CANADA’ S BEST

DANCE CREW Grade: 7

Unit: Dance
Dates: March 4 – March 12
Kelsey Shoults
 INTRODUCTION/RATIONALE

This unit gives students an opportunity to explore movement through engaging in different styles of dance. Students will have

the opportunity to be exposed to line dances, folk dances and creative dance. Through this unit students will gain a broader

understanding of how dance can create unity within the community, while also developing fundamental movement skills. They will

explore multiple elements of dance including how to be respectful and partake in positive behaviors individually and with others.

Students will also explore how the roles of leadership and followership are demonstrated in various aspects of dance. Students will be

using their creativity to choreograph a dance that they will be performing (in person, or on video) for the class and the panel of judges

on the final day of the unit. By experiencing various dance styles students will be able to explain how the fundamental movement

skills we use in dance can be transferred to other areas of physical activity which will help them stay active for life.

The purpose of this unit is to allow students to experience and learn about different forms of dance in a safe environment

which allows them to be successful. The intention of this unit is to foster an accepting and inclusive environment for students while

also building community within the classroom. During the course of the unit students will be exposed to direct instruction, peer

teaching, cooperative learning as well as the sports education model. By incorporating various teaching styles all students learning

styles should be accommodated for. Allowing students to work in small groups, and big groups it will help foster a sense of

community and contribute to the creation of a safe learning environment. The groups will give the students opportunities to both be
leaders and followers while also displaying positive and respectful behaviors. Since the music that will be used is relevant to these

students lives it will help contribute to their motivation for participating. Students motivation increases with competition as well as

having freedom and choice of their learning. Success is a huge contributor to student motivation which is why we will start each

lesson with something they can succeed in.

Students will be assessed formatively through observation. The observation checklist will include anecdotal notes and a

checklist on attendance including proper attire, willingness to participate, and cooperation. By including the observation checklist,

students will clearly understand the expectations for this unit. They also need to attend classes and be involved in the group

presentation, in order for the group to succeed. Students will be completing daily self-assessments which they will reflect on their

participation for the day including how they feel they were able to demonstrate positive and respectful behaviors as well as their skills

for that day. For the group-assessment, they will have goals that they will be aiming to reach by the end of the classes and once the

class is complete, they reflect on their work throughout the class and whether or not they reached their goal. The journaling will help

with monitoring their work and staying on task during their preparation classes. The panel of judges will evaluate each group’s dance

and will be looking for participation from all group members, diverse dance movements, appropriate music and costumes. Once

students have completed their dance, they will complete a final self-evaluation on their performance, effort and behavior during their

performance and planning.

Grade: 7 Unit: Dance Dates: March 4th – March 12th

 Equipment/
Date Planned Key Questions related Instructional
Lesson Title GLO’s SLO’s Assessment Learning Activities Safety Resources/ Motivation
to Teach to this Lesson Strategies
Technology
 Explain unit expectations and assessment. Go
Proper clothing and
through each day briefly with forms of assessment
footwear
being used.
Be aware of your
What is respect? Discussion about respect and roles in dance. Expectations
surrounding
established to
environment including
How will we Rhythm activities: begin with
other groups
demonstrate respect Discuss counts of 8.
during this unit? Can students find the rhythm and beat. Head nods Stereo Use music as a
Introduction Keep body under
and bobs or claps. (Sitting) cue
Wednesday to C7-6 control Direct
Observation Why is movement Students will pair up and come up with a quick Cups
March 4, Dance/Rhyth C instruction
important? dance to a count of 8. Add on. (Sitting then Competition
2020 m Ensure there are no
standing) Playlist
obstacles
Why is dance Cup in between the students – once the music Music
important? stops, they race for the cup.
Appropriate music/
Incorporates
Volume of music
Diamond Dance: Creativity
Groups of 5 – make movements to rhythm of
Warm up and cool
dance.
down
If time: Dance Tag
Introduce line dances.
Refresher on respect and roles. Proper clothing and
What is respect and Review counts of 8. footwear Expectations
how do we established to
demonstrate it during Introduce Cha Cha Slide Be aware of your begin with
this unit? Big Group. surrounding
Break down the dance into its 8 counts so that its environment Students in rows –
Do you like the pace smaller sections for the students. shift rows up so
Line Dance
Thursday Observation of this lesson? They can use some of these moves with their dance Keep body under Stereo there are no
(Cha Cha
March 5, A7-8 crews. control Direct students hiding
Slide,
2020 A C7-6 Self-assessed What would you Continue to practice by adding a section to it. instruction Playlist with
Cadillac
Participation change about this Repeat until completed. Ensure there are no music Music
Ranch)
lesson? Perform Cha Cha Slide. obstacles
Real life
Introduce Cadillac Ranch. Appropriate music/ application
What movements Big group. Volume of music
could transfer into Break down to smaller sections All can be
other sports? Warm up successful
Perform Dance.

