Myken Carew Robert Thirsk High School

Grade: 10, 11, 12 Lesson/Unit: Social Dance Date: Nov 18 – Nov 26

Goal Active
Basic Application Functional Body Well- Communi- Fair Leader- Team- Effort Safety Setting/ Living
Skills of Fitness Image being cation Play ship work Personal in the
Skills Challenge Community
A10 – 8 C10 – 4 D10 – 3
A20 – 8 C20 – 4 D20 – 3
A30 – 8 C30 – 4 D30 – 3
A10 – 9
A20 – 9
A30 – 9

Lesson Outcomes Equipment Before Class Setup

 Students will demonstrate the basic
steps of the 2 step.
 Students will take on leadership and
followership roles while actively
participating in the activities.
 Students will demonstrate active
listening and participation
throughout each of the activities.
 Proper physical education attire (for
this class they are not expected to
change out) not wearing crop tops or
extremely short bottoms.
 Stereo system
 Microphone
 Making sure the music is connected
and appropriate for the style of
dance.
 Make sure appropriate songs are
downloaded prior.

Attendance  Have students come into the gym place their things on the side, remind them that they are not allowed their
phones and head phones, or they will be taken away.
 Have students check in with their home group teachers for attendance.
- This module is team taught so there are 3 other teachers who will be present to help with classroom
management, helping with demonstrations, and helping with feedback and corrections for the students.
 After attendance have students make 3-5 lines in the gym depending on the amount of students

Warm – Up  Go through 2 separate dances the students are familiar with to warm up.
- Cadillac Ranch Line Dance – song: Cadillac Ranch (Nitty Gritty Dirt Band)
-For this dance students will remain in their lines and a teacher will begin to lead and then filter around the
gym and help if needed.
- Patty Cake Polka – Patty Cake Polka Song (Oktoberfest)
-Have students freeze where they are after the first dance, and then instruct the men (or whoever feels most
comfortable being a lead) to move to make a circle around the outside of he gym, then have the ladies fill in
as their partners.
-Go through the steps of the dance again as review if needed.
-It will be important to get everyone involved so that everyone has a partner (there are more boys then girls
have them pair up and they will be able to rotate in)
Introduction  When the song ends have the students sit down where they are at, to go over the plan for the day and the
initial steps the will be learning in the 2 step.
 Ladies back is always to the line of dance.
 Faster on the outside, slower on the inside.
Songs To Be  A Good Run of Bad Luck (Clint Black), It’s 5’O’Clock Somewhere (Jimmy Buffett), Come on Over
Tonight (Brad Paisley), Snapback (Old Dominion), Stay A Little Longer (Brothers Osborne), That Look
Used (Aaron Watson), Heart Ache on the Dance Floor (Jon Pardi), Play it Again (Luke Bryan), Make Me Wanna
(Thomas Rhett), Why Don’t We Just Dance (Josh Turner), Fishing in the Dark (Nitty Gritty Dirt Band), Do
I Make you Wanna (Billy Currington), Stay a Little Longer (Brothers Osborne), Die a Happy Man (Thomas
Rhett)
Myken Carew Robert Thirsk High School
Learning  Teach the students the basic steps of 2 step (slow, slow, quick, quick) through first providing a
demonstration. (Have another teacher, or student if they know how, provide the demonstration with me).
Activity #1: - Leaders left foot first, Followers right foot first.
Basic 2 Step - Hands – Leaders left to followers right (about nose height), leaders right on follower’s shoulder blade,
flowers on leader’s shoulder (seam of shirt), elbows touch. Hands may also be in open position, as this is
Steps more comfortable for many of the students.
- Leaders, think if you had a tie on it would be in line with the follower’s right hand shoulder.
 Have students learn their partner’s names before they began dancing (make sure to ask as I go around if they
know their partner’s names).
 Then have the students remain in their circle, only moving counter clock wise, go through the basic steps
with their partner.
- They will first practice without music counting out the steps of the dance (slow, slow, quick, quick).
- Faster dancers on the outside, slower dancers on the inside.
 Remaining in the circle have students rotate one partner to the left.
 Go through this rotation 3 times before turning on the music, quick switches so that the students get the hang
of it with different partners.
 Start with a slow song: Stay a Little Longer (Brothers Osborne), Die a Happy Man (Thomas Rhett).
Teaching  Have the students remain in the circle throughout the duration of the dance so that I am able to see them all
as they move around the room, and for demonstrations to be able to be done in the centre so all students are
Strategies able to see without any issues. This is also beneficial to have them rotate through partners with ease, and
have them learn one another’s names.
 For those students who gender identify as either male or female respectively, have the opportunity to choose
whether they would like to lead or follow as part of the circle from the beginning.
 Use direct instruction when providing students with demonstrations so they are both able to see and hear
what it should look like before executing the moves themselves. Call out the moves for the students and
what they are intended to do, if necessary (ex. When to turn) this can aid in injury prevention, ensuing
students don’t run into one another.
 Group learning: Students will have the opportunity to work together in multiple different partner
combinations and receive peer feedback towards improvement. This also provides the opportunity to walk
around and provide the students with specific feedback throughout the practice.
*These strategies will be used throughout the duration of the class*

