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    2 Unit Plan Phe

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    api-316248639
    This 5-week dance unit for grades 7-8 focuses on social dances like foxtrot, swing, waltz, and cha cha. Students will learn the history and techniques of these dances. They will develop skills in movement, communication, collaboration and information literacy. A key assessment is a group choreography project where students choreograph and perform a dance routine applying what they learned.

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    © All Rights Reserved
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    2 Unit Plan Phe

    Uploaded by

    api-316248639
    92 views5 pages
    This 5-week dance unit for grades 7-8 focuses on social dances like foxtrot, swing, waltz, and cha cha. Students will learn the history and techniques of these dances. They will develop skills in movement, communication, collaboration and information literacy. A key assessment is a group choreography project where students choreograph and perform a dance routine applying what they learned.

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    2 unit plan phe

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    This 5-week dance unit for grades 7-8 focuses on social dances like foxtrot, swing, waltz, and cha cha. Students will learn the history and techniques of these dances. They will develop skills in movement, communication, collaboration and information literacy. A key assessment is a group choreography project where students choreograph and perform a dance routine applying what they learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    92 views5 pages

    2 Unit Plan Phe

    Uploaded by

    api-316248639
    This 5-week dance unit for grades 7-8 focuses on social dances like foxtrot, swing, waltz, and cha cha. Students will learn the history and techniques of these dances. They will develop skills in movement, communication, collaboration and information literacy. A key assessment is a group choreography project where students choreograph and perform a dance routine applying what they learned.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Subject Area

    Grade Level
    Topic
    Length of Unit
    (weeks)

    PHE
    7-8
    Dance
    5 (15 hours)

    Rationale
    Dancers choose a range of movements, changing their approach of
    different forms of social dances. Throughout history, dance has played a
    role throughout the world in different cultures. On a global scale they
    will learn about personal and cultural expression. For instance,
    Argentina is known for the Argentine tango, where Brazil is known for
    the samba. Recently there have been dance series on TV such as
    Dancing with the Stars, or So You Think You Can Dance. With dance all
    around it is important to know some of the history of dance. In this unit,
    students will learn about the history of dance and how it has evolved
    over time and why it is still around today. This is also important because
    learning about where something has come from can bring a greater
    respect for what they learn and see on a daily basis.
    This unit will focus on 4 social dances: foxtrot, swing, waltz, and cha
    cha. Social dance will allow for students to build communication,
    collaboration, and information literacy skills. They will be able to
    exchange thoughts, messages and information effectively through
    interaction, for instance, use intercultural understanding to interpret
    communication through dance. Students will build the skill of working
    effectively with others, delegating and sharing responsibility for
    decision-making in dancing since one partner will lead and the other will
    follow in social dance. They will also build on their finding, interpreting,
    judging and creating information skills with how they will access
    information to be informed and inform others as they learn about the
    different dances. Students will also identify steps and counts in
    musicality for which dance could go with certain songs.
    Dancing brings a sense of confidence in self, socially, and allows for
    creativity. Students will have the opportunity to choreograph a dance
    routine, choosing which movements they have learned that fits with the
    chosen music and type of dance chosen. They will consider the
    question: Why do patterns of movement need to change even though
    the end goal is the same?

    Summer 2016: Marynowski


    Adapted from Wiggins and McTighe (2005)

    Subject Area
    Grade Level
    Topic
    Length of Unit
    (weeks)

    PHE
    7-8
    Dance
    5 (15 hours)

    Established Goals:
    General outcome A
    Students will acquire skills through a variety of developmentally appropriate
    movement activities, specifically dance.
    Understandings:
    Students will understand
    Application of basic skills in dance
    Change
    Choice
    Movement

    Students will know


    The steps and history of slow foxtrot,
    swing, waltz, and cha cha.

    Essential Questions:
    What is the history of dance?
    How is dance a benefit?
    Why do patterns of movement tend to
    change even though the end goal is the
    same?

