Rachel Richards

Dance Unit Plan- Active Living

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

Lesson 1- Dance Through the Decades

Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:
A10-3 Basic Skills- Nonlocomotor
1. Demonstrate ability to learn Observation (F)
A10-8 principles of dance to choreography
improve performance
2. Apply skills learned from
choreographed d

LEARNING RESOURCES CONSULTED

Resource #1:

INSTRUCTIONAL STRATEGIES
Direct Instruction

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
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.

Body (55 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: The 8 Count & Rhythm (25 minutes)

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

**Ask Michaela for ideas and advice on teaching this **

Learning Activity #2: Dance Through the Decades (30 minutes)

These mini dances are meant to help them understand using 8 counts to
memorize a dance.

Teach two-three 8 counts of each type of dance to students. (Easy to hardest)

70s- Disco (10 minutes)

Song: Night Fever by the Beegees

1 x 8 (1-4) Roll your arms and spin to the right

(5-8) John Travolta
2 x 8- Repeat going the other way
3 x 8 Thumbs up, 1 and 1 then 2 (hard to type- must show)
4 x 8 Repeat

90s- MC Hammer (10 minutes)

Song: U Cant Touch This

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

2 x 8 - (1-4) Hammer stammer to the right

(5-8) Jump- cross legs x 2

3 x 8 Repeat going in the other direction

80s- Michael Jackson (10 minutes)

Song: Beat It

1 x 8 Step forward (hold imaginary hat) and snap to the beat

2 x 8 - (1-2) Legs together, alternating hands over head
(3-4) Sam leg goes out with arm as it goes over head
(5-6) Push arms in front of you facing the left and snap. Bring arms
back to hips between snaps
(7-8) repeat
3 x 8- (1) Jump right leg over left and throw arms out
(2) Spin and out arms by your side
(3-4) Repeat until facing forward again
(5-8) Keep right elbow at right hip and snap out moving hip as you go.

Closure (2 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
If you are confused about the 8 count thing, please stay after class
with me and Ill walk you through it once more.
Rachel Richards
Dance Unit Plan- Active Living

Tomorrow we will learn the choreographed dance for the skills test.
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Rachel Richards
Dance Unit Plan- Active Living

Lesson 2- Learning Choreography

Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

A10-3 Basic Skills- Nonlocomotor 1. Understand that in dancing, an 8 Observation (F)

count is used to mark time.
A10-8 principles of dance to
2. Execute a few simple dance moves
improve performance demonstrating an understanding of
the 8 count concept

C10-1 communicate thoughts &

feelings in respectful manner 3. Support each other in learning the Observation (F)
related to physical activity choreography in their working groups

LEARNING RESOURCES CONSULTED

Resource #1:

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

Body (55 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: Warm Up Dance (5 minutes)

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.

Learning Activity #2: Circle Dance (10 minutes)

- In groups of 4, numbers yourselves off 1-4
Rachel Richards
Dance Unit Plan- Active Living

- Person 1 will create a dance move for 1 count of 8

- Person 2 will copy the dance move and add a new move for 1 count of
8
- Person 3 will copy the two dance moves before and then add a new
move for 1 count of 8
- It continues until someone cant remember the choreography. If they
cant remember, they have a seat and clap to the count of 8 with the
music.
Learning Activity #3: Class Choreography (45 minutes)

Teach the class 8 8 count hip hop dance.

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.

Closure (2 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Tomorrow we will review this dance and you will work in groups to
create your own choreography.

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Rachel Richards
Dance Unit Plan- Active Living

Lesson 3- Creating Choreography

Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

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

C10-1 communicate thoughts &

feelings in respectful manner 3. Support each other in learning the Observation (F)
related to physical activity choreography in their working groups

C10-5 develop and apply

practices that contribute to
teamwork
LEARNING RESOURCES CONSULTED
Resource #1:

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

Body (55 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: Warm Up Dance (5 minutes)

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.

Learning Activity #2: Chicken Dance Warm Up (5 minutes)

Rachel Richards
Dance Unit Plan- Active Living

Learning Activity #3: Review Class Choreography (15 minutes)

Walk through class choreography 2-3 times slowly without music

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.

Learning Activity #4: Creating Choreography (30 minutes)

Allow groups of 3-4 max. Hand out paper and pencils so they can write out their
choreography if they want to.
Let them begin work on their dance.

Closure (2 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Tomorrow you will perform the full dance as a skills test. Its a short
class, so get here on time so we can start right away. I will be in the
gym 15 minutes early in case anyone wants to come in early to
practice with their group.

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives:

Rachel Richards
Dance Unit Plan- Active Living

Lesson 4- Performance & Skill Testing

Unit: Dance Lesson Duration: 60 minutes

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:

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.

C10-5 develop and apply

practices that contribute to
teamwork
LEARNING RESOURCES CONSULTED
Resource #1:

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

Body (35 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner
Considerations: Transitions

Learning Activity #1: Warm Up Dance (5 minutes)

Observation (S)
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. Peer Evaluation (F)
Learning Activity #2: Performances (30 minutes)
- Each group dances twice
Rachel Richards
Dance Unit Plan- Active Living

- Presentations done in the centre of the gym

- Dance recorded for grading against rubric
- A different peer evaluator is selected per group (without the group
knowing)
- Criteria based on being in time with the music, choreography, effort,
engagement in dance

Closure (4 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Students fill out self evaluation forms about the unit.
Self Evaluation (S)
ASK: Do any of them want their recordings emailed to them? If so,
give me your email address.

Lesson Reflections (After you teach):

What went well:

What can be improved upon:

Describe how the students met your lesson objectives: