Unit Focus/Content Area: Educational Dance

Lesson # 1 of 4

Date of Lesson: N/A

Grade Level: 2nd Grade

Elementary GLSP: Pre Control/Control
Skill Theme: Dancing Cues: 8 count, clap on beat, head up
Movement Concept(s): body awareness, spatial awareness, effort awareness, and
relationship to/with objects, people and space, time.
Interdisciplinary Focus: N/A
Collaborating Teacher (CT): N/A
University Supervisor (US): Mr. Nieman
Prepared by: Melanie Santoro and Kerrigan Clark

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

· Psychomotor
State- PE.2.M.1.9 Perform one folk or line dance accurately.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… demonstrate the “Los Machetes” folk dance correctly (stay on count) 75% of the time
during class.
· Cognitive
State- PE.2.C.2.2 Identify safety rules and procedures for selected physical activities.
National- Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT…Identify at least 2 safety rules and procedures that are used in dancing during class.

· Affective
State- PE.2.R.5.1 Identify ways to cooperate with others regardless of personal differences
during physical activity.
National-Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others
Objective (state the audience, behavior, context, & degree (ABCD))-
SWBAT… Identify two ways to cooperate with their classmates when learning how to dance in
class.

· Teacher Objective:
TWBAT… use proximity control when students are engaging in activity 100% of the time during
class.
Assessment Plans:

· Psychomotor
WHAT are you assessing?
 Students ability to demonstrate the “Los Machetes” folk dance correctly (stay on count)
75% of the time during class.
WHEN? (what task #'s?)
 During Task 1
HOW? (what tool are you using)
 Teacher Observation

· Cognitive
WHAT are you assessing?
 Student’s ability to describe movement concepts they used while dancing
WHEN? (what task #'s?)
 During Task 1
HOW? (what tool are you using)
 Class Discussion

· Affective
WHAT are you assessing?
 Student’s ability to cooperate with classmates
WHEN? (what task #'s?)
 All of class
HOW? (what tool are you using)
 Class Discussion

· Teacher Objective
WHAT are you assessing?
 use proximity control when students are engaging in activity 100% of the time during
class.
WHEN? (what task #'s?)
 All of class
HOW? (what tool are you using)
 Peer Observation

Materials/Equipment Needed (specific types & amounts):

-Music Speaker
-Polyspots
Pre-Class Set Up:

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/

Physical Safety Considerations:

 Proper shows should be worn (tennis shoes, running shoes)
 Make sure there are not objects in the area to prevent injury
 rules will be explained before the task

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):
- Avoid treating student different from other students
- Call on various students and complement them when they do something good
- No bullying will be tolerated

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?
 This activity will teach students how to work together and have good communication
skills to complete the task. Therefore, this will help them outside of this class with their
communication skills and teamwork.

How will you make this lesson connect to/reflect the local community?
- There are different types of dances that connect to other cultures. They can look up
dances they like and ask to join programs like ballet, hip hop, or even salsa if they desire.

How will you differentiate instruction for students who need additional language support?
- Use the Reiterate method and have the student who needs help understanding explain what a
student just previously said but in their own words.

How will you adapt/modify instruction and activities for students with disabilities?
-Autism- visuals, schedule board, token economy, peer buddy
Deaf- visuals, semi-circle, peer buddy
VI- proximity from peers, peer buddy, physical guidance, sound sources
ID- decrease running distances, assign less difficult locomotor movements, peer buddy
OHI- decrease running distances
Orthopedic Impairments- decrease running distances, assign less difficult locomotor
movements

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?
 teach the next dance moves
 assign levels of task to make it more difficult.

Specific Accommodations (if applicable):

- N/A

INSTRUCTIONAL PLAN
Instant Activity: Warm up Exercises
Time: 5 mintues
Materials/Equipment: Music Speaker
Description (scripted): Students will be instructed to stand on a polyspot in the gym and stand
on it. Once the students have found a spot. An exercise will be called. Alright everyone let’s do
disco dance. The music will start playing and the students will start performing the exercises.
Alright, now lets do jumping jacks and clap at the top. Now let's do knee bows. Teacher will
demonstrate the moves in the front of the class and the children will copy the exercises being
demonstrated.

