Dance Unit Plan

8/10/2019 Dance Unit Plan

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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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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.



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.



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.


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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NAME: Scott Newman DATE: October 5-9, 2014 TIME: 45 minutes


FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:2

ndGrade


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.



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.


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.


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


23/38

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


24/38

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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NAME: Scott Newman DATE: October 14-17, 2014 TIME: 45 minutes


FACILITIES: MB Gymnasium CLASS SIZE:20-25 GRADE:2

ndGrade


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.



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.



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


in this class?


26/38

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


27/38

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


28/38

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,


29/38

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


30/38

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


31/38

Sequencing Charts (Intro Lesson)


32/38

Sequencing Charts (Bonus Dance Moves)


33/38

Write-Up for Sequencing Charts Assessment


34/38


35/38

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)


36/38

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.


37/38

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.


38/38

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.

Documents

Dance Unit Plan