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P.E. DANCE UNIT Unit Title: Dance Line Dancing Name: Aman$a %arlatt &ub'ect(s": Number of Lessons: 8 P.E.

. ( Dance Time: (in ee!s" )ra$e(s": # *

+ationale: This unit is important as it introduces dance as a part of Physical Education. Students become more familiar with their body and its movements while practicing non-locomotor and locomotor movements and being physically active. ,-er-ie : In this unit, students learn a 3 count line dance that teaches them how to count beats in music and move with those beats. They practice various non-locomotor and locomotor movement s!ills and use these s!ills to create a uni"ue line dance with varying levels and directions. Students also practice moving to different rhythms, tempi, pathways and in various dynamics. Prescribe$ Learning ,utcomes from I+Ps: Physical Education # demonstrate proper techni"ue for performing specific locomotor movement s!ills including but not limited to the following$ running %ump leap #& perform selected non-locomotor and locomotor movement s!ills in se"uence '( demonstrate safe behaviours while participating in a variety of physical activities ' demonstrate respect and encouragement for others during a variety of types of physical activity Dance ) create movement se"uences based on patterns, stories, and themes #( move safely in both personal space and general space during dance activities # move using a variety of levels, pathways, dynamics, and directions #3 move in time to a variety of rhythms, metres, and tempi '( compare similarities and differences among dances *( demonstrate willingness to rehearse and perform dance Prere.uisite Conce/ts an$ &!ills: -Students should be familiar with basic movement s!ills such as throwing and catching. Teac0er Pre/aration +e.uire$: -)c"uire all music needed + ,ey #aby -'ra.y /rog0, #rahm1s ,ungarian *ance Song, songs with varying tempi2dynamics -#e sure that all e"uipment needed is accessible -3optional$ show students a video of a line dance in the classroom Cross1Curricular Connections:
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-This unit is cross curricular between P.E. and *ance E4tensions to Unit: -This unit could be e7tended into Social Studies by having students study different cultural dances and practicing them in P.E. -)n e7tension to 8ath could be made by incorporating the language used counting beats into problem solving. Uni-ersal Design for Learning (UDL" an$ Differentiate$ Instruction (DI": Remedial: Providing scarves provides support for students with limited mobility. /or some of the more difficult dance steps, students could be given an alternate move$ slide rather than grapevine, %umping %ac!s rather than crisscross %umps, etc. Gifted: Students who pic! up the dance moves "uic!ly can be invited to thin! of and incorporate a different dance move during a certain count2spot in the song. Students could be encouraged to create their own line dance to teach to the class. Learning Disabilities: Students with learning disabilities can be supported by having the dance moves posted on poster board somewhere they can see to refer to while learning the dance. +esources: -,ey #aby line dance idea$ http$22www.pecentral.org29essonIdeas2:iew9esson.asp;I*<=5 3>.?r3%pb@liSr -Aame ideas$ http$22www.ehow.com2list4B3=C(=B4pe-rhythm-activities-balls.html -'* Player Dverview of 9essons$
Lesson 5 an$ Title (time in minutes" PL,s in lesson (a" Instructio nal ,b'ecti-es (b" Teac0ing &trategies Lesson Acti-ities Assessment &trategies %aterials (&/ecific to T0is Lesson"

9($ Intro to moves &6mins

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(a" &67AT: -accurately perform the grapevine, march, and crisscross %ump movements (b" -Ehole class discussion -*emonstration

6arm1u/: -Students enter gym and run center circle.

laps before sitting on the

Discussion: -*iscuss with students what they !now about dance -music, rhythm, beat, choreograph, types of dance, etc.0 -)s! students if anyone has done a line dance before; )s! someone who has what a line dance is2why it is called a line dance. -)s! volunteers to show some line dancing FmovesG. Demonstration8Practice: -Arapevine$ *emonstrate grapevine. ,ave students %oin in performing the grapevine bac! and forth. )llow

Assessment for learning -Students will be assessed using obser-ation on their ability to perform the grapevine, march, and crisscross %ump movements.