Transition to the next task (scripted): Alright Everyone let's sit in the middle of the circle and
we are going to go over what we are doing today. You have 10 seconds go!

Set Induction: Good morning/afternoon! Today we are going to be dancing!

Introduction (Informing): There are many types of dance. Can anyone raise their hand and tell
me one type of dance? Great! We will be learning a dance called Los Machetes, which is a
mexican folk dance. While we are dancing, what are some things you think we need to do to
stay safe? Great! How can we cooperate with each other when we are dancing?

TASK #1: Los Machetes

Cue: 8 count, clap on beat, head up
Time: 20 minutes
Materials/Equipment: Speaker, Poly Spots
Description (scripted): Okay y'all, stay where you are standing and we are going to get started.

Extending/Refining/Application:
E- Circle Right 16 beats
E- Circle Left 16 beats
E - Under, Over, Under, Over
E - Back, Front, 1 2 3
E - Wave Right 16, Wave Left 16
E - Moving as a whole class
E - Small groups to perform the dance properly in a circle
E - Whole class comes together to perform in the traditional circle
R- I see some of you are not staying on beat, let’s try to move 16 beats all together
A- See how many time your group can complete it without anyone turning the wrong way

Transition to the next task (scripted): Freeze! Have a seat where you are.

Closure (scripted): Yall did a great job today! Next time we come into class we are going to
continue on how to do the Los Machetes and add something which is a surprise! When we
come into class next period lets make sure we try to stay on beat with the music and count are
steps. Who can tell me how many beats we are doing and how many times in a row? That's
right we are doing 8 beats and doing it 2 times. Yall are such a great class and I will see you all
later. Have a great day!

Unit Focus/Content Area: Educational Dance

Lesson # 2 of 4

Date of Lesson: N/A

Grade Level: 2nd Grade

Elementary GLSP: Pre Control/Control
Skill Theme: Dancing Cues: 8 count, use rhythm sticks to stay on beat, head up
Movement Concept(s): body awareness, spatial awareness, effort awareness, and
relationship to/with objects, people and space.
Interdisciplinary Focus: N/A
Collaborating Teacher (CT): N/A
University Supervisor (US): Mr. Nieman
Prepared by: Melanie Santoro and Kerrigan Clark

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

· Psychomotor
State- PE.2.M.1.9 Perform one folk or line dance accurately.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… demonstrate the “Los Machetes” folk dance correctly (stay on count) 75% of the time
during class while using the rhythm sticks.
· Cognitive
State- PE.2.C.2.7 Describe movement concepts.
Interdisciplinary Focus- Music
National- Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… describe 2 movement concepts (body awareness, space, and timing) that are used in
dancing during class.
· Affective
State- PE.2.R.6.3 Identify ways to contribute as a member of a cooperative group.
National- Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective (state the audience, behavior, context, & degree (ABCD))-
SWBAT… identify at least one way to be a corporate group member during folk dancing with
classmates.

· Teacher Objective:
TWBAT… help students develop movement skills and understand dance as an artistic practice.

Assessment Plans:
 · Psychomotor
WHAT are you assessing?
 Students demonstrate the “Los Machetes” folk dance correctly (stay on count) 75% of
the time during class while using the rhythm sticks.
WHEN? (what task #'s?)
 During Task 1
HOW? (what tool are you using)
 Teacher Observation

· Cognitive
WHAT are you assessing?
Students describe 2 movement concepts (body awareness, space, and timing) that are used in
dancing during class.
WHEN? (what task #'s?)
-During class discussion
HOW? (what tool are you using)
-Teacher Observation

· Affective
WHAT are you assessing?
 identify at least one way to be a corporate group member during folk dancing with
classmates.
WHEN? (what task #'s?)
-Class discussion
HOW? (what tool are you using)
 Peer Observation