Folk Dance A7-8 Observation Line Dance Refresher Proper clothing and Peer teaching Stereo Broken down
Friday March (Alunelul, A/C C7-6 Perform Line Dances as warm up. footwear sections has all
6, 2020 Virginia Self-assessed Laptop or groups engaged
Reel) Participation What is important Introduce Folk Dances. Be aware of your iPad with
when we give Refresher on respect and roles. surrounding video Music
Peer feedback to somebody Review counts of 8. environment
Evaluation else? Playlist with Self-directed
Introduce Alunelul: Keep body under music learning
Small Groups – Video provided and written control
 Do you like the pace instruction Peer teaching
Ensure there are no
of this lesson? Perform
obstacles
Using technology
What would you Introduce Virginia Reel: to learn
Appropriate music/
change about this Small Groups: Each group will be given a count of
Volume of music
lesson? 8 they have to teach Success with
Perform previous dances
Warm up
Warm up: Line dances

Groups of 4-5 will be creating a dance to present in

front of the class. (In person or on video).

Team name/Team cheer

Proper clothing and
footwear
Each student has a role:
Smaller groups for
Be aware of your greater
Student #1 Goal Director: Create a goal for their
Observation surrounding Stereo engagement
How can we help our dance daily. What do they want to accomplish in
environment
group be successful? that day.
Self-assessed Cooperative Playlist with Music
Monday Introduction participation Keep body under learning music
A7-9 Student #2 Dance Director: They will organize the
March 9, of Canada’s control Choice
C7-4 How will you dance moves and skills that should be included in
2020 Best Dance Sports iPad’s with
A/C C7-6 negotiate the the dance. (All students will contribute ideas for
Crew/ Crew Group Ensure there are no education music if Creativity
application of ideas in movements and skills)
Creation assessment obstacles model students don’t
your group?
(Includes have cell Self-directed
Student #3 Energy Creator: They will come up with
daily goals) Appropriate music/ phones.
their cheer and keep their group in high spirits.
Volume of music Cheers/team
Start the day with their cheer and end the day with
names
their cheer.
Warm up
Student #4 Focus Enforcer: They will keep their
group on task for the duration of the task.

Student #5 Process Recorder: Will record on what

they got done for the day and if they reached their
goal.
A7-9 Observation How will you give Warm up: Line dances Proper clothing and Cooperative Stereo Music
Tuesday Dance C7-4 feedback to your footwear learning
March 10, Creation/ A/C C7-6 Self-assessed group members? Dance Creation Playlist with Choice
2020 Performance participation Be aware of your Sports music
Practice What are different Start with cheers surrounding education Creativity
kinds of movements environment model iPad’s with
Group we can incorporate Students will switch roles: music if Self-directed
assessment into our dances? Keep body under students don’t Cheers/team
(Includes Student #5 Goal Director control have cell names
daily goals) Student #1 Dance Director phones.
Student #2 Energy Creator Ensure there are no
Student #3 Focus Enforcer obstacles
Student #4 Process Recorder
 Appropriate music/
Volume of music
End with their cheers.
Warm up