Learning  Have the students rotate one partner then sit down (or stand in a manner they can all turn and face to see the
center) where the demonstration will happen to learn the next step to the dance.
Activity #2:  Teach the students the steps to an inside right turn.
Right Turn - Start facing one another the leader then pushes the follower to the right under the arch.
 Introduce yourself to your partner then began to dance.
 Songs: Make Me Wanna (Thomas Rhett), Snapback (Old Dominion), Play it Again (Luke Bryan). May not
use all of these.

Learning  Have the students rotate one partner then sit down (or stand in a manner they can all turn and face to see the
center) where the demonstration will happen to learn the next step to the dance.
Activity #:3  Teach the students the steps to the wrap. (have learnt the movements to this step as part of the jive)
The Wrap - Leader turns the follower as though they are going to go to the left, but continue to hold hands throughout.
- To get out the leader can turn their partner out by letting go of their right hand and pushing their hip out, or
push the follower’s hands back having them go under their arms (ending up behind them in a twisted
position) to get back to normal they right turn their partner (until the lady is back in front of them).
 Introduce yourself to your partner and begin to dance.
 Call out when to turn do the wrap to begin with (if students require this, some may be more confidant that
than others.
 Songs: Fishing in the Dark (Nitty Gritty Dirt Band)

Learning  Have the students rotate one partner then sit down (or stand in a manner they can all turn and face to see the
center) where the demonstration will happen to learn the next step to the dance.
Activity #:4  Teach the students the steps to the sweetheart.
Sweetheart - It begins the same as a right turn at the start but the leader switches hands at the top to finish both facing the
same way, and holding right hand to right, and left to left.
- They continue from here in basic step, and you can then send the follower out letting go of their hands for a
right or left turn back to the basic step, or have the follower right turn to the around the back (second half of
the dish rag).
 Introduce yourself to your partner and begin to dance.
 Call out when to turn do the sweetheart to begin with (if students require this, some may be more confidant
that than others.
 Song: Why Don’t We Just Dance (Josh Turner)
Myken Carew Robert Thirsk High School

Learning  Have the students rotate one partner then sit down (or stand in a manner they can all turn and face to see the
center) where the demonstration will happen to learn the next step to the dance.
Activity #:5 - The leader pulls the follower in to sweetheart position, then from here leader lets go of their right hand, pull
Sweetheart to left hand across their body, when the follower gets to the middle you pull their left had down to your waist
and the leader switches hands.
the Wrap - The follower at this time has their right arm bent above their left arm.
 Introduce yourself to your partner and begin to dance.
 Call out when to turn do the moves to begin with (if students require this, some may be more confidant that
than others.
 Songs: Do I Make you Wanna (Billy Currington), Come on Over Tonight (Brad Paisley)

Learning  Have the students rotate one partner then sit down (or stand in a manner they can all turn and face to see the
center) where the demonstration will happen to learn the next step to the dance.
Activity #:6  Teach the students the steps to the octopus (students have previously done these steps in the jive).
The Octopus - Leader lets go of the followers left hand, then places their right hand behind their back for the follower to
pick up.
(May not get - Then the leader turns the lady under his right arm then he goes under her left arm.
to this step) - Once here the follower then can right turn the follower back into basic position.
 Song: That Look (Aaron Watson)

Cool – Down  Have the students return to their lines to do the YMCA Dance.
 Song: YMCA (The Village People).
& Closure  Remind students that there is no school on Friday, and Monday we will be dancing again.