· Teacher Objective
WHAT are you assessing?
 help students develop movement skills and understand dance as an artistic practice.
WHEN? (what task #'s?)
 During Task 1
HOW? (what tool are you using)
 Peer Observation

Materials/Equipment Needed (specific types & amounts):

 25 poly spots
 Music Speaker
Pre-Class Set Up:
Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/
https://www.youtube.com/watch?v=4KngjOjT9AI

Physical Safety Considerations:

 Proper shows should be worn (tennis shoes, running shoes)
 Make sure there are not objects in the area to prevent injury
 rules will be explained before the task

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):
- Avoid treating student different from other students
- Call on various students and complement them when they do something good
- No bullying will be tolerated

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?
 This activity will teach students how to work together and have good communication
skills to complete the task. Therefore, this will help them outside of this class with their
communication skills and teamwork.

How will you make this lesson connect to/reflect the local community?
- There are different types of dances that connect to other cultures. They can look up
dances they like and ask to join programs like ballet, hip hop, or even salsa if they desire.

How will you differentiate instruction for students who need additional language support?
- Use the Reiterate method and have the student who needs help understanding explain what a
student just previously said but in their own words.

How will you adapt/modify instruction and activities for students with disabilities?
-Autism- visuals, schedule board, token economy, peer buddy
Deaf- visuals, semi-circle, peer buddy
VI- proximity from peers, peer buddy, physical guidance, sound sources
ID- decrease running distances, assign less difficult locomotor movements, peer buddy
OHI- decrease running distances
Orthopedic Impairments- decrease running distances, assign less difficult locomotor
movements
How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?
 teach the next dance moves
 assign levels of task to make it more difficult.

Specific Accommodations (if applicable):

- N/A
INSTRUCTIONAL PLAN
Instant Activity: Warm up Exercises
Time: 5 mintues
Materials/Equipment: Music Speaker
Description (scripted): Students will be instructed to stand on a polyspot in the gym and stand
on it. Once the students have found a spot. An exercise will be called. Alright everyone let’s do
disco dance. The music will start playing and the students will start performing the exercises.
Alright, now lets do jumping jacks and clap at the top. Now lets do knee bows. Teacher will
demonstrate the moves in the front of the class and the children will copy the exercises being
demonstrated.

Transition to the next task (scripted): Alright Everyon lets sit in the middle of the circle and we
are going to go over what we are doing today. You have 10 seconds go!

Set Induction: Good morning/afternoon class! Today we will be continuing with our dance
unit.

Introduction (Informing): Last class you all learned the Los Machetes Mexican folk dance. Can
anyone raise their hand and tell me the count that is used? Yes! 8 count. What shape do we
move in? Yes, a circle. We all move together

TASK #1: Los Machetes with Rhythm Sticks

Cue: 8 count, Tap sticks together on beat (every step), head up
Time: 20
Materials/Equipment: 2 rhythm sticks per student
Description (scripted):

Extending/Refining/Application:
E- Circle Right 16 beats
E- Circle Left 16 beats
E - Under, Over, Under, Over
E - Back, Front, 1 2 3
E - Wave Right 16, Wave Left 16
E - Moving as a whole class
E - Small groups to perform the dance properly in a circle
E - Whole class comes together to perform in the traditional circle
R- I see some of you are not staying on beat, let’s try to move 16 beats all together
A- See how many time your group can complete it without anyone turning the wrong way

Transition to the next task (scripted): Freeze! Have a seat where you are.

Closure (scripted): Yall did a great job today! Next time we come into class we are going to
continue folk dancing and we are going to learn something new. When we come into class
next period lets make sure we try to stay on beat with the music and count are steps. Who can
tell me how many beats we are doing and how many times in a row? Thats right we are doing
8 beats and doing it 2 times. Yall are such a great class and I will see you all later. Have a great
day!