Warm up: Dance Tag Cooperative

Proper attire
learning
Observation What challenges have Students will switch roles: Stereo Music
Check environment
you been facing with Sports
Self-assessed incorporating skills Begin with cheers education Playlist with Choice
Body control
Wednesday A7-9 participation into your dance? How model music
March Performance C7-4 have you overcome Student #4 Goal Director: Creativity
A/C No obstacles
11, 2020 Practice C7-6 those challenges? Student #5 Dance Director: iPad’s with
Group Student #1 Energy Creator music if Self-directed
Appropriate music/
assessment What is it like to Student #2 Focus Enforcer students don’t
Volume of music
(Includes choreograph your own Student #3 Process Recorder have cell Cheers/team
daily goals) dance? phones. names
Warm up/cool down
End with their cheers

Dance
Proper attire
presentation Why is movement
Judges important? Has your Warm up: Dance Tag
Check environment
opinion changed from
Self-assessed the beginning of the Each group will present one by one to a panel of Music
Body Control
A7-9 participation unit? judges. Stereo
Thursday Sports
Performance C7-4 Competition
March 12, A/C No obstacles education
Competition C7-6 Self-assessed Why is dance Introduce team name and cheer, then they will Playlist with
2020 model
Dance important? Has your present their dance. groups music Cheers/team
Appropriate music/
Evaluation opinion changed from names
Volume of music
the beginning of the Panel of judges will help determine who the best
Group unit? dance crew is.
Warm up/cool down
presentation
assessment

Learning Stage 2: Assessments

Outcomes
Title Self-Assessed Daily Dance Dance Presentation Peer Evaluation
Participation Observation/Feed Presentation Self/Group-
back assessment

Type F/S F S S F/S

(Formative/Summative)
 Weighting 10% 0 40% 30% 20%

A7–8 refine and present a variety of Yes Yes

dance sequences; e.g., folk, square,
social and novelty, alone and with
others

A7–9 choreograph and perform dance Yes Yes

sequences, using the elements of
movement and basic dance steps and
patterns

C7–4 identify and then take Yes Yes Yes Yes Yes
responsibility for various roles while
participating in physical activity; and,
identify the leadership and followership
skills used while participating in
physical education

C7–6 identify and demonstrate positive Yes Yes Yes Yes Yes
behaviors that show respect for self and
others

Assessment Tool Brief Description Assessment FOR Learning Assessment OF Learning

Self-Assessed During class, students will be encouraged to participate throughout the lesson.
Participation Since participation is a crucial aspect of physical education students will be
required to come to class prepared. They should come to class with proper
running shoes, a positive attitude and a willingness to participate with other
students in the classroom. If for any reason students do not have the means to
have the proper attire, they may borrow the proper clothing and shoes from the
items that have been donated to the school. We will be using a checklist at the
end of each class to help students determine their participation for the day. (A
checkmark for showing up, proper attire, a checkmark for willingness to
participate and cooperate with others). If needed there will be a midpoint check-
in with each student to provide strategies that should help increase their
participation grade. At the end of the unit, students will get to reflect on their
participation for the overall unit and make a note of their improvement to help
come up with a final grade for their participation.

Daily Each day 5-7 students will be observed and given feedback to ensure they are:
Observation/Feedback Participating in appropriate movement activities
Demonstrating appropriate leadership (when teaching the dance to peers) and
followership abilities (when being taught the dance by peers)
Treating their peers with respect
Adequately contributing to the creation of their groups dance presentation
Targeted observation and feedback will also take place when required.

Dance Presentation The dance presentation will require students to be grouped with 4-5 students per
group. Each group will use their creativity to choreograph a dance for which
they will perform in front of the class. The groups will be required to choose an
appropriate song for their dance and have a team cheer and costumes. Students
will be evaluated on their participation within the dance, the flow of the moves
they have included, and the attitudes and behavior while dancing.
Dance Presentation After each group teaches and presents their dance, they will fill out a self-
Self/Group Assessment evaluation of how well they believe they did. They will be given a series of
questions (2-3), where they will self-reflect and answer as honestly as they can.
This will show how they thought their partners did as a whole and how they did
as an individual. This will identify their responsibilities, leadership and
participation in their group.

Group-assessment (with Students will complete a daily group evaluation discussing their goals for the
goals) day as well as whether or not they achieved these goals. Students will reflect on
their group’s behavior during practice and whether or not it demonstrated
respect, as well as how they felt they did during that class and what they need to
work on for the next class.