  stopping   § How  is  the  “handshake”  used  in  both  
‘the  hinge’  and  ‘the  pull  and  grab’?  
 
§ What  makes  the  hinge  fun  to  perform?  
Extension:  
§ Do  you  find  the  hinge  tougher  than  the  
§ Trick  #4:  Triple  Spin   other  two  tricks  to  do?  

§ Freestyle  Dance/show  what  

moves  you’ve  learned  

  Closure/Cool  Down  

Group  Discussion:    

1.  What  steps  did  we  learn  today?    

§ The  Lean    

§ The  Pull  and  Grab    

§ The  Hinge    

2.    Students  will  complete  Exit  Slip.  

 
EDUC  425B:  Swing  Dancing  Lesson  Plan  3  

Name:     Date:    

Jamie  H.,  John  M.,  Paula  M.,  Laura  G.   February  28th  ,  2011  

Movement  Category:   Grade:    

Dance   7/8  

Nova  Scotia  Specific  Curriculum  Outcomes(s):  

§ Create,  choreograph  and  perform  dances  for  self  and  others  in  a  variety  of  dance  forms.  

§ Demonstrate  positive  personal  and  social  behaviors  that  emphasize  fair  play.  

Outcomes(s)  in  Student/Parent  “Friendly”  Language:  

§ In  partners,  students  will  learn  the  basic  swing  dance  steps.  

§ Students  should  display  a  positive  attitude,  behavior,  and  cooperation.  

Class  Context  (class  size,  skill  level,  students  with  special  needs,  prior  learning,  etc.):  

§ 21  students  

§ Beginner  level  of  skill  

§ No  prior  knowledge  of  swing  dance  

Equipment:  

§ IPod    

§ Stereo  

Safety  Considerations:  

§ Wear  clothing  and  footwear  appropriate  for  the  activity.  

§ Move  in  the  designated  space  with  control  and  respect  for  others.  

§ Follow  fair-­‐play  principles  

 
References  and  Resources:  

§ Physical  Education  Curriculum  Grades  7-­‐9.  

Dance  Name(s)  and  Steps:  

§ Open  Basic  Step:  Rock  step,  Side  to  Side  step  

§ Trick  #1:  The  Lean  

§ Trick  #2:  The  Pull  and  Grab  

§ Trick  #3:  The  Hinge  

§ Trick  #4:  Triple  Spin  

Time:   Learning  Experiences:   Teaching  Points:    

(activities,  modifications)   (cues,  questions,  diagrams)  

  Introduction/Warm-­‐up  

Warm  Up  Activities:     Cues:    

§ Freestyle  dance.  Show  what   § Play  music,  and  remind  students  that  
moves  you  remember  and   they  should  attempt  to  dance  for  the  
incorporate  your  own  creativity.   entire  warm  up.  

   

  Questions:  

  • What  moves  do  you  remember?  

  • How  can  you  make  your  dancing  unique?  

 
   Learning  Activities/Teaching  Strategies  

Review:   Cues:    

§ Go  over  basic  and  the  three  tricks   § Review.  See  Lesson  #1  and  #2  

§ The  Lean   Questions:  

§ The  Pull  and  Grab   § How  are  some  tricks  like  others?  

§ The  Hinge    

The  Triple  Spin:   Cues:  Triple  Spin  

• The  first  spin  is  the  exact  same   • First  spin  is  same  as  the  lean  
spin  as  the  lean.  Only  difference  is  
that  instead  of  actually  leaning,   • On  second  and  third  spin,  left  hand  stays  
we  move  on  to  the  second  spin.   high  and  right  hand  stays  low  for  the  
boys/lead.  
• To  start  the  second  spin,  the  boy  
lifts  his  left  hand  high  and  keeps   • Chicken  wing  
his  right  hand  low.  As  this  is  
• Chainsaw/lawnmower  
happening,    the  boy  uses  his  body  
to  give  the  girl  a  nudge  forward,    
which  thus  unravels  the  girl.  The  
girl  continues  to  spin  until  she   Questions:  
gets  put  into  a  “chicken  wing”   • Do  all  the  different  spins  make  the  trick  
style  of  position.  Hands  never   more  fun?  
come  loose.  
• How  is  the  triple  spin  similar  to  
• To  start  the  third  spin,  the  guy  
previously  learned  tricks?  
pulls  on  the  girl’s  hand  that  is  
behind  her  back,  like  starting  up  a  
chainsaw  or  lawnmower.  Once  he  
starts  to  pull,  he  lets  go  of  the  
hand,  but  keeps  his  left  hand  high.  
Due  to  the  pull,  the  girl  should  
begin  and  continue  spinning.  