Unit Focus/Content Area: Educational Dance

Lesson # 3 of 4

Date of Lesson: N/A

Grade Level: 2nd Grade

Elementary GLSP: Pre Control/Control
Skill Theme: Dancing Cues: 8 count, clap on beat, head up
Movement Concept(s): body awareness, spatial awareness, effort awareness, and
relationship to/with objects, people and space.
Interdisciplinary Focus: N/A
Collaborating Teacher (CT): N/A
University Supervisor (US): Mr. Nieman
Prepared by: Melanie Santoro and Kerrigan Clark

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

· Psychomotor
State- PE.2.M.1.9 Perform one folk or line dance accurately.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… demonstrate the correct steps of the irish folk dance during class activity
· Cognitive
State- PE.2.C.2.7 Describe movement concepts.
Interdisciplinary Focus- Music
National- Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… describe 2 movement concepts (body awareness, space, and timing) that are used in
dancing during class.
· Affective
State- PE.2.R.6.3 Identify ways to contribute as a member of a cooperative group.
National- Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
Objective (state the audience, behavior, context, & degree (ABCD))-
SWBAT… identify at least two ways to be a cooperative group member during folk dancing with
classmates.

· Teacher Objective:
TWBAT… help students develop movement skills and understand dance as an artistic practice
during class.

Assessment Plans:

· Psychomotor
WHAT are you assessing?
-demonstrate the correct steps of the irish folk dance during class activity
WHEN? (what task #'s?)
 During class activity
HOW? (what tool are you using)
 Teacher Observation

· Cognitive
WHAT are you assessing?
 Student’s describe 2 movement concepts (body awareness, space, and timing) that are
used in dancing during class.
WHEN? (what task #'s?)
 During class discussion
HOW? (what tool are you using)
 Teacher Observation

· Affective
WHAT are you assessing?
 Students identify at least two ways to be a cooperative group member during folk
dancing with classmates.
WHEN? (what task #'s?)
 During class discussion
HOW? (what tool are you using)
 Teacher Observation

· Teacher Objective
WHAT are you assessing?
 help students develop movement skills and understand dance as an artistic practice
during class.
WHEN? (what task #'s?)
 During class activities.
HOW? (what tool are you using)
 Peer Feeback

Materials/Equipment Needed (specific types & amounts):

 20 Polyspots

Pre-Class Set Up:

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/
Physical Safety Considerations:
 Proper shows should be worn (tennis shoes, running shoes)
 Make sure there are not objects in the area to prevent injury
 rules will be explained before the task

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):
- Avoid treating student different from other students
- Call on various students and complement them when they do something good
- No bullying will be tolerated

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?
 This activity will teach students how to work together and have good communication
skills to complete the task. Therefore, this will help them outside of this class with their
communication skills and teamwork.

How will you make this lesson connect to/reflect the local community?
- There are different types of dances that connect to other cultures. They can look up
dances they like and ask to join programs like ballet, hip hop, or even salsa if they desire.

How will you differentiate instruction for students who need additional language support?
- Use the Reiterate method and have the student who needs help understanding explain what a
student just previously said but in their own words.

How will you adapt/modify instruction and activities for students with disabilities?
-Autism- visuals, schedule board, token economy, peer buddy
Deaf- visuals, semi-circle, peer buddy
VI- proximity from peers, peer buddy, physical guidance, sound sources
ID- decrease running distances, assign less difficult locomotor movements, peer buddy
OHI- decrease running distances
Orthopedic Impairments- decrease running distances, assign less difficult locomotor
movements

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?
 teach the next dance moves
 assign levels of task to make it more difficult.

Specific Accommodations (if applicable):

- N/A
 INSTRUCTIONAL PLAN
Instant Activity: Warm up Exercises
Time: 5 mintues
Materials/Equipment: Music Speaker
Description (scripted): Students will be instructed to stand on a polyspot in the gym and stand
on it. Once the students have found a spot. An exercise will be called. Alright everyone let’s do
disco dance. The music will start playing and the students will start performing the exercises.
Alright, now lets do jumping jacks and clap at the top. Now lets do knee bows. Teacher will
demonstrate the moves in the front of the class and the children will copy the exercises being
demonstrated.

