Dance Group Teach
John Favela, Carina Ip, Michelle Li,
Cherie Lang, Alannah Valdez
Grade: 4
October 17, 2014
UNIT OF STUDY:
TIME:
Dance
Theme: Social Novelty Dance (Macarena)
20 minutes
PLO’s:
GOALS OF THE LESSON:
SWBAT:
Active Living:
A1 describe physical and emotional health
benefits of regular participation in physical
activity (e.g., building strong bones and muscles,
improved flexibility, improved self-image,
opportunities for making friends)
A5 identify opportunities for physical activity in
a variety of settings
Successfully execute the 16 counts of the
Macarena dance movements to music.
Create new dance movements matching 8 - 16
counts of the Macarena in 4 groups of 6 (must
include locomotor and non-locomotor
movements).
Movement Skills:
B1 adjust speed, force, level, pathway, and
direction in relation to people or moving objects
B3 select non-locomotor, locomotor, and
manipulative movements to create sequences
Safety, Fair Play, and Leadership:
C1 demonstrate an ability to participate safely
and specific physical activities
C2 describe fair play principles for participating
in physical activities (eg. respectful of
differences, cooperative, accepting)
C3 demonstrate leadership in selected physical
activities
ASSESSMENT STRATEGIES
1. Can students complete the dance movements with the right counts?
2. Can the students execute the routine and stay with the rhythm of the song?
3. Students that are able to create new dance moves with the first 8 - 10 counts of the song
meets expectation.
4. Students that are able to create new dance moves to all 16 counts demonstrate exceeding
expectation.
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RATIONALE
Moving and Doing Psychomotor Domain:
1. Capable of rhythmic movement → Continue creative rhythms, singing movement songs, and
folk dancing.
2. Improved eye-hand and perceptual-motor coordination → Give opportunity for manipulative
hand apparatus. Provide movement experience and practice in perceptual-motor skills (right
and left, unilateral, bilateral, and cross-lateral movements).
Understanding and Applying Cognitive Domain:
1. Interest in group activities; ability to plan with others developing. → Offer group activities
and simple dances that involve co-operation with a team.
Cooperation and Responsibility Affective Domain:
1. Becoming more conscious socially → Teach need to abide by rules and play fairly. Teach
social customs and courtesy in rhythmic areas.
MATERIALS & PREPARATION
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Computer
USB
Projector
Speaker
Whistle
Large space (Gym)
Gummy Bear Video
Macarena Music
Creative Dance Groups:
In the interest of time, we have prepared groups beforehand.
Group 1
Group 2
Group 3
Group 4
Jay
Terence
Kyla
Annie
Josh
Linda Wu
Choon
Thomas
Cameron
Tammy
Jill
Linda Pham
Justin
Clarissa
Sarah
Ashley
Jessica
Russell
Lauren
Samantha
Ryan
Peter
Kylie
Julia
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INTRODUCTION
(Led by Carina Ip – 5 minutes)
Shape of the Day (1 Minute - Led by Carina)
Introduction to the first day of dance lessons in class. Begin by asking everyone to twirl like a
ballerina and then to do a robot dance. This is to demonstrate that everyone can be a dancer. Dancing
encompasses many locomotive and non-locomotive movements. Many people dance for many
different reasons. Whether it is dancing for fun, dancing in a team or dancing during your own
wedding!
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Introduction
Warm-Up Activity: Gummy Bears
Macarena Dance
Create your own Dance
Summary and Review
Gummy Bear Dance (4 minutes - Led by Carina)
As a warm-up activity, class will watch and follow along with a simple dance video.
1. Students will be split into 3 groups
2. Teacher will designate 3 lines on the gym floor as lines for short, middle and tall
3. After students have self-organized, the teacher will re-organize as needed. For example if
there are too many people in the middle row, rearrange a few students to the front or back
rows.
4. Reiterate that students should stagger themselves in order to have full vision of the screen.
5. Teacher will check for students’ ability to see screen and space awareness. Students should
be standing with ample room to move around.
6. Show video Gummy Bear Dance: https://www.youtube.com/watch?v=5hn61z3FlMQ#t=31
7. Teachers will follow along with the dance while observing students for active participation.
8. Have students check their pulse on their necks after warm-up. Indicate that the fast beating
feeling is the heart pumping blood in your body because of physical activity. Remind
students that the recommended daily dose of physical activity is 30 minutes and your heart
should be beating fast.
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PROCEDURE
Teaching Macarena (Led by Alannah Valdez & Michelle Li - 5 minutes)
1. Teacher will first go over the moves using Teaching Cues
a. Demonstrate to the students which is our right hand and our left hand
b. Explain that each move starts with our right hand and will always jump to our right
first
Teaching Cues:
1st cue: “Right hand” = Right hand out with palm down
2nd cue: “Left hand” = Left hand out with palm down
3rd cue: “FLIP” = Right hand out with palm up
4th cue: “FLIP” = Left hand out with palm up
5th cue: “Criss” = Right hand crosses chest and touches Left shoulder
6th cue: “Cross” = Left hand crosses chest and touches Right shoulder
7th cue: “Apple” = Right hand is placed behind Right ear
8th cue: “Sauce” = Right hand is placed behind Left ear
9th cue: “Criss” = Right hand crosses front of body and touches Left pelvic bone
10th cue: “Cross” = Left hand crosses front of body and touches Right pelvic bone
11th cue: “Chocolate” = Right hand is placed on back of Right hip
12th cue: “Sauce” = Left hand is placed on back of Left hip
13th, 14th & 15th cue: “Stir, Stir, Stir that sauce!” = Wiggle hips while moving down
16th cue: “And JUMP!” = Clap and Jump
2. Begin using counts to teach students the movements and rhythm of the dance
a. Teacher will explain that typical dances consist of 8 counts and that counts simplify
learning dance moves
b. Counts/Hand movements: (Two 8 counts = 16 counts all together)
Counts with movements:
1 & R hand out with palm down
2 & L hand out with palm down
3 & R hand out with palm up
4 & L hand out with palm up
5 & R hand crosses chest and touches L shoulder
6 & L hand crosses chest and touches R shoulder
7 & R hand is placed behind R ear
8 & L hand is placed behind L ear
1 & R hand crosses front of body and touches L pelvic bone
2 & L hand crosses front of body and touches R pelvic bone
3 & R hand is placed on back of R hip
4 & L hand is placed on back of L hip
5, 6, 7 Wiggle, wiggle, down
8 Clap and Jump
3. Once counts are mastered, students will dance the Macarena along with music (4 rotations)
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4. Teacher will change the pace of the counts from fast to slow to check if the students really
mastered the counts to the Macarena
Create Your Own Dance (Led by Cherie Lang – 5 minutes)
Introduce and explain the Creative Macarena Activity:
Development of students from this activity:
Students will be achieving the psychomotor domain when creating the new creative dance
sequence. How much the students can change within the given time limit will demonstrate
their understanding and ability to apply the movements to the counts. During the three
minutes work time, students will also practice working as a team to achieve cooperation and
responsibility.
1. Students will be divided into 4 groups of 6 to complete the creative dance sequence
2. The groups will have three minutes to create new movements that will match the Macarena
music and counts.
3. Each group must create new movements for the last 8 counts with all locomotor movements;
if students feel competent they can also change the first 8 counts of non-locomotor
movements as well.
Examples of the locomotor movements:
 Walking
 Running
 Swimming
 Sliding
 Skipping
 Hopping
 Galloping
 Leaping
 Jumping
4. Each group will have a teacher to assist and suggest movements if the students show lack of
creativity or confidence.
5. Remind the students about being sensible, a good team player and inclusive.
6. When everyone is ready, teacher will read out the names of the groups and instruct them to a
given area.