• To  get  out  of  the  triple  spin,  the  

boy  simply  brings  his  high  hand  
down  to  the  side,  preferably  when  
he  is  in  eye  contact  with  the  girl  to  
prevent  incorrect  arm  positions.  
  

Extension:  

§ Give  new  tricks  during  one  on  one  

teaching  moments  to  add  to  
student’s  arsenal  of  moves  

  Closure/Cool  Down  

1.  Group  Discussion    

2.  Presentation  to  other  groups    

   

 
Psychomotor   Taylor  Swift   Justin  Bieber   Justin   Usher  
Rubric   Timberlake  
Kanye  West   Miley  Cirus   Beyonce  
Britney  Spears  
     
(3)  
(1)   (2)   (4)  

Outcome:   Performs  zero   Performs  one   Performs  two   Performs  three  

tricks  during  the   trick  during  the   tricks  during  the   or  more  tricks  
 
dance  routine   dance  routine   dance  routine   into  the  dance  
Choreograph   routine  
 
movement  
sequences  using   Dances  very   Dances  for  some   Dances  for  the   Dances  an  entire  
elements  of   rarely   of  the  song   majority  of  the   song  without  
movement  and   throughout  the   without  stopping   song  without   stopping  
basic  dance   song   stopping  
steps.    
Rarely   Transitions  from   Transitions  from   Transitions  from  
Transitions  from   open  to  closed   open  to  closed   open  to  closed  
open  to  closed   basic  and  back   basic  and  back   basic  and  back  
basic   with  some   with  little   smoothly  
difficulty   trouble    

Performs  no  out   Performs  one   Performs  two   Performs  two  

spins   out  spin     out  spins     out  spins  
smoothly  

Total:    

 
Valuing  Assessment  Rubric             Name:  _________________                                                                            

N.S.  Specific  Curriculum  Outcome:  Demonstrate  positive  personal  and  social  behaviours  that  emphasize  
fair  play.  

 
  Taylor      
  Swift/Kanye  West  
Categories   The  Beibs/Miley   Usher/Beyonce  
  (1)  
Cyrus  (2)   (3)  
 
Cooperation   Student  was   Student  was   Student  was  
  consistently   sometimes   always  respectful  
(Team  Work)   disrespectful  and   disrespectful  and   and  cooperative  to  
  uncooperative  to   uncooperative  to   others  while  
others  while   others  while   dancing  
 
dancing   dancing  
 
   
 
Attitude   Student   Student   Student  always  
  consistently   sometimes   followed  teacher’s  
(Behaviour  and   disregards   followed  teacher’s   directions  and  
  Respect)  
teacher’s   directions  and   rules  during  the  
directions  and   rules  during  the   dance  lesson  
 
rules  during  the   dance  lesson  
  dance  lesson  

  Effort   Student  was           Student   Student  always  

consistently   sometimes   participated  in  
  (Activity  Level)   inactive  during  the   participated  in   dance  during  the  
dance  lesson   dancing  during  the   lesson  
 
lesson  
 

Total:                    /9    

Comments:  

 
Exit  Card  

Partner  1:  

A)  Was  your  partner  respectful  and  supportive?  

1   2   3   4   5   circle  on  

B)  Did  your  partner  try  to  learn  the  steps?  

1   2   3   4   5   circle  one  

Partner  2:  

A)  Was  your  partner  respectful  and  supportive?  

1   2   3   4   5   circle  one  

B)  Did  your  partner  try  to  learn  the  steps?  

1   2   3   4   5   circle  one  

Partner  3:  

A)  Was  your  partner  respectful  and  supportive?  

1   2   3   4   5   circle  one  

B)  Did  your  partner  try  to  learn  the  steps?  

1   2   3   4   5   circle  one