Transition to the next task (scripted): Alright Everyone lets sit in the middle of the circle and
we are going to go over what we are doing today. You have 10 seconds go!

Set Induction: Today we are going to be learning how to do the Irish folk dance. This is a
different folk dance and allows you to get a look in the music and movements of another
culture.

Introduction (Informing): Alright yall so to explain this dance it is quite easy. We are all going
to get in the circle. We are going to move right 16 counts. We are counting to 8 two times for a
total of 16.

TASK #1: The Rakes of Mallow (Irish Stew) Folk Dance

Cue: 8 count, clap on beat, head up
Time: 20 minutes
Materials/Equipment: None
Description (scripted): Alright yall so to explain this dance it is quite easy. We are all going to
get in the circle. We are going to move right 16 counts. We are counting to 8 two times for a
total of 16. After that we move in a circle to the left 16 counts, we will jump jump clap clap 4
times, move in 4 move out 4 count two times. Than we will repeat all together. But first lets
stand on our spots and practice each dance move. Go over the moves on polyspots. Now lets
practice in a circle. Go over everything and repeat where needed.

Extending/Refining/Application:
E- Move to the right 16 counts
E- Move to the left 16 counts
E-jump jump clap clap 4 times
E-Move in 4 count Move out 4 count two times
E- Repeat all together
R- Make sure your jumping on the beat of the music
A- Lets see if you can stay on count with the music going faster.

Transition to the next task (scripted): Alright yall sit down and we will have a quick debrief for
next class

Closure (scripted): Yall did a great job today! Next time we come into class we are going to
test your knowledge and you get to choose which folk dance you want to dance too. You can
choose wither the Los Machates or the Irish folk dance. Make sure to show your parents when
you get home and try to practice when you can. What are two things you are doing with your
body when you are dancing? How did yall support one another when you were dancing in class
today? Again great job yall I will see you next class!

Unit Focus/Content Area:

Lesson # 4 of 4

Date of Lesson: N/A

Grade Level: 2nd Grade

Elementary GLSP: Pre Control/Control
Skill Theme: Dancing Cues: on beat, sharp turns, all together
Movement Concept(s): body awareness, spatial awareness, effort awareness, and
relationship to/with objects, people and space.
Interdisciplinary Focus: N/A
Collaborating Teacher (CT): N/A
University Supervisor (US): Mr. Nieman
Prepared by: Melanie Santoro and Kerrigan Clark

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

· Psychomotor
State- PE.2.M.1.9 Perform one folk or line dance accurately.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… demonstrate one of the two folk dances learned with a small group accurately during
class.
· Cognitive
State- PE.2.C.2.5 Explain how appropriate practice improves the performance of movement
skills
Interdisciplinary Focus-
National- Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT…describe how practicing the dance for a week improved their movement skills
(twisting, turning, etc. ) during their performance.

· Affective
State- PE.2.R.6.1 Identify ways to use physical activity to express feeling.
National- Standard 5: The physically literate individual recognizes the value of physical activity
for health, enjoyment, challenge, self-expression and/or social interaction.
Objective (state the audience, behavior, context, & degree (ABCD))-
SWBAT… identify 2 feelings that can be felt and expressed through dancing during class.

· Teacher Objective:
TWBAT… TWBAT… assess the students while managing the students 100% during the entirety
of class.

Assessment Plans:

· Psychomotor
WHAT are you assessing?
 Student ability to demonstrate a folk dance
WHEN? (what task #'s?)
 All
HOW? (what tool are you using)
 Rubric

· Cognitive
WHAT are you assessing?
 Students ability to describe how practice improves performance
WHEN? (what task #'s?)
 Closure
HOW? (what tool are you using)
 Teacher observation

· Affective
WHAT are you assessing?
 Students ability to identify ways dancing can express feelings
WHEN? (what task #'s?)
 All
HOW? (what tool are you using)
 Rubric