-none

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students to continue while you ma!e corrections where needed. -Hepeat for marching, and then for crisscross %umps. Dance Tag: -'hoose -3 students to be FitG. -Ehen tagged, students march in place until another saves them. -To FsaveG$ students stand face to face and do & crisscross %umps together. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps before sitting on the center circle. Discussion: -*iscuss with the class what they !now about rhythm -pattern, beats, repetitive, etc.0 -,ave a few students volunteer to clap a rhythm for everyone to repeat. &tella &tella ,la: -,ave students clap with you the rhythm while you -and anyone who !nows it0 sing the song. -In a circle, have students layer their hands with those ne7t to them -right hands on top, left hands underneath0. -Ehile the song sings, have student clap the person to their left1s hand to the rhythm that you established. -The last person whose hand is clapped moves to the middle and play again. -Dnce there are enough students in the middle, they can start a new circle to clap too. -Speed up and slow down the tempo for each round. 7eat +ela9 )ame: -In & teams, students play a game where they ta!e steps to the beat and throw the ball every four beats. Students move around cones to perform FlapsG, the team with the
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9 $ Hhythm2# eat &6mins

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(a" &67AT: -demonstrate ability to follow a rhythm2beat by clapping and by throwing a ball in a group (b" -Ehole 'lass *iscussion -Aame

Assessment for learning -Students will be assessed using obser-ation on their ability to follow the clapping beat in Stella Stella Dla game and their ability to march and toss the ball in time with the music in the #eat Helay Aame.

-C cones -& sponge balls

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93$ 8oving to 8usic &6mins

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(a" &67AT: -move to various tempi and in various dynamics to music (b" -8ovement -Aame

most laps scored at the end wins. -*ropping the ball or falling out of rhythm means starting over from the home base. -See lesson plan for more information. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps of the gym. -,ave students get a scarf and find their own space in the gym. :reest9le it0 &car-es: -Turn on #rahm1s ,ungarian *ance -or other song that has varying tempi0 -,ave students move2dance to the music with their scarves, changing their speeds to match the tempo of the song. &tatues: -,ave students move freely to the music. -Ehen the music stops, students must free.e in their last position resembling a statue. -'hange the re"uirements of the dance each time you start -eg$ dance li!e you1re in space, you1re a sea creature, you1re popcorn, you1re in fast forward, you1re a falling leaf, etc.0 -'ontinue for several rounds.

Assessment for learning -Students will be assessed using obser-ation on their ability to move to fast and slow tempi in /reestyle and to move imagining they are in different situations during Statues.

-'lass set of scarves -'* Player -#rahm1s ,ungarian *ance Song -:arious songs to dance to -with various tempi0

9&$ Song steps

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(a" &67AT: -accurately perform various

:ree;e Tag: -'hoose -3 students to be FitG. -Ehen tagged, students must free.e with their arms spread out until another saves them. -To save, students must run under the arms of a Ffro.enG student. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: Assessment for learning -Students enter gym and run laps before sitting on the -Students will be assessed center circle. using obser-ation on their

-'lass set of scarves -'* Player -,ey #aby song


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dance steps in se"uence -move safely in personal space using various levels and directions (b" -*emonstration -8ovement

Teac0ing &te/s to <e9 7ab9 Line Dance: -,ave students line up in -3 lines, staggered so you can see everyone. ,and out scarves. -Eithout music, in C ct sections, perform dance moves once, then have students %oin. :erbali.ing the counts. -Hepeat for nd section, then start from the beginning and run through both C counts. -*o the same after 3rd and &th sections. 33See 9esson Plan for *ance steps33 Cross t0e +i-er: -'hoose one student to be FitG and have them stand in the middle of the gym, while the rest of the students go to one end of the gym. -Ehen you say AD, students try to get across the gym without being tagged. -Students who get tagged become FitG too, and try to tag others as they try to get by. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps before sitting on the center circle. Practice Dance: -,ave students line up in -3 lines, staggered so you can see everyone. ,and out scarves. -Perform the dance (- times through without music. Dance it0 %usic: -Play ,ey #aby song and have students count and clap the beats with you -C cts0 until they seem to have the rhythm. -Tell students we are going to count to C twice before starting the moves. -Turn music on, perform dance with students at first, using cue words to guide them, then brea!ing off to observe and correct.

ability to perform each dance step -Students will be assessed using obser-ation on their ability to move safely while learning dance steps using different levels and directions.

