Grade 7 Unit Plan:
Dance
Kristi MacLeod
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Table of Contents
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Grading Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Hypothetical Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Breakdown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Resources:
Self-Assessment Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Observation Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Performance Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Journaling Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
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My Philosophy: What Is Effective Teaching in Physical Education?
I believe that when the following three components:
planning their units and lessons. When introducing new
emphasizing personal excellence, lesson variety, and high
activities, teachers should aspire to create interest amongst
student engagement, are emphasized and enforced in a physical
students, and possibly encourage students to pursue a certain
education setting, students are receiving effective teaching.
activity outside of school. As a PE teacher, it is my ultimate
goal to inspire students to pursue a healthy and active lifestyle
Personal Excellence: In an effective Physical Education
outside of PE class.
environment, students will strive to fulfill personal excellence
in each class. It is important for educators to recognize that
High student engagement: Unfortunately, many students in
every student arrives to class with different levels of skill and
today’s society do not get the daily-recommended amount of
experience. Students should feel they all have the opportunity
physical activity. PE class and DPA may be student’s only
to be successful in class, whether they consider themselves to
source of exercise in a day. For this reason, I believe it is
be athletic or non athletic. As an educator, I am watching for
extremely important for students to be active for the majority
effort, and student’s performing to the best of their ability. In
of class time. Students should receive informal and formal
some form, student’s final grades should be reflective of these
feedback throughout lessons that facilitates growth and
efforts. In an effective PE class, the teacher should construct
improvement.
their class in a way where all students are sufficiently
challenged, but in a way that is appropriate for them.
Lesson Variety: An effective PE class will expose students to
a wide variety of activities and an assortment of instructional
strategies so all students have the opportunity to learn
something new. This requires teachers to be creative when
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Introduction:
(Zumba, Bollywood, Breakdancing), so I will be utilizing
Dance is often an activity that makes students feel self-conscious or
supplementary resources to enhance my teaching such as websites,
embarrassed. For this reason, this dance unit places a large emphasis
guest speakers, and instructional DVDs. The video clips will be
on effort, participation, and respect for one another. This emphasis is
utilized in class, however I will be teaching students the steps and
reflected in the grading breakdown of the unit. Early in the unit, the
movements through direct instruction. This teaching style will ensure
expectations and behaviors will be made very clear to students.
that students develop the proper dance skills and techniques, and also
Students will be held accountable for following these expectations.
allows the educator to provide large amounts of feedback to the
The unit has been designed to introduce students to a variety of
students.
dances. After students have learned a several dance steps and
techniques, they will choreograph a group dance performance as a
culminating activity. Students will be encouraged to include some
The culminating event, the “So You Think You Can Dance,”
dance steps they have learned throughout the unit, but are also
competition follows the Sports Education Model, and Cooperative
encouraged to use their creativity.
Learning Model. This group activity will require students to utilize
their leadership, teamwork and cooperative skills, all which fall into
the C general outcome of the Alberta PE Program of Study.
It is my goal to introduce students to styles of dance that many of
them are likely unfamiliar with. I myself and not fully educated or
knowledgeable about the styles of dance the students will learn
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Students will be assigned one peer-teach activity, where they must
instruct a small group of students a dance sequence they researched
This unit would be ideal mid-way through the school year. At this
as a homework journaling assignment. This task will be observed by
time the atmosphere of PE class should already be strongly
the teacher- are students demonstrating effort, a positive attitude, and
developed. Students have built relationships with one another, and
are they actively participating? These observations will be included
should feel more comfortable interacting in this way with their
in the observation checklist, which is used for assessment. Students
classmates.
will also reflect on this assignment as they complete their selfevaluation at the end of the unit. This assignment is designed to
expose students to more styles of dance that we do not have time to
explore in class.
Grading Description:
the unit, it is the hope that they will identify areas for
Observation checklist: This assessment method will be used
improvement and growth for the second half of the unit. The
on a daily basis, and will focus on two components: Attitude &
assessment asks students to grade their dance skills, as well as
Effort, and Participation. The importance of these two elements
their effort, cooperation, and participation.
will be heavily emphasized to students throughout the unit.