· Teacher Objective
WHAT are you assessing?
 assess the students while managing the students 100% during the entirety of class.
WHEN? (what task #'s?)
 All of class
HOW? (what tool are you using)
 Peer Feedback

Materials/Equipment Needed (specific types & amounts):

 Rhythm sticks

Pre-Class Set Up:

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/

Physical Safety Considerations:

 Proper shows should be worn (tennis shoes, running shoes)
 Make sure there are not objects in the area to prevent injury
 rules will be explained before the task

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):
- Avoid treating student different from other students
- Call on various students and complement them when they do something good
- No bullying will be tolerated

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?
 This activity will teach students how to work together and have good communication
skills to complete the task. Therefore, this will help them outside of this class with their
communication skills and teamwork.

How will you make this lesson connect to/reflect the local community?
- There are different types of dances that connect to other cultures. They can look up
dances they like and ask to join programs like ballet, hip hop, or even salsa if they desire.

How will you differentiate instruction for students who need additional language support?
- Use the Reiterate method and have the student who needs help understanding explain what a
student just previously said but in their own words.

How will you adapt/modify instruction and activities for students with disabilities?
-Autism- visuals, schedule board, token economy, peer buddy
Deaf- visuals, semi-circle, peer buddy
VI- proximity from peers, peer buddy, physical guidance, sound sources
ID- decrease running distances, assign less difficult locomotor movements, peer buddy
OHI- decrease running distances
Orthopedic Impairments- decrease running distances, assign less difficult locomotor
movements

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?
 teach the next dance moves
 assign levels of task to make it more difficult.

Specific Accommodations (if applicable):

- N/A

INSTRUCTIONAL PLAN
Instant Activity: Warm up Exercises
Time: 5 mintues
Materials/Equipment: Music Speaker
Description (scripted): Students will be instructed to stand on a polyspot in the gym and stand
on it. Once the students have found a spot. An exercise will be called. Alright everyone let’s do
disco dance. The music will start playing and the students will start performing the exercises.
Alright, now lets do jumping jacks and clap at the top. Now lets do knee bows. Teacher will
demonstrate the moves in the front of the class and the children will copy the exercises being
demonstrated.

Transition to the next task (scripted): Alright Everyone lets sit in the middle of the circle and
we are going to go over what we are doing today. You have 10 seconds go!

Set Induction: Hi class! This will be our last day performing folk dances.

Introduction (Informing): Hey yall, how is our day going so far? Who practiced and showed
their parents what they learned? This is all great stuff. Today you will pick which dance was
your favorite and perform it. You have all been practicing these folk dances for 2 weeks now,
and you will be assessed on your choice of one of them today. You will get to practice with
your group for 5 minutes.

TASK #1: Folk Dance Assessment

Cue: on beat, sharp turns, all together.
Time: 20 minutes
Materials/Equipment: poly spots, speaker
Description (scripted): If you want to perform Los Machetes please stand up and sit on the
right side. If you want to perform the Rakes of Mallow please stand up and sit on the left
side. (Depending on how many students are on each side break them up into small groups).
Allow 5 minutes for groups to get settled and practice. Call in Rakes of Mallow groups to
perform. Students in Los Machetes should continue practicing. Walk around and assess the
dance. Next, if you are performing the Los Machetes dance please come to this side of the
gym and have a seat with your group. The Rakes of Mallow groups can switch groups and
keep practicing or they can do the Los Machetes dance as well. You need to be moving no
matter what you choose.
Extending/Refining/Application:
E- Do the other dance
E- Switch groups
E- Speed up music
R- I see some people not turning on the right beat. Let’s be counting the beats to all move
together.
A- I want to see everyone go through the dance without anyone doing the wrong step.

Transition to the next task (scripted):

Closure (scripted): Excellent job today class! Everyone did well with their dances and
hopefully y’all enjoyed them. What were some of the cues that helped you be successful?
Raise your hand if you could see improvement from the first time you danced to today.
Would you say that feelings can be expressed through dancing? Yes. Turn and share with a
partner what feelings can be expressed and how the music can influence it. Great job!

Embedded Assessment