95$ *ance with 8usic &6 mins

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(a" &67AT: -perform the ,ey #aby line dance accurately and safely to music (b" -9eading -8ovement

Assessment of learning -Students will be assessed using obser-ation and anec$otal notes on their ability to move safely and accurately using various levels and directions

-'lass set of scarves -'* Player -,ey #aby song

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-'ontinue until they are facing the front again -5 times through0 or until the song is over. -If you have time, do the dance again. Crab1:rog1<orse: -'rabs do the crab wal!, frogs hop on all fours, horses gallop. -)ll students start as crabs. -Ehile the music plays, students move around the gym as their animal. Ehen the music stops, students "uic!ly find another of the same animal and play roc!-paperscissors. -The winner moves up an animal, the loser moves down -'rab$ win< frog, lose<crabI /rog$ win<horse, lose<crabI ,orse$ win<horse, lose<frog0 -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps -,ave students line up on the lines for the line dance. -,and out scarves -*o ,ey #aby line dance Discussion: -*iscuss with the class components of a line dance, using the ,ey #aby line dance as an e7ample. i.e. levels -high, medium, low0, directions -left, right, front, bac!, diagonal0. -,ave a few students demonstrate e7amples of moves for each of the components. -E7plain that students will be creating their own 3 count line dance in groups. They must have 3 counts, at least & different moves, and use different levels and directions. )rou/s: -)llow students to choose their own groups of -&. -Students get into their groups and discuss2practice what they could do for their line dance.
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9B$ 'reate *-) your Dwn *-*( 9ine *ance &6mins

(a" &67AT: -create a movement se"uence based on patterns and demonstrate willingness to rehearse and perform their dance (b" -Ehole class discussion -group wor! -rehearsal

Assessment for learning -Students will be assessed using obser-ation on their ability to create2prepare a uni"ue line dance with a group.

-'lass set of scarves -'* Player -,ey #aby song

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-Teacher rotates and provides assistance2support where needed. ?ac! ( ?ill :rost Tag: -'hoose students to be Jac! and Jill /rost -FitG0 and 3 students to be the FSnow )ngelsG. Aive a bean bag -or pinnie0 to each snow angel. -Jac! and Jill try to tag students and turn them into FSnowmenG -free.e0. Snow )ngels cannot be tagged. -Snow )ngels give Snowmen the bean bag to unfree.e them and become tag-able. Snowmen become Snow )ngels when they are unfro.en. -Play for a few minutes and then switch Jac! and Jill. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps -,ave students line up on the lines for the line dance. -,and out scarves -*o ,ey #aby line dance

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(a" &67AT: -perform a se"uence of movements that they created in a group, including varying levels and )rou/s: directions -Aroups have time to practice2prepare for their line dance. (b" -Teacher rotates to provide support where needed. -group wor! -performances Performances: -Aroups ta!e turns performing their line dances for the class. They must have 3 counts, at least & different moves, and use varying levels and directions. &tu$ent C0oice )ame: -Students choose a game to play -not dodgeballL playing that ne7t class0. If there are a few different games wanted, ta!e a vote. -If you cannot come to an agreement, play Aiants, Elves, and Ei.ards$ )iant - Tip-toes, raise hands above head, curl

Assessment of learning -Student groups will be assessed using a #1/oint rubric on their created dance. They will be evaluated based on use of levels and directions, the number of different moves, if they have 3 counts, and the overall synchroni.ation of the dance. Assessment as Learning -Students will be assessed using self1assessment on their demonstration of respect and encouragement for others in their group and while watching others perform.

-'lass set of scarves -'* Player -,ey #aby song -E"uipment for student game

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fingers, growling sounds 6i;ar$ - 'rouch slightly, wave and point a magic wand, shouting M!a.aamNM Elf - Dn haunches, hands cupped for big ears, shrill screeching noises -Teach these and ta!e a moment calling out different characters to ma!e sure everyone !nows what to do. -Split into teams. Teams secretly discuss what they will be that round, then line up facing each other. -Teacher counts (, , 3 and teams show their character by acting as above. )iant wins by Os"uishingO an Elf Elf wins by OoutwittingO a Ei.ard 6i;ar$ wins by O.appingO a Aiant

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(a" &67AT: -demonstrate safe practices while playing *odgeball -verbali.e something that they have learned about dance over the last month. (b" -game -whip around

-Play until time is up. -,ave students line up by the door preparing to go bac! to class. 6arm1u/: -Students enter gym and run laps before sitting on the center circle. Dr. Do$ge 7all: -#riefly discuss rules for the game$ Students are divided into two teams. B dodgeballs are placed on the center line Each time lines up against the wall of their respective side. ) M*octorM is chosen secretly for each team. ) player is out when they are hit by the ball thrown by an opposing team member or if they step across the dividing line. Ehen a player is out they sit down immediately at the location where they are hit. The doctor can then come and rescue them by pulling them bac! to the wall. If the doctor is hit then that team no longer can have any team members revived.

Assessment of learning -Students will be assessed using obser-ation on their ability to safely and fairly play *odgeball -Students will be assessed using anec$otal notes on their statement of what they1ve learned about dance.

-B dodgeballs

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Closure: -,ave students line up by the door preparing to go bac! to class. -Ehile in line, discuss the following "uestions$ Ehy is a line dance called a line dance; ,ow is it different from other !inds of dances; Ehat are some components of a dance; -levels, directions0 ,ow many beats do we normally count; -C0 -Students must each tell you one thing they learned about dance before they may go bac! to class. +eflections8+e-isions (if necessar9A continue on se/arate s0eet":

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Unit Plan Tem/late The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific sub%ect areas and modified as students gain e7perience in each practicum. The attached sample template should be used as a basic outline. The space re"uired for each heading in the template will vary and should be ad%usted as needed. The template is available on the TH?-#achelor of Education + Practica website in electronic form at http$22www.tru.ca2hse2programs2bed2practica2plans.html It is important that all areas re"uired in the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit. +ationale: Ehy are you teaching this unit; ,-er-ie $ Include a brief statement of the conte7t and structure of the unit describing the ma%or concepts, s!ills and2or understandings. Prescribe$ Learning ,utcomes: The Integrated Hesources Pac!ages -IHPs0 define what students should learn in each curricular sub%ect by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of #ritish 'olumbia. Pour unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the ob%ectives in the specific lessons are based. )ssign each learning outcome a number to be used in the FOverview of LessonsG. Prere.uisite Conce/ts an$ &!ills: 'oncepts to be covered and s!ills to be taught before the unit can begin. Teac0er Pre/aration +e.uire$: *escribe the preparations you need to ma!e prior to presenting the unit. *o you need to involve other people in the planning, such as the librarian; )re there materials to be gathered and websites to chec!; Cross1Curricular Connections: Ehat other curricular areas will be addressed in the unit; If prescribed learning outcomes from other sub%ects are specifically assessed, include these outcomes in this part of your unit plan. E4tensions to Unit: 'onsider the following "uestions$ Ehat activities might you add to the unit to e7tend and2or enrich student understanding; *o you have more than one method available as a Plan #; Uni-ersal Design for Learning (UDL" an$ Differentiate$ Instruction (DI": ?*9 includes$ Multi le means of re resentation! Multi le means of e" ression! and# Multi le means of engagement$ *I is the process of ensuring that a student1s readiness level, interests, and preferred mode of learning are recogni.ed. %eachers can differentiate instruction in four ways: content# rocess# roduct# and# learning environment based on the individual learner$ ,ow will you accommodate your diverse learners; 'onsider learning styles and multiple intelligences. Ehat are the individual needs within this classroom and how will you accommodate them; Ehat are the adaptations and modifications needed for students with Individual Education Plans -IEPs0; +esources: 9ist resources used in the unit2lessons and, if necessary, where they can be obtained. )lso list the technology re"uired. ,-er-ie of Lessons: *escribe the !ey elements of each lesson in a way that is easily e7panded into a detailed lesson plan. If using the ?nit Plan Template -electronic version0 add as many rows as there are lessons and e7pand the si.e of the bo7es as needed. /irst record the lesson number, title and length of the lesson in minutes, then list, by number, the Prescribed 9earning Dutcomes that are specifically addressed in the lesson. #riefly outline the ma%or F&nstructional Ob'ectives ()*+A%,-# %eaching )trategies (a few words-# Lesson Activities (sufficient detail to enable another teacher to teach the unit-# Assessment )trategies (include the strategy . the /0ow1 and the /*hat1 you will be assessing-# and Materials1 needed for the lesson. +eflections an$ +e-isions: )s you teach and wor! through the unit with the students, record any changes you ma!e as wor! progresses. )t the end of the unit reflect and record successes and any modifications you might ma!e when you teach the unit again.

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