Grade 5 Dance Unit Plan Developed By: Selene Bolin Brittany Wismer Elizabeth Laverty Darcy Warawa Malynn Frank Deanna Heather

EDES 364 October 2010

Table of Contents Activity Background...............................................................................................................3 Safety Considerations.............................................................................................................3 Special Considerations...........................................................................................................4 General and Specific Outcomes.....................................................................................5 & 6 Sequential List of Skills and Drills / Activities.....................................................................7 Warm-up Activities..........................................................................................................8 & 9 Lesson #1 Details - Laban’s Movements.............................................................................10 Lesson #2 Details - Individual (Hip - Hop).........................................................................11 Lesson #3 Details - Individual (Bollywood)...............................................................12 & 13 Lesson #4 Details - Social (Two-Step)........................................................................14 & 15 Lesson #5 Details - Social (Jive)..................................................................................16 & 17 Lesson #6 Details - Line Dance (Macarena).......................................................................18 Lesson #7 Details - Group Dance. (Square Dance)...................................................19 & 20 Lesson #8 Details - Creative Movement Project Creation................................................21 Lesson #9 Details - Creative Movement Project Presentation..........................................21 Cool-down Details - Static Stretching Routine...................................................................22 Assessment and Evaluation Material............................................................................23 - 28 References..............................................................................................................................29

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Overview of Unit Plan Activity Background Although there is nothing distinctly documented, it is assumed that dancing has been a part of society as long as mankind has existed. It has and continues to serve a significant role in the spiritual, ceremonial, social, sport / fitness and entertainment aspects of individual’s lives throughout the world. Just as dance serves a variety of roles, it also varies significantly throughout the world in its rhythm, complexity and style. Dance does not always have to be accompanied by music as storytelling and poetry can be acted out through it. There are numerous types of dances that have been passed from generation to generation and others that have been developed as recently as within the past couple years. Dance is an activity that will only continue to grow and evolve. It is an activity that can be conducted by an individual, with a partner or with a group. The technical and cognitive skill development that an individual is exposed to through dance can be transferred to numerous other aspects in their lives. For example, rhythm and timing is an integral component of dance and will only improve an individual’s performance in other sport activities. Along with the physical benefits associated with dancing, it also allows for selfexpression. In recent years, dancing has been in mainstream television with shows such as Dancing With The Stars and So You Think You Can Dance exposing its viewers to the complexity and diversity within it. It is important to point out to your students some of the typical moments in their lives when dancing will likely be a part of an event they are directly involved in. In Canada, these would include events such as school or community dances, weddings and graduations.

Safety Considerations As per the Safety Guidelines for Physical Activity in Alberta Schools (Revised July 2008), there are specific safety measures that need to be considered when conducting this activity. The Dance section (Pg. 49) includes the following sections: Supervision, Instructional Considerations and Equipment / Facilities information. Supervision Constant supervision is recommended for the high-risk dance activities following initial skill instruction and after all safety concerns have been emphasized. In-the-area supervision is recommended for all other dance activities. Instructional Considerations A proper warm-up and cool-down are essential for safe participation in dance. B-boying and b-girling (break dancing) as well as some other types of dance can involve high-risk activity (for example, stalls {balance on cheek or head} or inversion moves where head and/or neck are at risk). High risk moves should only be taught by a qualified instructor who has a thorough understanding of the discipline and how it should be taught. Equipment / Facilities Music equipment should be in proper working order and a safe distance from activity. Gymnasium or very large room, free from obstacles, should be used. Suitable clothing and footwear should be worn.

The following sections must also be consulted in the Safety Guidelines for Physical Activity in Alberta Schools. (Revised July 2008): All Physical Activities (Pg. 11) and Indoor Activities (Pg. 19) or Outdoor Activities (Pg. 23) and, if applicable, Off-Site Activities (Pg. 33). 3

Overview of Unit Plan (Continued) Special Considerations Individuals with physical disabilities may need the physical / technical movements modified. Students begin to become very self-conscious around their peers at this grade level / age. This may be the first time a student is pairing with a member of the opposite sex. As dance is not a part of everyday Canadian culture, students may have minimal experience with it in comparison to traditional sports that are played at recess and outside of the school environment. Some student’s religious backgrounds may not allow them to participate in the activity.

Notes ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

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General and Specific Outcomes GENERAL OUTCOME A: Students will acquire skills through a variety of developmentally appropriate movement activities; dance, games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and outdoor pursuits. SPECIFIC OUTCOMES: A5 2 - Consistently and confidently perform locomotor skills and combination of skills, by using elements of body and space awareness, effort and relationships to a variety of stimuli to improve personal performance. A5 3 - Select, perform and refine more challenging nonlocomotor sequences. A5 8 - Demonstrate a variety of dances; e.g., creative, folk, line, sequence and novelty, alone and with others. A5 9 - Demonstrate a creative process to develop dance sequences alone and with others; and, demonstrate movement sequences in response to a variety of musical, verbal and visual stimuli. GENERAL OUTCOME B: Students will understand experience and appreciate the health benefits that result from physical activity. SPECIFIC OUTCOMES: B5 4 - Acknowledge and accept individual differences in body shapes and how different body types contribute to positive involvement in physical activities. B5 8 - Understand the connection between physical activity, stress management and relaxation. GENERAL OUTCOME C: Students will interact positively with others. SPECIFIC OUTCOMES: C5 1 - Identify and demonstrate respectful communication skills appropriate to cooperative participation in physical activity. C5 5 - Identify and demonstrate practices that contribute to teamwork. C5 6 - Identify and demonstrate positive behaviors that show respect for self and others.

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General and Specific Outcomes (Continued) GENERAL OUTCOME D: Students will assume responsibility to lead an active way of life. SPECIFIC OUTCOMES: D5 2 - Demonstrate factors that encourage movement. D5 3 - Identify and follow rules, routines and procedures for safety in a variety of activities. D5 8 - Create a strategy to promote participation in physical activity within the school and the community.

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Sequential List of Skills and Drills / Activities Lessons Laban’s Movements

Individual Dance

Individual Dance

Social Dance

Social Dance

Line Dance

Group Dance

Creative Movement Dance Creation Creative Movement Dance Presentation

Skills Body Awareness Spatial Awareness Relationships with People and Objects Quality of Movement Criss Cross Step and Touch Walk it Out Toe Touch Step Touch Limp Step Turn Around the World Shoulders Up and Down Come Here Hand Rolls Basic Foot Work Foot Work with a Partner Basic Spin Overhead Behind Back Spin Basic Steps with Curve Spot turn with Partner Separation and Turn with Partner Coordination Team Work Timing Basic Locomotor & Non-locomotor Bow/Curtsy Do-si-do Arm Link and Turn “London Bridge” Partner Cooperation

Drills & Activities Clusters Monster Static Stretches Clusters Hip Hop Dancing Static Stretches

Review Hip Hop Moves Ship to Shore Bollywood Dancing Static Stretches Dance Freeze Tag Two-Step Dance Static Stretches Review of Two-Step Jive Dance Static Stretching YMCA Tag Macarena Static Stretches

Review of Line Dance Square Dancing Static Stretches

Team work Cooperation

Review of all dances.

Teamwork Cooperation

Presentations done by each group to show what they have learned.

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Warm-up Activities 1. Clusters Have students form groups according to teacher commands. Students can only move by nonlocomotor patterns. For example the teacher may yell out to form a group according to hair color. In order to move to all the people who belong in the group with say brown hair they must either hop, skip, jump or shuffle. Once “clusters” have been formed the teacher will then say another command. Game should last three to five minutes. Music may also be played during this warm up game. Start music after the command is announced. Warn students they will have to move quickly in order to be in the appropriate group before the music is turned off. 2. “Ship to Shore” – India Version This warm-up is a spin on the classic version of “Ship to Shore”. Instead of using the cues that pertain to ships, we use facts about India instead. This warm up is designed to not only get the students’ bodies into action, but their minds as well. Gather the students together in one large group to discuss the rules. The teacher is the “tour guide” and the students are the “visitors” of India. The “tour guide” will shout out cues that tell the students what to do or where in the gymnasium to run to. Introduce the cues before starting the game play, read each cue and description 6 Cues: “South Asia”: India is located in South Asia. (Designate one wall to represent South Asia, label it with map provided). The students must run and touch the wall. “Bollywood”: more films are made in Bollywood than Hollywood. The students have to stop in place and give their best movie star pose. “Arabian Sea”: this is the body of water on the west coast of India. Students must run to the west wall of gym. “Bay of Bengal”: this is the body of water on the east coast of India. Students must run to the east wall of the gym. “Monsoon”: the monsoon season in India refers to the heavy rainfall in India and other parts of the world. Students must stand in place and stretch their arms outward in the shape of an umbrella. “Cook the Rice”: rice is one the main staple foods in India. The students need to crouch down to the floor and pretend to cook rice. More cues can be added at the teacher’s discretion. It is important to start with only a few cues and then introduce more as the students get more familiar with the game.

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Warm-up Activities (Continued) 3. Dance Freeze Tag You will choose 1 or 2 people to be the freeze taggers and 1 or 2 people to be the dance taggers, and another 1 or 2 people to be the helpers. Each of these individuals will require different coloured pinnies. Students will move around the room with the dance and freeze taggers trying to tag them. If you are caught or tagged by a freeze tagger you must freeze in a dance position. If you are caught by the dance taggers you must dance on the spot. The only way to get set free is if the helper saves you. In order to save a frozen person the helper must copy their dance position in front of them, and to save a dancing person the helper must do a dance with them. The helpers may not be caught, and you cannot be caught while you are being saved. The number of people “it” will depend on the number of people in the class. 4. Bop-It! 1. Find a song with a good beat and quiet words e.g. Angelo Venuto - Sweet Caroline remix, Basshunter Now You’re Gone, Black Eyed Peas - One Tribe, Blink 182 - All The Small Things, Cheap Trick - I Want You to Want Me. 2. As the teacher calls out actions the students perform them: Kick it: students kick their legs alternately in front of them Twist it: students twist their bodies to the right, then to the left, keeping their feet in place. While twisting they also bend knees so they get closer to the ground, then rise back up again. Spin it: students spin around in their spot Pull it: students imagine they are pulling two levers down alternately from above their heads. Holding arms up above their heads they alternately bend their elbows until their hand is level with their chin. Bop it: students jump up and down in their spot 3. Students need to make an effort to perform the actions to the beat. 4. Call out actions continuously for one minute at a time then give students 20 seconds to walk slowly to another place on the floor, and continue with instructions. 5. YMCA Tag Choose 2 - 3 students to be “it”, and give them coloured pinnies to wear. Other students are scattered around the playing area. The teacher can assign or students can choose a locomotor movement that is safe (running is not recommended). This warm-up activity can be done with or without music. If tagged, students freeze and form a Y, M, C or A with their arms. To get back into the activity 3 other students must line-up with the student to spell out YMCA. They are to say “YMCA” when the last person gets in their line and then they can move again. Change taggers every 30 – 60 seconds. 6. Macarena Steps Review This warm-up will consist of reviewing the 14 steps associated with the line dance activity, specifically the Macarena, that was taught in the previous lesson. The challenge will be to complete the 14 steps twice.

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Lesson 1: Laban’s Movement These activities will be completed in one class. Each activity should be completed in five minutes. Body Awareness Activity 1: Moving body in different shapes. Have students try these moves: stretched, curled, wide, twisted, narrow. Activity 2: Pick two students to be “it”. Have the other students move around the gym using locomotor movements. Once a student is tagged they must stand on one foot until another student “frees” them. Relationships with Objects and People Activity 1: Teacher plays music as students move throughout the gym avoiding the hula hoops (start with 4) that are placed on the floor. Once the music is stopped students must be inside one of the hula hoops. Each time the music stops remove one hoop, eventually ending with one hoop. Activity 2: Teacher puts student into pairs. Partners stand facing each other while one person is the leader the other mirrors the movements of their partner. Progression: Have students go from standing still to moving about the gym trying to follow partner’s movements. Students should switch off, giving the other partner a chance to be the leader. Quality of Movement Activity 1:Teacher using a drum to direct students movement. The harder and faster the drum is hit increases the force and speed of the students movements and vice versa. Space Awareness Activity 1: Have students make shapes in different level (low, medium and high). This could be done to music. Activity 2: Have random objects placed throughout the gym on the floor (have small and large items). Using different locomotor patters (determined by the teacher) have students move about the gym finding different pathways around the obstacles.