    Students will be able to do


    Application of Basic Skills in Dance
    A78 refine and present a variety of dance
    sequences; e.g., folk, square, social and
    novelty, alone and with others
    A79 choreograph and perform dance
    sequences, using the elements of movement
    and basic dance steps and patterns
    Students will:
    A8-8 select, refine and present a variety of
    dance sequences; e.g., jazz, square, social
    and novelty, alone and with others
    A8-9 choreograph and perform dance
    sequences, using the elements of movement
    and basic dance steps and patterns

    Resources Needed:
    Music
    http://www.ballroomguide.com/resources/music.html#cha
    www.ballroomdancers.com
    http://www.learntodance.com/online-ballroom-dance-lessons/swing-dance-lessonsonline/
    http://www.libraryofdance.org/dances/swing/#four-count
    http://www.dancingmoves.us/east-coast-swing/

    Summer 2016: Marynowski


    Adapted from Wiggins and McTighe (2005)

    Assessment Tool Overview


    Assessment
    Tool Title

    Outcomes

    Description

    Group
    discussions

    all

    Get students talking about the subject


    items.

    In-class
    assignments/
    activities

    all

    Research project

    all

    Choreography
    project

    criterion C

    In class a variety of work will be


    completed over the unit. Some will be
    individual and other group work.
    Assessments such as thumbs up or down
    will be done to check for understanding
    throughout the lesson. This will be
    assessed through observation and
    discussion. There will be different games
    to check for understanding and review.
    Students will work in groups of 3-4 to
    compete a dance research project. This is
    in preparation for the choreography
    project. Choose a style of dance that will
    fit well to perform with at the Christmas
    concert during the Jack and the Beanstalk
    play.
    Choreograph and perform a dance routine
    from a dance chosen from the research
    project. Applying and performing. Having
    learned the steps of dances, students will
    have the opportunity to choreograph a
    dance routine. This will be recorded and
    peer feedback provided for improvement
    before it will be performed, potentially
    during the Christmas concert.

    Fo
    r

    AS

    Summative: there is a choreography project for students to demonstrate their learning.

    Spring 2016: Marynowski


    Adapted from Wiggins and McTighe (2005)

    OF

    7 Monday November

    8 Tuesday

    7/8 PHE 11:45-12:45

    8 Theory 2:30-3:20

    Start into ballroom


    Why dance?
    Prior knowledge
    Health benefits
    Dance unit
    Fox trot
    (American smooth)
    4/4 timing
    Rhythm: slow slow
    quick quick
    Forward basic
    Back basic
    Hesitation L and R turn

    14 Monday

    9 Wednesday

    ThursdayFriday

    7/8 PHE 11-12


    7 Theory 2:30-3:20
    Jigsaw foxtrot, cha cha, swing,
    Foxtrot
    and waltz.
    Side sway
    promenade
    Swing
    meter 4/4
    Rhythm: 1a2, 1a2,
    Basic open position
    Throw out
    Link to closed position

    15 Tuesday

    16 Wednesday

    ThursdayFriday

    4 count Swing
    Project: in groups of 3-4 Waltz
    Underarm turn R and L
    research project in preparation
    6-count underarm turn
    Leads Underarm Turn for choreography task.
    Cha cha
    Follows Inside Turn
    4/4 timing
    (Loop Turn)
    Rhythm: 2, 3, 4&1, 2, 3
    Follows Outside
    Basic
    Turn (Arch Turn)
    Progressive basic
    She Goes, He Goes
    Open break and underarm turn to
    (Follows Loop Turn
    right
    on 1, Leads
    Underarm turn to left
    Underarm Turn on 2,
    Rock Step)
    Outside Turn Around
    the World)
    Pretzel (lead or

    follows left,
    continuous)
    Waltz
    timing
    Rhythm 123 123
    L and R box turn
    Closed F and B changes

    21 Monday

    22 Tuesday

    23 Wednesday

    Cha cha
    Cross over breaks forward
    Crossover with double rock
    Crossover tripples

    Present projects

    Practice all

    28 Monday

    29 Tuesday

    30 Wednesday

    Spring 2016: Marynowski


    Adapted from Wiggins and McTighe (2005)

    ThursdayFriday
    .

    ThursdayFriday

    Choreograph routine

    Why do patterns of movement


    Choreograph routine
    tend to change even though the
    end goal is the same?

    5 Monday November
    6 Tuesday

    7 Wednesday

    Thursday

    Friday

    Friday

    Choreograph routine
    record

    Watch routine

    Choreograph routine
    perform

    12 Monday

    13 Tuesday

    14 Wednesday Thursday

    Christmas prep

    Christmas prep

    Christmas prep

    Spring 2016: Marynowski


    Adapted from Wiggins and McTighe (2005)

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