They are essential to creating a positive dance atmosphere
Performance Rubric: The rubric will be used to evaluate the
where students feel comfortable and respected. The student will
culminating project of the unit, the So You Think You Can
be informed of their mark half way through the unit. This will
Dance competition. This performance is the occasion for
show students their strengths, and areas for growth in the
second half of the unit.
Self-Assessment: This assessment tool will be utilized twice
students to demonstrate the skills they have learned throughout
during the unit- once midway, and again at the end of the unit.
the unit. Groups will perform to their fellow students, and a
Once students reflect on their performance in the first half of
judging panel. Each member of the judging panel (the PE
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teacher, homeroom teacher, assistant principal, principal) will
point of behalf of the student judges. The winner between
complete a rubric. Each judge will give the group a score, and
the five judges scores will be the winner of the competition!
the average of the four will be the group’s final mark. To
Hypothetical Student:
Name: Scott Smith
determine the winner of the competition, each judge will write
1. Observation Checklist- 20 points
Entry 1= 6/10 Entry 2= 9/10
Total= 15/20
2. SYTYCD Performance- 20 points
Total= 17/20
3. Self-Assessment- 10 points
Round 1= 7/10 Round 2= 8/10
Total= 7.5/10
on a ballet who they believe created the best routine. Students
will also be involved with the winning process. Each student
will complete a ballet and state who they think created the
best routine. The team with the most votes will win one
Unit Total: 39.5/50 = 79%
Grade: 7
Lesson
#
Lesson Title
Dates: November 18th - November 27th
Unit: Dance
GLO’s
SLO’s
Learning Activities
Assessment
Safety
Instructional
Strategies
- Direct
Instruction
1
Zumba
A
C
C
7-8
7-1
7-6
- Discuss expectations for
unit: dance etiquette and
respect.
- Warm up: YMCA
- Zumba: Use instructional
DVD for reference.
Observation
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
2
Hip Hop/
Break
dancing
A
7-8
- Guest Instructor
specialized in hip-hop and
break dancing.
Observation
- High-risk moves
taught by a qualified
instructor
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
- Direct
Instruction
from guest
instructor
- PE teachers
circulates
providing
feedback/
assistance to
students.
3
Bollywood
Dancing
A
D
7-8
7-2
- Warm up: Just Dance
- Discussion: What is
“Bollywood?”
Observation
- Music equipment
safe distance activity.
- Gym obstacle free.
- Direct
Instruction
6
Equipment
Motivation
- Music
system
- Zumba
Instructional
DVD.
- SmartBoard
projection
- Music
system
- Mats to
practice head
stalls and
break dancing
- Show
students
YouTube clip
of Zumba
prior to
instruction.
- Music
system
- SmartBoard
- Show
students
pictures of the
- Learning
current and
popular dance
moves.
- Dancing to
popular hiphop music
(clean
versions).
- Bollywood Dance
- Discuss strategies that
encourage participation
and motivation among
classmates during group
and partner dances.
- Suitable clothing
and footwear
4
Partner
Dance
A
C
7-8
7-1
- Warm Up: Just Dance
- Discuss expectations for
partner dances.
- Two-step
Journaling
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
- Direct
Instruction
5
Dance Peer
Teach
A
7-9
- Students research a style
of dance of their choice,
and teach it to a small
group of students.
- Peer-teach
- Self
Assessment
6
So You
Think You
Can Dance
Rehearsal
A
B
7-9
7-4
Observation
Conversatio
n
- Peer
Teaching
Participation
Checklist
- Sports
Education
Model
Cooperative
Learning
7
So You
Think You
Can Dance
Rehearsal
So You
Think You
Can Dance
Performanc
A
C
C
7-9
7-5
7-6
- Students plan and
choreograph their group
dance.
- Discuss body image, and
the stereotypical “dance
body.” What does the
media tell us dancers
should look like?
Examples…
Student practice and
perfect their dance routine.
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
A
C
C
7-9
7-5
7-6
Students perform their
dance routine for a panel
of judges.
Performance
Rubrics
- Self
Assessment
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
- Music equipment
safe distance activity.
- Gym obstacle free.
- Suitable clothing
and footwear
- Sports
Education
Model
-Cooperative
Learning
- Sports
Education
Model
-Cooperative
Learning
8
Journaling
7
projection
- Bollywood
dancing
resource:
http://www.asi
aeducation.ed
u.au/resource/
asiascopeseqar
tsunits_bollyw
ood_inspiratio
n.html
- Music
system
- Music
system
Bollywood
culture.
- Variety of
Bollywood
music.
- Bollywood
dance clips.
- Include
popular
country music
tracks.
- Show
students twostep YouTube
clip prior to
instruction
- Peer Teach
feedback from
students
- Music system
- Images of
famous
dancers/artists
of different
body types
(contestants
from popular
TV dance
shows).
- Music system
- Students may
bring in music/
props/costumes
for performance
- Competition
inspired from
popular TV
show.
- Music system
- Students may
bring in music/
props/costumes
for performance
- SYTYCD 1st
- Competition
inspired from
popular TV
show.
- Dance
- Competition
inspired from
popular TV
show.
e
place trophy
routines
filmed and
played on
school TV in
main entrance
lobby.
Self-Assessment
o Listened actively and respectfully to my teacher and
classmates
o Worked cooperatively and effectively with others
o Willingly participated with a positive attitude
o Followed rules, routines and procedures
o Was a kind, friendly and supportive classmate to others
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Rarely/Never (1)
Sometimes (2)
During this unit, I …
Mostly (3)
Date: _________________
Always (4)
My Name: ____________________
o Worked hard to learn the terms, steps, positions and
directions
o Performed the dance sequences and steps with few errors
o Felt confident when performing different dance sequences
and steps
o Tried my very best
Total:
/ 36
(total/36) x 10 =
Student Checklist
P = Participation
A = Attitude & Effort
NAME
Lesson 1
P
A
Lesson 2
P
A
1
2
3
4
5
6
7
8
9
10
11
12
Lesson 3
P
A
Lesson 4
P
A
TOTAL
(total x
1.25)
/10
/10
/10
/10
/10
/10
/10
/10
/10
/10
/10
/10
9
/10
13
14
15
16
17
18
19
20
21
22
23
/10
/10
/10
/10
/10
/10
/10
/10
/10
/10
/10
So You Think You Can Dance Performance Rubric
Group Name: _______________
Criteria
Creativity
Choreography
Exceeds
Expectations
(4)
Judge: _____________
Fully Meets
Expectations
(3)
Develops a dance
sequence that is
creative, complete and
displays lots of effort
and practice.
Develops a dance
sequence that is
creative, complete and
displays some effort
and practice.
Performs complete
dance with lots of
confidence and
enthusiasm, making few
errors.
 Performs all
sequences from
memorization.
 Consistently
Performs complete
dance with some
confidence and
enthusiasm, making
some errors.
 Performs most
sequences from
memorization.
 Frequently
10
Meets Expectations
(2)
Develops a dance
sequence that is not
very creative,
incomplete and displays
little effort and
practice.
Performs complete
dance with little
confidence and
enthusiasm, making many
errors.
 Performs some
sequences from
memorization.
 Occasionally
Not Yet Within
Expectations
(1)
Develops a dance
sequence that is
uncreative, incomplete
and displays no effort
or practice.
Performs complete
dance with no
confidence or
enthusiasm, making
constant errors.
 Unable to perform
any sequences from
memorization.
 Seldom, if ever
Skill
demonstrates
enthusiasm by
showing energy in
movements and giving
their best.
Routine provides
significant evidence of
dance techniques
learned during the unit.
demonstrates
enthusiasm by
showing energy in
movements and giving
their best.
Routine provides
relevant evidence of
dance techniques
learned during the unit.
Total:
11
demonstrates
enthusiasm by
showing energy in
movements and giving
their best.
Routine provides
reasonable evidence of
dance techniques
learned during the unit.
/12
demonstrates
enthusiasm.
Routine provides
inaccurate evidence of
dance techniques
learned during the unit.
(total/12) x 20 =
/20
Journal Entry Questions:
For homework, research a dance sequence you can teach to the class. In your journal, document important
information about the dance (history, where it is performed, style, etc), and include the steps of the dance in your
journal. Be prepared to teach your dance to a group of 6-7 students in our next class.
In a one-page journal entry, describe your group’s So You Think You Can Dance routine. In reference to the
performance rubric, identify how your team is incorporating skill, choreography, and creativity. Explain your role in
the group, and how you have contributed to your group’s final performance.
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