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Lesson 2: Individual (Hip Hop) 1) Criss-cross - Start with feet shoulder width apart. On the count of 5 6 7 8 jump and land with the right foot in front of the left. Jump back to the starting position with the feet shoulder width apart. After the basic steps has been learned progress into doing the criss cross while moving in a clockwise direction. It is important to remember that only the right foot will be positioned in front of the left foot. Highs and lows are important in this skill (Jumping high and landing low). 2) Walk it out – Students can relate this skill to the twist. The walk it out skill requires students to be on their toes for the duration of the movement. Have students stand on their toes with their knees bent. While standing on their toes they will step from right foot to left foot without moving. Progression for this skill can be to add arm movements while stepping. 3) Step n snap – Step to the left. Dig with the right foot and snap with the right hand at the same time. The ending position the body will be positioned slightly to the left. Repeat the steps moving to the right. Step to the right. Dig with the left foot and snap with the left hand. 4) Toe touch – Left leg behind touch with right hand. Left leg in front of body and touch with the right hand. Take a step forward with the left foot and at the same time the right arm is in the air waving down. Repeat with the right leg behind the body the left hand touches the right foot while it is in front of the body. Then bring the right foot in front of the body and touch with the left hand. Step forward with the right foot while the left arm is up in the air. As the foot makes contact with the ground the left arm is being waved down to the side of the body. http://www.youtube.com/watch?v=tGxiSoOkq0&NR=1 step n snap http://www.youtube.com/watch?v=f4cC8MCcYw&feature=channel toe touch http://www.youtube.com/watch? v=wLO3LFzIVHQ walk it out Drills / Activities: Show students a choreographed hip hop routine with the previously learnt skills. Step 1 – Toe touch left (Behind, in front, step forward with the left) Step 2 – Toe touch right Step 3 – Walk it out (Twist on the spot) Step 4 – Step n snap to the left Step 5 – Step n snap to the right Step 6 – Walk it out (Twist on the spot) Step 7 – Criss cross (Clockwise)

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Lesson 3: Individual (Bollywood) 1) Step Touch Step to the left with your left foot Bring over right foot and “touch” it to the floor to the right of the left foot Step to the right with your right foot Bring over left foot and “touch” it to the floor on the left of the right foot Repeat 2) Step Touch (Count of 3) Step to the left with your left foot, and press it flat to the floor Bring right foot over and “touch” it to the floor with toes, to the right of the left foot Then press your left foot to the floor Step to the right with your right foot, and press it flat to the floor Bring your left foot over and “touch” it to the floor with toes, to the left of the right foot Then press your right foot to the floor Repeat 3) Limp Step (This one looks like you’re walking in place with a limp.) Place your right foot slightly ahead of your left foot, with right knee slightly bent Press down on your right foot, lifting left foot slightly Repeat faster 4) Turn Cross your right foot over left foot “unwind” by swivelling to uncross them If done correctly your feet and body will be facing forwards again, uncrossed 5) “Around the World” Stand facing forward Take the right foot and touch it in front of you Touch the right toes to the side Touch right toes behind Touch right toes to the other side You should be facing the front again 6) Shoulders Up and Down Stand with your feet shoulder width apart Isolate your shoulders and “shrug” them up and down Slowly raise both arms in unison 12

Lesson 3: Individual (Bollywood) (Continued) 7) “Turn the Light Bulb” (this is a continuation of the previous move) Continuing from the move above as you raise your arms up and down, pr tend to turn a light bulb with each of your hands Repeat This can be done with the step touch move or the limp step 8) “Come Here” (use this arm move with the limp step move) Do the limp step with right foot forward Extend both arms in front of your body at a slight right angle going with the right foot Raise palms to the ceiling Pull back fingers toward body as if you were trying to tell someone to “come over here” 9) Hand Rolls Place arms parallel with each other going horizontally in front of you Roll arms around each other Bend down and continue rolling arms Slowly bring your body up, while rolling arms Go all the way up Repeat going down again This can be combined with the limp step

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Lesson 4: Social (Two Step)

