Curriculum Development Course at a Glance
Planning For 6th Grade Dance
Grade Level
6th Grade
Content Area
Course Name/Course Code
Dance
Standard
1. Movement, Technique,
and Performance
Grade Level Expectations (GLE)
1. Demonstrate movement originating from a strong center
GLE Code
DA09-GR.6-S.1-GLE.1
2.
3.
4.
5.
1.
2.
3.
1.
Perform basic movement phrases containing choreographic intent
Demonstrate skills in foundational dance forms (ballet, modern, tap, jazz)
Perform a basic dance warm-up
Make appropriate nutritional choices for dance performance
Articulate creative choices required to develop choreographic intent
Demonstrate basic composition skills
Movement phrases are developed based on both existing knowledge and new discoveries
Culture and geography are reflected in the traditional dance heritage of a people
DA09-GR.6-S.1-GLE.2
DA09-GR.6-S.1-GLE.3
DA09-GR.6-S.1-GLE.4
DA09-GR.6-S.1-GLE.5
DA09-GR.6-S.2-GLE.1
DA09-GR.6-S.2-GLE.2
DA09-GR.6-S.2-GLE.3
DA09-GR.6-S.3-GLE.1
1.
Critical analysis of dance works requires specific criteria and documentation
DA09-GR.6-S.4-GLE.1
2.
Create, Compose, and
Choreograph
3.
Historical and Cultural
Context
Reflect, Connect, and
Respond
4.
Context
Colorado 21st Century Skills
Critical Thinking and Reasoning: Thinking
Deeply, Thinking Differently
Invention
Choreograph
Information Literacy: Untangling the Web
Collaboration: Working Together, Learning
Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
Unit Titles
Creative
Process
Respond
Perform
The Colorado Academic Standards for Dance are not intended to be taught in a linear
(checklist of coverage) fashion, but rather should be implemented as a cyclical creative
process. Each unit within this sample blueprint intentionally includes standards from all
four dance standards to illustrate this process-based philosophy.
Length of Unit/Contact Hours
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
6th Grade, Dance
Date Completed: ___________________
Unit Number/Sequence
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Curriculum Development Overview
Unit Planning for 6th Grade Dance
Unit Title
Length of Unit
Focusing Lens(es)
Inquiry Questions
(EngagingDebatable):
Standards and Grade
Level Expectations
Addressed in this Unit

Unit Strands
Concepts
Generalizations
My students will Understand that…
Guiding Questions
Factual
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
6th Grade, Dance
Date Completed: ___________________
Conceptual
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Curriculum Development Overview
Unit Planning for 6th Grade Dance
Critical Content:
Key Skills:
My students will Know…
My students will be able to (Do)…


Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for accessing a given discipline.
EXAMPLE: A student in Language Arts can demonstrate the ability to apply and comprehend critical language through the following statement: “Mark Twain exposes the
hypocrisy of slavery through the use of satire.”
A student in ______________ can demonstrate the
ability to apply and comprehend critical language
through the following statement(s):
Academic Vocabulary:
Technical Vocabulary:
Authors of the Sample: FName LName (District); FName LName (District); FName LName (District); and FName LName (District)
6th Grade, Dance
Date Completed: ___________________
Page 3 of 3