7. Teacher will roam around each group to check for progress and understanding and if extra
time is needed. Music will be looping at the background while the students create their
sequence.
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Presentation Wrap-Up (Led by John Favela – 2 minutes)
8. Teacher will stop the class and have all groups sit down at their designated area.
9. Ask two groups to perform their modified Macarena Dance to the class.
10. Once finished, the next two groups will perform their dance.
11. Survey class about what they did during the creative section.
12. For groups with 8 counts: Why did they only do 8 counts? What is the level of difficulty? Did they
feel like they could do it if more time was given?
CLOSURE & REVIEW
(Led by John Favela – 3-4 minutes)
Today we learned the Macarena sequence. You all executed the non-locomotor movements. When
you added in the locomotor movements in the creative sections, we all created full body movements.
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What kinds of movements have we learned today?
What are locomotor movements? Examples?
What are non-locomotor movements? Examples?
To develop our physical literacy, the incorporation of non-locomotor and locomotor movements will
build up coordination. Perceptual-motor coordination is important in developing gross and fine
motor skills that we need in everyday life.
1. Teacher will facilitate next activity that will summarize the movements what the class has
learned today.
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2. All students will spread out making sure that they have ample space to move around
3. To the 8 count beat, stay stationary and come up with a non-locomotive movement to a 8
count beat. The teacher will provide 10 seconds for students to come up with something
original. Teacher will also state that repeating the Macarena dance moves are acceptable as
well. After 10 seconds the music will start and students will repeat their movements.
4. Stop music and teacher will instruct that for the next 30 seconds students to only do a
locomotive movement. Begin music again.
5. For the end, students will combine both the locomotive and non locomotive movements to
make an original dance movement.
6. (If time allows, the teacher will add direction changes after the 8 counts)
Summary
Did you all enjoy our dance class? Did you feel more comfortable as the class went along? Was
it difficult to come up with an original 8 count movement? 16 count movement? Comments?
Questions?
ADAPTATION
EXTENSIONS
Students with physical disabilities can focus on
the arm movements of the first 8 counts only.
Once they feel competent with the first 8 counts,
the students can use different techniques to push
their chair to substitute any locomotor
movements.
Students will find a partner and move around
the gym dancing the Macarena with a locomotor
movements. Once the 16 counts are completed
and the Macarena song starts over, the partner
will have to switch to another locomotor
movements and tempo (the Macarena song will
speed up).
For example,
(1) Short, choppy movements for jumps,
(2) Forward or backward pushes,
(3) Spin the wheelchair, etc.
* If student feels self-conscious about dancing
and being in a wheelchair, we can show a video
of Artie Abrams on Glee dancing in a wheelchair.
This would boost self-confidence as well as help
other students understand that students that have
physical disabilities can also dance as well.
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ASSESSMENT RUBRIC
Student Name:
_________________
Class:____________________________
Exceeding
Expectation
Meeting
Expectation
Needs
Improvement
Non-Locomotor movements
1.
Able to exactly follow the first 8
counts of the Macarena hand
movements to song.
2.
Able to complete the 16 counts of the
Macarena hand movement to song.
Locomotor movements
1.
Able to successfully follow the travel
movement at the end of the
Macarena sequence.
2.
Able to successfully incorporate 4
travel movements to the new dance
routine.
Rhythm/Tempo:
Ability to stay in time with the Macarena
music.
Leadership:
Demonstrates leadership skills
(demonstrating moves to group, help
mediate group discussion)
Creativity:
Able to create at least 2 locomotor and 14
non-locomotor counts within the given time
limit.
Enthusiasm:
Engaged in all the activities (Gummy Bear,
Macarena, Creative Macarena and
discussions).
Teamwork:
Able to dance with group to creative dance
sequence.
Overall:
The overall performance from the
individual.
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Reflections:
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