1) Basic Foot Work Female - The right foot moves first, and the female moves backwards to the beat quick, quick, Slow, Slow. So they move right, left, right, left, to that beat. Male - The male’s left foot will move first, and they are moving forwards instead of backwards, because they are the leader. They also move to the same beat, quick, quick, slow, slow. Their feet will move left, right, left, right. 2) Foot work with a partner The dance partners face each other. Female - The female will hold the male’s left hand with her right. Her left hand then goes on the shoulder of her dance partner. Male - The male will hold the female’s right hand with his left. His right hand then gently rests on the female’s left side hip. Once the dance partners are together they will move the same way as above just together. So the female steps back with her right foot and the male moves forward with his left. They continue moving around the room using the pattern listed above (quick, quick, slow, slow). The male is to take on the role of the lead dance partner, thus it is his job to be watching for other people and to move the female by gently pushing or pulling with the hand on her hip, to give her guidance as to which way he wants her to move. 3) Basic Spin Male - The male directs the female into a spin and lets go with his right hand. Holding onto the female’s right hand with his left he simply guides the female into a spin, leading her outward and then inward. At this time the male is stationary. Female - The spin should be initiated after the slow, slow steps have been completed. So the female will begin the spin with the quick, quick steps. They let go of the males shoulder and remain holding hands. The female then spins to the right, or clockwise, and then back in to the left or counterclockwise. It is Important that the female ends the spin on the slow, slow, steps as they will go into quick, quick, once they come back to their original position with the male.

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Lesson 4: Social (Two Step) (Continued)

4) Spin and Walk Around Back The male and female conduct the same spin as above. Instead of going back to the original position with the female’s left hand on the shoulder and males right hand on the hip, they simply hold hands with both the male’s hands on the bottom and female’s hands on the top. The male then pulls the female inward and throws his right hand which is holding her left over the back of his head (without letting go). The male then lets go of the female’s right hand with his left. Then they let go of the hands above the head. The female’s hand slide along the males shoulder and arm. When her left hand reaches his left they hold onto hands. The male then directs the female around his back. He then behind his back switches her left hand from his left to his right. She then walks around his back, he grabs her right hand with his left and they pull back together and get back into the original dance position.

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Lesson 5: Social (Jive) Basic Position Partners face each other beginning with feet shoulder width apart. The leader’s left hand holds the follower’s right hand with a bend in the elbow so hands are approximately at shoulder height. Leader’s right hand goes around the follower’s waist, and the follower’s left hand is placed on top of the leader’s shoulder. Basic Jive Steps Part One 1) 2)

3) 4) 5) 6)

Stand with feet shoulder width apart Leaders move left foot diagonally behind right foot and stand on the ball of that foot. Followers move right foot diagonally behind left foot and stand on the ball of that foot Leaders shift weight back to right foot and return feet shoulder width apart Move right foot so it is snug with the left foot Move the left foot over so feet are shoulder width apart again, and shift weight onto left foot, bending the right knee and raising the right foot off the ground Followers mirror all of these steps

Part Two 1) 2) 3) 4)

Leader puts right foot back on the ground so feet are shoulder width apart and shifts weight onto right foot Move the left foot so it is snug with the right foot Move the right foot out so feet are shoulder width apart again Repeat Parts one and two

Basic Steps with a Curve 1) 2) 3)

4)

Follow the same steps of the basic steps After every “repeat” leaders step 90° to their left with their left foot, after they have done the diagonal step behind their right foot with their left foot Followers will mirror this movement, stepping 90° to their right with their right foot after they have completed the diagonal step behind their left foot with their right foot Continue with basic steps

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Lesson 5: Social (Jive) (Continued) Spot Turn with a Partner 1) 2) 3) 4) 5)

Complete part one of the basic steps, then stop and move hands that are together above heads. Followers spin on right foot clockwise . Once facing leaders again places left foot over to the left so feet are shoulder width apart. At the same time followers are completing the spin leaders move right foot right so feet are shoulder width apart. This movement is the beginning of part two of the basic steps, and the pair moves fluidly into completing the remainder of the basic steps.

Separation and Turn with a Partner 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12)

Do the basic steps until the end of part one. Both partners turn out from the hands that are together. Followers move left foot so feet are shoulder width apart. Move the right foot snug beside the left foot. Move left foot out again so feet are shoulder width apart. Then move the right foot diagonally behind the left foot and place weight on it. Returning the right foot so feet are shoulder width apart once again. Move the left foot snug up to the right foot. Move the right foot so feet are again shoulder width apart. Leaders do the same movements but with the opposite feet. Followers spin clockwise while leaders do three steps in place beginning with the left foot. Partners join together again by stepping into each other and returning hands to position before beginning part two of the basic steps.

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Lesson 6: Line Dance (Macarena) Legend:

R = Right L = Left

1)

Place R arm out in front of body with palm down.

2)

Place L arm out in front of body with palm down (Frankenstein style).

3)

Turn R hand palm up.

4)

Turn L hand palm up.

5)

Place R hand to left upper arm.

6)

Place L hand to right upper arm (Genie style).

7)

Place R hand behind head.

8)

Place L hand behind head.

9)

Place R hand to L hip.

10)

Place L hand to R hip.

11)

Place R hand to R lower cheek.

12)

Place L hand to L lower cheek.

13)

Leave hands on cheeks and wiggle and sway (make a figure 8).

14)

Quarter turn to the left and repeat steps 1 – 14.

Continue steps 1 – 14 until the song ends.

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Lesson 7: Group (Square Dance) 1) Bow/Curtsy to Your Partner Take a step forward to your partner, boys and girls curtsy Bow - Bend forward at waist, one hand in front on stomach, one hand behind back Curtsy - Put one foot behind the other, bend at knees 2) Forward/Backward Steps Walk toward partner, walk backwards to starting position Repeat 3) Right Arm Swing Walk toward partner, link arms at the elbows and swing gently around until you complete one circle. Return to starting position. 4) Left Arm Swing Walk toward partner, link left arms at the elbows and swing gently around until you complete one circle. Return to starting position. 5) Two Hand Swing Walk toward partner and grasp partners hands in front of you. Swing clockwise to complete one circle. Return to starting position. 6) Do-Si-Do Walk forward, passing your partner with the right shoulder. Go around partner (back to back), passing partners left shoulder (walking backwards). Return to starting position.

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Lesson 7: Group (Square Dance) (Continued)

7) Head Couple Down the Center Head couple moves to center of line and grasps hands They slide 4 steps down the middle of the line Slide 4 steps back to head of line Return to starting position

8) Cast Off Head couple turn out away from partner and make a circle (walking down outside of line) Other couples follow the “leader” Stop after making it to the end of the line (where the last couple was standing)

9 ) Arch Head couple makes a arch with hands Following couples go under the arch There is now a new head couple (the previous head couple is now at the end of the line)

10) Start Over at Step 1 Continue steps 1 through 10 until music stops

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Lessons 8 & 9: Creative Movement Project Creative Movement Project Guidelines Day 1: Groups of 4 or 5. Dance routine must be at least 40 seconds long and no longer than 1 minute. Routine must include at least 1 move from each of the 6 dances taught. Students will have the entire class period to practice their dance. Music will be provided and all groups will use the same music.

Day 2: All groups will have 10 minutes to practice at the beginning of class. Teacher will draw names out of a hat to decide who presents first. Presentations will last approximately 15 minutes. After presentations each student will receive the self assessment / final test (located on pg. 27). Students will have 10 minutes to complete.

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Cool Down Activities Static Stretching The cool-down will incorporate 6 different static stretches. Each stretch is to be done twice (per side where applicable) and held for 15 seconds. The stretches are titled and include pictures below for easy reference. Have the students form a circle with yourself in the middle to demonstrate the various stretches that will be part of the routine. In future lessons consider having a couple different students lead the stretching. This will also give you the opportunity to review the activity performed and introduce the upcoming lesson. 1. Hamstring Hang

4. Leg Overs

2. Side to Side

5. Arm Across

3. Sitting Twists .

6. Arm Behind

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GRADE 5 DANCE: Weighting and Distribution of Marks

Skills Creative Movement Project

15 %

Knowledge and Self Self Assessment and Final Test

10 %

Attitude and Effort to Improve Participation Assessment

40 %

Cooperation and Leadership Leadership and Cooperation Assesment Rubric

35 %

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GRADE 5 DANCE: Participation Assessment 3 2 1 A

Excellent Satisfactory Needs Improvement Absent

Total

Creative Movement

Creative Movement

Square Dance

Macarena

Jive

Two Step

Bollywood

Hip Hop

Laban’s

Excellent – Student was always actively engaged in the lesson and showed enthusiasm when working individually and with team members. Student was involved by asking questions and offering to help classmates. Satisfactory – Student was usually engaged in the lesson. Student sometimes showed enthusiasm. Needs Improvement – Student was rarely actively involved in the lesson and showed little to no enthusiasm.

Kyla Victoria Kevin Meagan Tracy TJ Deanna Angela David Liz Gina Sarah Chris Carla Crystal Michael Camille Derk Amy Jon Darcy Amanda Sara Kalee

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GRADE 5 DANCE: Leadership and Cooperation Assessment Excellent (3) – