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EducationalDance Unit
Plan2
ndGrade
Meadow Brook Elementary School
East Longmeadow, MA
September 21October 21, 2014
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Unit Outcomes/State & National Standards/Content/Assessment Template
Psychomotor, Affective, and Cognitive DomainsGrade/Experience Level: 2
ndGrade
Unit Outcomes(By the end of the unit,students will be able to)
Reference MA
CF & SHAPEStandards
by #
Content to be taught Assessment(include rubrics,quizzes, etc. in writtenmaterials section)
Psychomotor:Continuously move to a
beat while clapping,
and travel while
changing speeds anddirections to a variety
of rhythms.
Perform various travelpatterns in time to
music.
MA CFStandard 2.1
MA CFStandard 2.2
MA CF
Standard 2.3
SHAPE
Standards:S1.E1.2
S1.E5.2
S2.E1.2S2.E2.2
DAY 1: LocomotorLead/Following and Dueling
Banjos
Students will learn to
lead and follow theirpartners, as well as
follow/mirror the
teacher during the DB
activity
DAY 2: Dueling
Banjos/Hawaiian RC Ride Review
leading/following and
transition intomirroring each other
Team SequencingCharts with Velcro
cards to create their
own dance sequence
(1 for each team),handed in at end of
lesson
Video of HawaiianRoller Coaster Ride to
be assessed by student
teacher and studentteacher peers
GradingAssessment for Final
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S3.E2.2within groups of two
(partner relationshipsintroduction)
DAY 3: Dance Relay and
Ultimate Square DancingIntroduction
Start with a relay thatteaches dance moves
to teams, then teams
sequence their own
creative dance/createtheir own dance move
DAY 4: Ultimate Square
Dancing Peer Teaching
Teams review their
dance from last weekand then teach their
peers for a combinedclass dance (with a
written assessment
during the last 10minutes of class)
Lesson, where
students gradethemselves and their
team on their
effort/participation, as
well as writing downtheir final dance
routine sequence(with creative dance
move included)
Informal TeacherObservation/Notes via
the Daily/Weekly
Schedule
StudentDemonstrations
Cognitive:Develop the knowledge
of how to create dances
by combining shapes,
levels, and pathwaysinto simple sequences.
Develop knowledge ofhow to move safely in
general space in a large
group of people
Identify what counts
are in dance and how
they are applicable tolearning/sequencing
dance moves and
routines
MA CFStandard 2.1
MA CF
Standard 2.2
MA CFStandard 2.3
SHAPE
Standards:S2.E1.2S2.E2.2
S5.E3.
DAYS 1-4: Moving safely ingeneral space as a group
DAYS 3-4: Creating dances
by combining shapes, levels,
and pathways into simplesequences
Sequencing Chartswith cue cards from
Week 3 and 4
Visual demonstrationAssessment at end of
Hawaiian RC Ride
(included in closure)
Beginning-Middle-
End Identificationassessment poster
Teacher Journals
Guided questions
asked throughout unit
to assess student
understanding
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Affective:
Have an understandingof how to work together
and have positive and
cooperative
relationships withothers while
mirroring/matching,meeting/parting, and
leading/following.
Respecting each otheras a group and as a
person for giving ideas
for different dance
moves and thinking of
creative routines
MA CFStandard 2.7
SHAPE
Standards:
S4.E1.2S4.E4.2S4.E6.2
DAYS 1-4: Safety
DAYS 1-4: Cooperation andRespect
DAYS 1-4: Positive
Relationships with
Classmates
LP Reflections
Teacher Journals
Informal Assessment
by Checking forUnderstanding during
Closure (Self-Assessment)
Grading
Assessment thatasked for students to
grade their teams
based on their
effort/participation
Teacher checking in
with teams (W3/4)about working
together/cooperating
Informal Teacher
Observation
Dance Unit:
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2nd
Grade
Lesson
Plans(All Four LPs Included)
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SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Scott Newman DATE: September 21, 2014 TIME: 45 minutes
SCHOOL:Meadow Brook Elementary (East Longmeadow) LESSON#: 5 of 8
FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:1stand 2ndGrade
UNIT/THEME: Dance and rhythmic movementGENERIC LEVEL: Pre-Control/Control
EQUIPMENT: 1. Floor Tape 2.Dueling Banjo music 3.Scarves for DB extension
4. 20-25 Hotspots 5.Stereo for music
FOCUS OF LESSON: To participate in rhythmic dance activities and dance as a group without bumping
into other students during the dance.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: I can clap to a beat and move in general space without bumping into any of my classmatesduring the Dueling Banjos activity for the entire activity.
Cognitive:I can identify at least three different dance moves during the standing Dueling Banjosextension that can be considered great forms of fitness exercise.
Affective: I can be encouraging and supportive of my classmates during the Dueling Banjos activitiesby not making negative remarks about their ability to dance and instead respecting their positive effort.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:
1. Emphasize the importance of general and personal space in relation to dancing with a largenumber of people around you.
2. Bring a lot of positive energy and enthusiasm when teaching the dance lessons this week and thefollowing weeks in order to make it seem more enjoyable to the students who arent interested in
dancing.3. Have a well-rehearsed dance routine for dueling banjos so that there is a consistency in what each
class is learning and how each class is moving during that specific activity.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
1. There will be a book fair during Monday, Tuesday, and Wednesday, in which we will need toprepare a lesson that is safe for all students in a space that is anticipated to be smaller than usual.
2. The students need to know that they are mirroring the teacher during the dueling banjos activity
and that they need to all move in the same way so that they avoid bumping into each other.
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REFERENCES : "Dueling Banjos."PE Universe. Web. 21 Sept. 2014.
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONSEntering the Gym: When the studentsenter the gym they will walk on theBlack Line and sit down. Once students
are sitting quietly on the Black Line theteacher will do a Sneaker Check tomake sure that everyone is wearingappropriate sneakers. If they all have
their sneakers then they earn a sticker onthe Sneaker Chart, but if anyone ismissing their sneakers then no sticker isearned (may need to send a note homereminding parents about wearing
sneakers to PE).
(Mon/Tue/Wed) The first thing theteacher will inform the students about is
that there will be a half-gym duringclass because of the book fair that is
happening on the other side. Inform
them that this only means that they willneed to be a little more aware of thesmaller general space as well as theimportance for keeping safe personal
space.
After the sneaker check, the studentswill be given instructions about theinstant activity warm-up, as well as what
the objectives are for the class, whichinclude:
1. I can clap to a beat and move
in general space withoutbumping into any of myclassmates during the DuelingBanjos activity for the entire
activity.2. I can identify at least three
different dance moves duringthe standing Dueling Banjosextension that can be considered
Students who came
in on Mon/Tue/Wed
immediately noticed
that there was adivider door up and
had a reaction thatbecause there wasonly half the gym
they would not be
able to have as muchfun as they would
with the whole gym.
When teaching inany school in the
futureif there is achange in the
physical
environment (suchas this) make sure to
really emphasize
that they will still beable to have just as
much fun (if not
more) with the halfgym as they would
with the whole gym.
Another idea for acognitive learning
objective is to have
the students be ableto identify and
distinguish the
difference between
the first banjo sound
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great forms of fitness exercise.3.
I can be encouraging andsupportive of my classmatesduring the Dueling Banjos
activities by not makingnegative remarks about their
ability to dance and insteadrespecting their positive effort.
Once the objectives have been reviewed,have the students stand up and find theirown piece of tape to stand on for thenext activity.
Warm Up (Locomotor Leader withScarves): The teacher will explain that
the students will be using scarves inorder to practice some of the locomotor
movements from last week. The teacherwill hand out an equal amount of pinkand yellow scarves to each student
once they have their scarf they will walkinto their own PS and wave itaround/practice dropping it and pickingit up. This safety rule will be addressed
before the activity starts:
Scarves are incredibly unsafewhen they are dropped on the
ground because your friendsmight slip on them and fall.
Make sure you pick up yourscarf right away in order toavoid having it on the ground
for too long (Playdough Rule)
Once they are all in their own PS they
will start moving based on which LMthe teacher calls out. They must switch
from LM to LM, and when the musicstops they must freeze. After they have
practiced all LMs the teacher will ask
everyone with a pink scarf to stand
behind someone with a yellow scarf.The yellow scarves will lead the pinkscarves around while doing the LM thatthe teacher calls out. Reinforce havinggood PS and being aware of where your
partner is so that you dont lose them.
After a few minutes stop the music andhave them switch leading/followingroles. Once they have each had an equal
and the second
banjo sound. Theinformal assessment
of having them raise
their hand when
their sound playswas very helpful and
allowed the students
to have a muchbetter understanding
of how the activity
works. Since this isso important, make
it a learning
objective and give
them + FB when
they are able to doit!
The activity was a
great way to
introduce theconcept of leading
and following.
Students loved being
able to use thescarves and it made
for a veryaesthetically
pleasing activity(scarves being
waved all around the
gym whileperforming
locomotor
movements).
Smaller space meant
that they needed to
be even more awareof personal space
and moving their
bodies/leading theirpartners while being
under control.
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turn as a leader and follower, stop the
music and have them bring their scarvesover to the side of the gym (pink on theleft, yellow on the right). Have them get
water and find their own orange windowmark to stand on.
Intro to Following to a Beat (Repeat-
After-Me Songs): The first activity will
be a series of repeat after me songs, inwhich the teacher will say a phrase witha movement and the students will haveto repeat that movement and phrase. Thedialogue will be:
This is a repeat after me song.This is a repeat after me song.
This is a do as I do song Thisis a do as I do song.
The first song will be Peel the Orange.Each different verse of the song issomething that involves forming and
then moving as that object/animal/etc.The different verses that will be used forthis class (along with which locomotormovement they encompass) are:
1. Orange (personal space)
2. Potato (stepping/marching inrhythm)
3. Corn (hopping-jumping/high-low)
4.
Banana (jumping/personalspace)
5. Mullet (moving in rhythm)
6. Skittle (this ones just fun)7.
Cow (high/low)This song should take up about 3-4
minutes but will serve as a greatintroduction into the students learning
how to follow along and do as theteacher does.
Transition: The students can walk back
to their positions, or just stay where theyare.
Dueling Banjos Intro:The studentswill start by sitting down on their tapemarks and listening to the music of
Dueling Banjos. In order to distinguishtheir banjo sound from the teachers
banjo sound, they will need to raise their
Any students who
had off-taskbehaviors were
paired with students
who could help curb
their behavior.
NEED A LOT OFENERGY when
doing the cheer. The
students will lovethis as long as there
are other students
showing that they
are having fun with
it. Need to geteveryone engaged in
order to havecomplete success.
Make sure to do theCow second to
lastand not last.
Much easier to keep
the students undercontrol by having
them go mad cowand then stand back
up to finish withmullet, as
opposed to ending
with all the studentslying on the ground
acting crazy. Make
sure to add in thismanagement
techniqueonce this
was done the
transition into thewater break/Dueling
Banjos was much
smoother.
Explain the
importance of
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(scissors)
13.
Cat daddy14.Jump on it ride the horse15.Do the wavearms
16.Wayo wayo wayo wayo17.Get your cold cuts move
18.
Monkey arms19.Freestyle (jumping jacks, run
RT then LT, run to the left side,
run to the right side, runbackwards, high knees, kickyour butt, reeling in a fish,
being the fish, scissor kicking,clapping, etc.)
20.Finish
Transition: Quick get water if theyneed it, if not they can stand in their spot
(give a time limit and countdown outloud to get them to transition quickly).
Dueling Banjos (Scarves): The samesong is played, however the studentswill be able to retrieve their scarvesduring the water break transition. Thesame move sequence will be done only
with the use of scarves. During theFreestyle portion of the song the
scarves will be used for tossing up anddown and some spinning/twirling,
however it is not to assess their ability totoss and catch.
Transition: One scarf color at a time,the students will be called to line up bythe door at the dismissal line. The
students will turn and face the teacher toreview the objectives for the closure.
Closure: The closure will begin with areview of the objectives:
1. I can clap to a beat and move
in general space withoutbumping into any of myclassmates during the DuelingBanjos activity for the entireactivity.
2. I can identify at least three
different dance moves duringthe standing Dueling Banjosextension that can be considered
hear that.
Have the poster with
the dance moves
placed somewhere
that is easy for theteacher to see.
When doing theFreestyle make it
a combination of
several high-cardiomoves such as fast-
feet, jumping jacks,
etc. because this will
really get them
moving and, as aresult, have their
heart rates WAY up!
Need to remind
students that theyhave to pick up their
scarves immediately
if they drop them
(safety).
Transitions using thescarves worked
really welljustmake sure that those
who are not being
asked to move areremaining in their
spot until they are
told otherwise.
Separate scarves
when putting them
away so that theycan be easily handed
out when the next
class comes in.
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great forms of fitness exercise.
3.
I can be encouraging andsupportive of my classmatesduring the Dueling Banjos
activities by not makingnegative remarks about their
ability to dance and insteadrespecting their positive effort.
Once these objectives have been
reviewed, end with the silent game.Students hold out their right and lefthands in front of them, count down from5, and then do a combined clap-stompwith one foot, while simultaneously
shouting out a key word that representswhat was learned in that lesson. Since
the lesson focus for this class waspersonal space, the students will say the
phrase Banjos. The students end byturning to face the front of the linesilently, and then exit the gym with their
teacher.Hold out your right arm. Now your leftarm 5-4-3-2-1 *Stomp-clap* Banjos!!!*turn silently
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SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Scott Newman DATE: September 28, 2014 TIME: 45 minutes
SCHOOL: Meadow Brook Elementary (East Longmeadow) LESSON#: 6 of 8
FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE: 1stand 2
ndgrade
UNIT/THEME: Dance GENERIC LEVEL: Pre-Control/Control
EQUIPMENT: 1. Floor Tape (window marks) 2.stereo w/ music (Burnin Up Jonas Brothers)
3. 10-15 hotspots 4. 20-25 Scarves (2 different colors, even # of each
FOCUS OF LESSON: Combining various travel patterns in time to music using different locomotor
movements like sliding, walking, skipping, and galloping.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Perform the Hawaiian Rollercoaster Ride dance by clapping to a beat and
moving in rhythm with the entire classduring the individual dancing and during the partner dancing.
Cognitive: Identify the beginning, the middle, and the end (Part 1, Part 2, Part 3) at the lesson closure in
order to help them better understand the sequence of a 3-part dance.
Affective: Respect their partner by dancing appropriately with them and helping them if they are having a
difficult time learning the dance in order to better their peers understanding of the dance moves.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:
1. Clearly demonstrate, as well as verbalize/articulate, each individual step of the dance in order toensure that every student understands the sequencing of the dance.
2. Bring a lot of energy and enthusiasm when leading the dance in order to give the students more ofa reason to be excited about the dance they are going to participate in for this lesson.
3.
Use window marks and hotspots in order to spread the students throughout the general space sothat they are all in their own personal space before the lesson begins.
4. Create a poster with the three parts/steps for the dance for the students to look at and reference
during the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Respecting the students who are maybe more self-conscious about dancing, and imploring the
students to have that same respect for their classmates.
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SPACINGmake sure that there is plenty of space for the students to dance/move around in.
REFERENCES:
1. SPARK-folio Physical Education (K-2) Dance SectionHawaiian Roller Coaster Ride2. PE Universe (www.peuniverse.com) Dueling Banjos
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONSEntering the Gym: The students willhave their sneakers checked while theyare in the hallway. Once the sneaker
check is done the students will be askedto walk to their own orange window
mark and stand on it until everyone isstanding on their own mark. From here,the teacher will begin the warm-upactivity/review.
Review Objectives:The teacher willreview the three objectives with thestudents, which are:
1.
Perform the HawaiianRollercoaster Ride dance by
clapping to a beat and moving inrhythm with the entire class
2. Identify the beginning, the
middle, and the end (Part 1, Part
2, Part 3) at the lesson closure inorder to help them betterunderstand the sequence of a 3-
part dance.3. I can help my partners and
classmates if they are having
trouble learning some of themoves to the dance.
Dueling Banjos Warm Up:The teacherwill review (using the Banjo 1 and 2signs) how students must listen for their
banjo sound and repeat the movement ofthe teacher, who moves on the first
banjo sound. The teacher will use thesame sequence as the first time thedance was performed during the firstweek of the dance unit.
Emphasize the safety concerns that
This was a great
transition that had
all of the studentsimmediately
interested in what
they were about to
do. They completelyremembered the
Dueling Banjos
activity from lastweek and
understood where
they had to stand aswell as how they
needed to behave
during the warm up.
Really placed anemphasis on
learning thesequence of the
dance (beginning,
middle, and end)which translated
well into them
knowing those
objectives by the endof the lesson.
Try and make the
freestyle a littledifferent than
normal. This is the
second time thesestudents have seen
this activity, so
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because they will be moving they needto be aware of two things:
3. If changing direction or movingfrom side to side, make sure that
they are all moving to the sameside. If the teacher goes left,
they should mirror that and goright.
4. Be aware of where your friends
are around you. If you aregetting too close to them thenmove back to your tape squareto ensure that you are in good
personal space.
The sequence of the standing versionwill be the following:
21.Raise the left hand22.Raise the right hand
23.
Circle both arms back to raised24.Side step LEFTwith arms
waving up/down
25.Side step RIGHT with armswaving up/down
26.Turn/step with arms swinging27.Sprinkler28.Take a hike
29.Bernie30.Hands across face (searching)
31.Hands across face other way32.
Swing arms in front of body
alternating up and down(scissors)
33.Cat daddy
34.Jump on it ride the horse35.
Do the wavearms36.Wayo wayo wayo wayo
37.Get your cold cuts move38.Monkey arms
39.Freestyle (jumping jacks, runRT then LT, run to the left side,run to the right side, run
backwards, high knees, kick
your butt, reeling in a fish,being the fish, scissor kicking,clapping, etc.)
40.Finish
Transition: Quick get water if they
need it, if not they can stand in their spot(give a time limit and countdown outloud to get them to transition quickly).
giving them
something new willbe refreshing for
them as well as
challenging to try
and follow a newsequence.
Students will
appreciate the
opportunity to get adrink, but only send
the rows of students
who are standing
quietly in their ownspots. This helped to
keep the other
students who mighthave been moving
around to stay on
their spot (the
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Intro to Hawaiian Rollercoaster Ride:The teacher explains how the dance thatwill be learned today involves the
students needing to know what an 8-Count is. There will be a visual of an 8-
Count for the whole class to see withnumbers 1-8 and the word clapunderneath each number. The teacher
will then have the students clap to a beatwhile counting to 8 (start slow andgradually build it up to the same tempoas the song being used for the dance).Once they have identified what an 8-
Count is the teacher will follow theseprogressions in order to teach the class
the dance:
Whole Dance: The teacher will use awhole-part-whole principal/teachingstrategy in order to get the students
interested in learning the whole danceby observing what it looks like as acompleted product. The students canfollow along and try to mimic themoves/sequences of the teacher.
Part 1: The teacher will introduce the
first sequence (beginning), which is four8-counts of:
2 counts: slap thighs (1x)o Slap, slap
2 counts: cross handspalms
down (1x)o
Clap, clap 2 counts: clap hands w/ partner
(1x)o Slice and dice
2 counts: thumbs over shoulders(take a hike) (1x)
o
Take a hike!
After the students have shown a better
understanding of this pattern, attemptPart 1 with music.
Part 2: Teacher introduces Part 2(middle), which is two 8-counts of:
1 count: slap thighs (4x)
1 count: clap hands w/ partner(4x)
When the students have learned this part
reward of getting a
drink helped withtheir behavior).
When doing the
intro, tell them thatthere will be a
surpriseat the
end of learning thewhole dance. The
surprise is that
the students areperforming the
dance with partners
(which might not be
the best surprise) but
it gives them more ofan incentive to listen
during the entirelesson.
When students werewatching me
perform the dance
the majority of the
class danced alongwith me. This really
helped theirunderstanding of
some of the dancemoves because they
were able to recall
that informationfrom the
demonstration I
gave.
Found that there
was no real need to
explain how manycounts there were
for each part/move.
The students onlyneeded to know
about the dance
moves and how to
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separately from Part 1, have them try
and perform the sequence of Part 1followed by Part 2, first without musicand then with music.
Part 3: For the third and final part (end)
the students will be performing two 8-counts of:
1st8-Count: every 2 counts is
back and forth between tappingthighs and high-fiving with their
partners with both hands
2nd
8-Count: stepping forwardwith three steps and then turning
around to face the partner.ALL of these parts are done
with/without music and are only doneindividually, not with partners.
Partner Dance: Once they have learnedhow to perform the dance by
themselves, the teacher will half theclass stand on specifically marked tapespots on the meeting circle, facing out.The other half of the class will bematched up with a student on the
meeting circle and stand facing them(outside the circle). They will face their
partner and practice the slap-clap partof the dance until the teacher is ready to
lead them through the whole dancewithout music, and then with music.
Note make sure that the students
are able to safely step forward past
their partner so that they do not
bump into each other. Have the
teacher demonstrate this with a
student.
Once the students have shown that they
can successfully complete the dance
with their partners around the meetingcircle, the students will move on to thefinal progression (if time allows).
Partner Rotation: The students willcomplete parts 1-3. After the first time
they complete 1-3, there is a break in thelyrics where the students have been ableto do a hula dance break. Now,
perform them
giving them thecounts as well only
confused them
(especially when
they learned thenames to help
remember those
moves)
Point out the
students who arereally moving to the
music and use them
as an example to get
the other students to
do the same thing.
Some students didntwant to dance
during the individual
part of learning thedance, but when they
were partnered up
with someone they
knew it helped themto feel more
comfortable withdancing and resulted
in them being amuch more active
participant. If there
are any students whowant to be with a
particular student,
and they have anissue with being off-
task or feeling
uncomfortable, then
match them with thatstudent in order to
help them be more
positively engagedin the lesson.
Most classes didnt
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instead of hula dancing in place, the
students on the outside will hula danceto their left and move one person over,leaving them standing in front of a new
partner. Have this demonstrated slowlyand without music, and have them be
able to fully understand where they haveto move in order to get ready for thenext series of dance moves. If the
students can perform this actionthroughout every dance break then theywill have accomplished the final
progression of the dance. However, it isnot a vital piece to learning the dance. It
is a good challenge that can really testthe classes that are able to show success
with the dance.
Transition: Students will be called tothe dismissal line based on their position(inside circle vs. outside circle).
Closure: Students will show the teacherthat they are ready and listening byrepeating Part 1 from the dance, with theteacher doing the same thing. Once all
of them have their eyes on the teacher,ask them which part that was in the
dance, the beginning, middle, or endofthe dance. They will identify it as the
beginning. Have them then demonstratethe middle and end of the song. Letthem know that they have successfully
identified the sequence of a dance.
Instead of the traditional silent game, the
students will place their hands on theirsides. To the beat of an 8-count, they
will put their hands on hip-hip,shoulder-shoulder, up-up, clap-clap,followed by shoulder-shoulder, hip-
hip, side-side, tap-tap. On the tap-tap
part the students will say Hula Danceinstead of tap-tap and then turntowards the front of the line and be quietfor the hall.
have the chance to
do the rotation, butif they did they
needed a visual
demonstration of the
actual motion ofrotating to the next
spot. Pieces of tape
on the inner circlemade this rotation a
little easier, but
hotspots might workas well (can take
away extra hotspots
and have the exact
amount vs. having
extra pieces of tapearound the circle)
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SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Scott Newman DATE: October 5-9, 2014 TIME: 45 minutes
SCHOOL: Meadow Brook Elementary (East Longmeadow) LESSON#: 7 of 8
FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:2
ndGrade
UNIT/THEME: Dance GENERIC LEVEL: Pre-Control/Control
EQUIPMENT: 1. Signs to designate each team 2. Floor Tape for window marks 3. CD with
music for stop/start music for tag game 4. Cones with locomotor signs on them with
matching/coordinating colors, as well as tag balls that match those colors 5. Paper that matches the colorof the team (one for each)
FOCUS OF LESSON:Correctly participate in the Ultimate Square Dancing activity by using different
locomotor/dance moves and by creating a dance move as a team (collaboration) as an introduction into
creating their own sequence.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Correctly slide (LM) to the appropriate side as designated by the teacher in the middle
during the Ultimate Square Dancing activity.
Psychomotor: Perform a creative dance move as a team that is Safe, Short, and Simple and that is relatedto the character that your team represents.
Cognitive: Be able to identify which side to slide to as a team correctly, as well as identify the threethings that must be remembered when creating a dance move.
Affective: Be able to work together respectfully and cooperatively in order to collaborate and create a
dance move that represents your team in an appropriate manner.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:1. Use visuals and clearly state the lines the students must move on so as to avoid students moving
across the space, which is not allowed during the USD activity.2. Encourage creativity and collaboration when they are thinking up their own dance move
additionally, explain what the word collaboration means and how it is relevant to theobjectives.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
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1. Clearly stating the boundary lines and where they are allowed to slide, as well as reinforcing thatstudents stay in good/safe personal space when traveling from side to side during the USD
activity.
REFERENCES:
Song What The Fox Sayused as the song for Ultimate Square Dancing (What the Fox Say by Ylvis)
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONSEntering the Gym: When the studentsenter the gym they will be directed to
stand behind one of the four cones thatare spaced along the foul line. There will
be a blue cone, a green cone, a red cone,
and a yellow cone, and there will be nomore than 5-6 students behind each
team. This will be the setup for thewarm up and saves time with having totransition from the black line to theactivity.
After the sneaker check is done and allof the students are standing behind thecorrect cones, the students will be giveninstructions about the instant activitywarm-up, as well as what the objectives
are for the class, which include:1. Correctly slide to the correct
side during the Ultimate Square
Dancing activity.
2.
Perform a creative dance moveduring the collaboration portionof the USD activity.
3. Identify which side of theteacher you must be facing at alltimes during the USD activity.
4. Work together respectfully andcooperatively when
collaborating to create a dancemove as a team.
Dance and Move Relay: The students
will be told that their team name isbased off the color of their cone. Theblue cone represents the Red Sox, thered cone represents the Rock Stars, theyellow cone represents the Pirates, andthe green cone represents the Surfers.
Once the students have been told whichteams they are on, they will have the
This transition is
great for getting the
lesson startedquickly. It is
important to be
aware of who is
being assigned towhich group in
order to avoidgrouping students
who will createbehavioral issues
that could disrupt
their group/theclass. Make the
teams even, both
from a gender
perspective and froma compatibility
perspective.
Groups tended to be
chatty with each
otherneed to startgiving quick yet
clear/conciseinstructions so that
they can startmoving right away.
Refer to the moves
that they have to doto the cone and backas Ultimate ____
with the blank being
Sliding,Galloping, or
Skipping.
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rules of the relay explained (note, it is arelay, not a relay race, so emphasizethat no team is racing another). One ata time, each student on each team will
have to slide (LM) down to the cone thatis opposite them, touch the cone, and
then slide back to their team. They willtag the next person in line, and the
process will repeat itself until everyone
has gone once. While that person issliding down to the cone, everyone elseon their team will perform a dance move(designated/assigned by the teacher
before each relay). The dance move will
be different for each group because itwill be specific to each teams
character. The move will beperformed to an 8-count beat, and will
be repeated until everyone in the grouphas gone.
There will be three rounds of the relaythat are played out:
Sliding
Pirates will do the hand hookmove where they make hooks
with their hands and swing themup and down in front of their
body Rock Stars will do the rock on
move where they make rock
star hands and wave them up inthe air over their head
Red Sox will do the batters up
move and pose as if they weregetting ready to swing a bat
Surfers will do the sunscreenmove where they will pretend toapply sunscreen on their arms.
Galloping
Pirates = swords (slashingtheir pretend swords)
Rock Starsair guitars(playing air guitars)
Red Sox = throw the pitch(action of throwing a baseball)
Surfers = paddling out
When telling them
which dance movesthey have to perform
be ENERGETIC and
ENTHUSIASTIC!
Found that this gotthe students who
were not as excited
to dance to movearound and make
them laugh a
little/loosen upmore.
Use big
movements when
showing off thedance moves. This
can really translateinto the students
performing their
dance moves usingbigger, more
exaggerated
movements.
Make sure to refer to
this part asUltimate Sliding
and have Ultimate infront of the other
two LMs. When we
learn the dance laterit is much easier for
the students to
remember that theyneed to slide around
the Ultimate Square
when they hear that
familiar phraseUltimate _____
Make sure that thestudents know that
even though they
might want to run
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(paddling with alternating arms)
Skipping
Pirates = steer the wheel(hands moving a ships wheel)
Rock Stars = drums (airdrums with hands)
Red Sox = safe (motion of a
player being safe at the plate)
Surfers = hang ten (balance as
if surfing on a surf board)
Transition: Students will transition
from the relay activity to get a drink ofwater and then walk over to sit down onthe meeting circle.
Dance Intro: The teacher will give a
brief introduction about dance andcreating a dance works. The examplefor this idea will be the teachersDueling Banjos poster that was used asa script. Ask the students if they think
that I just made those dance moves upon the spot, or if I took the time to planthem out, put them in a sequence, andgive them names to help me remember(not to mention practicing it repeatedly
even if I wasnt great the first time, Ipracticed until I knew every move by
memory).
Teacher Demo: The teacher will now
say that today we will bechoreographing our own dance moves. I
have already made my own (pull outteacher dance sequence chart) and will
present the entire dance to them, telling
them that this is what their final productwill look like. Perform the dance in full,
including moving around the UltimateSquare, and be obvious and blatant
about using the visual to emphasize theimportance of the visuals.
Ultimate Square Dancing:Have thestudents move from the meeting circle totheir respective lines (posters will be
placed over their zones so they know
they need to
remember topractice their best
locomotor
movement.
Make sure that this
is a quick transitionso that there is
plenty of time for
them to be able tocreate their own
sequence/dance.
Have the actual
poster from DuelingBanjos as an
example. Thestudents really were
surprised at how
many dance movesthey had performed
during the DB
activity. This made
them realize thatthere really are a lot
of different ways todance as well as
how important it isto practice them and
make them
something they willremember.
The emphasis onSafe, short,
simple was helpful
because for some
this helped themchange their move
from something
elaborate and unsafeto something
shorter/simpler and
easier for the whole
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where to stand (home base). This will
always be their line. They will gettogether as a group and practice sliding,galloping, and skipping to the beat of the
music. Once they have practiced theconcept of moving around the Ultimate
Square (these moves will be calledUltimate Sliding, Ultimate Skipping,and Ultimate Galloping) I will have
them come together as a group andcreate their sequence of four dancemoves. Three of the moves are themoves that they had to perform duringthe relay and should be very familiar to
them. The fourth spot will be a ??????and will symbolize their own created
dance move. This move has to be short,simple, and safeand must be related to
their team character. They can choose toall have the same move or all have theirown personal moves as that ??????
move, but it has to be discussed as agroup and included in the sequence.This will last about 2-3 minutes. Oncethat time is up the music will start andthey will have to Ultimate Slide around
the square until they are back on theirline. The chorus will come on (what the
fox say) and they will perform theirsequence based on the teacher calling
out which number they need to perform.
Start easy have one whole chorus be
the first move. If there is enough time
then that can be changed to doing all
four moves in one chorus, then
repeating that 3 times throughout the
song.
The sequence will be Ultimate Slide,team dance moves, Ultimate Gallop,
team dance moves, Ultimate Skip, team
dance moves, team dance moves, END.Once they have completed the dance allthe way through the teacher will ask forthe students to hand in their visualsequence charts and go line up by thedismissal line.
The teacher will have them review theobjectives, including how they felt
group to perform at
the same time.
Students need to be
in a small space for
this demonstrationof the sequencing
charts and dance
move cards. If theyare able to read
what is on the card it
makes it easier for
them to remember
that process whenthey are sequencing
their own moves.
Might need to move
around from groupto group and double
check to see that
they understand the
process. Those whoare struggling to
think of a creativedance move
appreciated theteachers
suggestions and
ideas as a way tospark their
creativity.
DONT FORGET
write down the
names of the
students for eachteam. This lesson
segues into the next
one so it isimportant to
remember who was
on which team will
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about working with a group of people to
create something and how they feltabout their final product. What can theydo next week to have even more success
than they did this week?
Once the objectives have been reviewedthe students can do the revised silent
game of doing an 8-count with yourhands. To the beat of an 8-count, theywill put their hands on hip-hip,shoulder-shoulder, up-up, clap-clap,followed by shoulder-shoulder, hip-
hip, side-side, tap-tap. On the tap-tappart the students will say Ultimate
Square Dancing instead of tap-tapand then turn towards the front of the
line and be quiet for the hall.
be easier if their
names are writtendown.
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SPRINGFIELD COLLEGE - DAILY LESSON PLAN
NAME: Scott Newman DATE: October 14-17, 2014 TIME: 45 minutes
SCHOOL: Meadow Brook Elementary (East Longmeadow) LESSON#: 8 of 8
FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:2
ndGrade
UNIT/THEME: Dance GENERIC LEVEL: Pre-Control/Control
EQUIPMENT: 1. (8) Relay Race cones, 4 different colors, 2 of each 2. (4) Hula Hoops matching
cone colors 3. CD with music (What the Fox Sayby Ylvis) 4. (4) Sequencing Charts with 5 cards
each 5. (4) Posters with team names 6. Sequencing Assessment/Grading Sheets (all students)
FOCUS OF LESSON:Correctly participate in the Ultimate Square Dancing activity by using different
locomotor/dance moves and by creating a dance move as a team (collaboration) as an introduction into
creating their own sequence, as well as teach each other (peer teaching) their creative dances.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Perform the dance movements that they created as well as the dance movements that they
learned from the other three teams during the Ultimate Square Dancing Activity.
Cognitive: Identify the sequence of their creative dance by placing them in order on the assessment sheetand writing down how their team did on the assessment sheet during the lesson closure.
Affective: Assess their own personal effort and their groups effort by rating themselves and their team
using the assessment tool at the end of class.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES -During the lesson the teacher will:
1. Keep the transitions and instructions smooth and quick in order to maintain a good flow
throughout the lesson. This will help get through those parts more quickly so that there is moretime at the end for them to do the peer teaching.2.
Use good demonstrations and teaching cues as a reference for students when they are doing thepeer teaching
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
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1. Reinforce the concept that when they are assessing their team they are not singling any onestudent out or trying to make them feel bad. The assessment is for the team as a whole and is only
meant to help reflect on the creative process of sequencing their dance moves.2.
REFERENCES :
Song What The Fox Sayused as the song for Ultimate Square Dancing (What the Fox Say by Ylvis)
LESSON PLAN FORM
TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONSEntering the Gym: When the students
enter the gym they will be directed tostand on the lines that they needed to
stand on last week with their teams fromlast week.
Make sure the teams from last week are
being used as the same teams this week.
After the sneaker check is done and allof the students are standing on thecorrect lines, the students will be given
instructions about the instant activitywarm-up, as well as what the objectives
are for the class, which include:1. Perform the dance movements
that they created as well as thedance movements that theylearned from the other three
teams during the UltimateSquare Dancing activity.
2.
Identify the sequence of theircreative dance by placing themin order on the assessment sheet
and writing down how theirteam did on the assessment
sheet during the lesson closure.
3. Assess their own personal effortand their groups effort by
rating themselves and their teamusing the assessment tool at the
end of class.
Introduce Grading System:The
students will learn about the grading
The students (for the
most part)remembered their
teams names and
what their dancemoves were that they
learned last week.
However, it was a loteasier having a list of
the students in each
team and calling them
up team-by-team. Thismade the classroom
management/transition
much smoother.
Mentioning the
assessment at the
beginning of the lessondefinitely gave some of
the students who
normally are off-taskmore of an incentive to
behave themselves and
hold themselves
accountable. Another
thing that came up thatI didnt anticipate
happening was thatteammates were also
holding each other
accountable. If onestudent on their team
was starting to
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system that will be in place for the day.The following criteria will be included:
1. Graded as a teameach teamwill be given an individual
grade. All students will have afactor in the grade but not one
student will impact the entiregroup significantly if there is
poor behavior from one
student.2. Participationthis includes
listening as a team,participation of team whenbeing taught another teams
sequence, and effort of tryingother teams dance moves.
3. Sequencing They have asequence that they created as a
team with one move theycreated as a team (seen in end-of-class assessment)
4. TeachingEveryone had apart to play in teaching otherteams their dance (could be atalker, demonstrator, etc.)
Hopefully the idea that they are beinggraded will give some of the students
who tend to be off-task more of anincentive or reason to pay better
attention and help their group achievesuccess. Make sure to give constantspecific feedback to those who are doing
a great job with working as a team.
Ultimate Square Dancing
Review/Warm Up:The students will beshown their charts and will take 2-3
minutes to review the dance moves thatthey learned last week. They will createa sequence with those moves, and as a
class we will go through the whole song
using those four moves. Once that hasbeen reviewed at least once and thestudents are re-familiarized with thedance and their own moves, they willhave to perform the entire dance usingall locomotor transitions and their made
up dance sequence from last week.
Create More Moves!Students will now
misbehave they would
remind him that theyneeded to listen better
because of the
assessment at the end.
It was awesomewatching these second
graders keep each
other accountableduring this activity.
When the students
were practicing theirdance moves they
needed to be remindedabout how to move
around the perimeter
of the dancing zone. Aquick demonstration
and review of this
should allow for asmoother transition
into the warm up.
This familiarized all ofthe students with the
dance and set the tone
for the remainder ofthe lesson. They were
excited about the idea
of learning new moves
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get the chance to create one more dance
move that is related to their team name.They will also be taught one more dancemove that has a name (such as the other
three from last weeks lesson) with theteacher going around to each team
showing them what that dance movelooks like. Teams will take the next 3-4minutes to create their own new dance
move as well as practice the new movethey were just shown. Once they have
practiced those moves they will have theability to choose any four-movecombination of the six moves they have
learned (2 created, 4 taught) and placethem on the front of the sequence chart.
Teams will get the chance to practicetheir 4-move sequence (this is the last
time they will be creating a sequence)by having the teacher call out a numberand the students responding with the
move that corresponds to that number(ex: 1 = first move in the sequence,etc.)
Transition:Students will get a quick
drink of water and then return to theirteam lines. Tell the students that they
will be teaching the rest of the classtheir sequences in order to combine for
one final dance routine, in which theclass will use every teams sequence 1time each throughout the song.
Demonstration: I will teach the
students (as an example) my dancemoves using the sequence chart that I
made (see visuals attached). I will pointout different techniques for teachingothers, such as:
1. Having someone (or the team)
be a demonstrator and show therest of the class using thatdemonstration.
2.
Have them share the keyname for each move so thatthey can reference them more
easily when they are teachingthem.
3.
Speaking loudly enough for
and were generally
having a lot of fun! Allstudents engaged and
all students were
following a guided
discovery approachfor creating their own
dances.
This typically needed
the most time, butmake sure the students
know the difference
between the two
?????? cards
because they aresymbolic of two
completely differentmoves. As long as
students were aware of
this they were able tounderstand how to
create their finalized
sequence.
Have them place their
cards back on theircones when they are
done (shows teacherthey are ready
teacher can assess
their progress byhaving them
demonstrate the dance
moves in their newsequence)
Compliment theteams/students who
are great about using
demonstrations andspeaking loudly so that
everyone could hear.
Additionally,
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everyone to hear.
Guidelines for the Class: There will bea set list of guidelines that the students
will need to follow in order to besuccessful teachers AND
learners/listeners:1. Respect the person/team that is
presenting by giving them full
attention2. No talking while the other teams
are teaching3. Practice the moves you are
being taught (do not ignore the
teachers/not try)
All four teams will teach each group.After two teams have taught we will
practice them as a class to the music.once every group has gone we willattempt to perform the entire dance
using every teams choreography. Theorder of the dance will be:
1. Ultimate Slide2. Chorus (Pirates)3. Ultimate Gallop
4. Chorus (Red Sox)5. Ultimate Skip
6. (Rock Stars)7.
(Surfers)
Transition:The activity will concludewith the song ending and everyone
doing each others dance moves. Onegroup at a time, each team will transitionto the dismissal line.
Closure:Once students are in line, the
teacher will hand out the Assessment toeach student. They will circle whichteam they were on, write down their
sequence that they made, and then at the
bottom fill out how they thought theireffort was and how they felt theirgroups effort was. Emphasize theimportance of students being honestabout their grades for themselves andtheir teams. This will be the 3rd
component to the grading system for thisunitspecifically, this lesson.
compliment the
students who arelistening politely while
a team is teaching the
class their dance
moves.
Teams LOVED
learning other dance
moves! I think it gave
the students who
wished that they wereon another team the
chance to be a part ofthat team (by
performing their dance
moves). It also forcedall students to pay
close attentionif the
pirates sequence was
being performed, allgroups were
participating whileclosely watching the
pirates to rememberwhat move they had to
do next.
Allow 10 MINUTES
for the assessment.
Distributing thepapers and the pencils
takes a couple
minutes, as does the
process of explainingthe assessments. Make
sure to clarify the
difference betweengrading themselves
and grading their
teammates, and stress
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As the students leave they will hand in
their assessments and writing materialsto the teacher. They will be handed backto them the next day.
listening so that the
teacher doesnt haveto re-explain
themselves constantly
to each group.
All
Informal/Formal
Assessments
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Sequencing Charts (Intro Lesson)
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Sequencing Charts (Bonus Dance Moves)
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Write-Up for Sequencing Charts Assessment
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Name: _______________ _ Room: ________________
1) Which Team were you on? (Circle your team)
2) What was your dance sequence?
First: ___________________________________________
Second: __________________________________________
Third: ___________________________________________
Fourth: __________________________________________
3) On a scale of 1 to 3, how well do you think YOU participated today?
1 2 3(Didnt really at all) (Only some of the time) (Participated the whole time)
4) One a scale of 1 to 3, how well do you think your TEAM participated
today?
1 2 3(Didnt really at all) (Only some of the time) (Participated the whole time)
Write-Up for Grading Assessment (Lesson 4)
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The students did an incredible job with this assessment. Having not really had the
opportunity to give these students a pencil/paper assessment, I was nervous that they would
have trouble translating their knowledge and understanding of how to sequence a dance onto
the written assessment. To my surprise and delight, however, they were all able to successfully
complete the assessment individually. Additionally, I noticed that several groups helped eachother out if any of their teammates had a question or was confused by a question. This
collaboration was something that I was hoping for during the actual activity, not necessarily
something that I would observe during the completion of the assessment. They were all able to
give themselves and give their team participation grades that, based off their answers, were
honest and fair grades. For example, one team from a second grade class had a student who
wasnt participating during the entire activity. As a result, one teammates gave her whole team
a 3 (best possible grade) but noted that particular student should receive a 1.
This feedback prompted me to want to make one change to the assessment in the
future. I would want to add a section on the back of the paper with a Comments section. This
section would be for students to write down anything they want toit could be about whether
or not they liked the lesson, if they felt that there was one person on their team not
participating (like the example above), or if they have any other feedback. While I dont think it
would be very detailed, I do think that it might provide me with small chunks of feedback that I
could use to make the lesson or the assessment even better for future classes. Another possible
adjustment could be to make a simpler version of the assessment for students who have a
learning/reading-writing disability such as Autism or dyslexia. This would allow every student
the chance to communicate their understanding of the lesson without excluding anyone.
Overall, I felt that this assessment yielded the results that I had hoped for. My intention
behind this assessment was to make sure that students 1) had an understanding of what a
sequence was and how to write down their dance moves in a sequence, 2) create their own
dance move and give it a creative name, and 3) were able to assess their individual participation
and their teams participation. After looking over all of the assessments from each class, it was
clear to me that they had that understanding and then some.
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Unit Evaluation Grading Form*The following grading form is a reflection of the four-week unit plan with the
majority of the weight on the individual/team participation and the Grading
Assessment. The grading Assessment provides the teacher with knowledge of
the students ability to identify what a sequence is and how to create one, which
is a theme for the last three lessons.
Participation (Individual)30% of final grade (Pulled from WK 1-4)
Students graded on individual participation during 4 weeks via a 1-3 scale,
with 1 = not at all, 2 = some of the time, and 3 = participating the whole
time
Participation (Team)30% of final grade (Pulled from WK 3-4)
Students graded as a team from the last two lessons using the Grading
Assessment worksheet completed at the end of the unit (same scoring as
was used for individual participation).
Comprehension of Sequencing10% of final grade (pulled from WK 2-4)
Students graded on their ability to identify what a sequence is and what the
beginning, middle, and end is of a dance (0 = did not understand, 1 =
somewhat understood, 3 = fully understood)
Ability to Sequence a Dance30% of final grade (Pulled from WK 3-4)
Students graded on their Sequencing Charts and their Grading Assessments
that are turned in at the end of the unit. Teacher can use these to see that
students were able to (as a team) create their own dance sequence.
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References
SPARK-Folio Physical Education Binder: Dance (Hawaiian Roller Coaster Ride)
Fitzpatrick, B. (2009-2010). Authentic Assessment Practices to Enhance Student Learning in
PHYSICAL EDUCATION (Grades K-8).
Dueling Banjos by Scott McDowell (2009, April 23) retrieved from PE Universe(2014,
September 27) from http://www.peuniverse.com/Videos/detail.cfm?post_id=643
Bennett, J., & Riemer, P. (1995).Rhythmic activities and dance. Champaign, IL: Human
Kinetics.
Cone, T. (1994). Teaching children dance: Becoming a master teacher. Champaign, IL: Human
Kinetics.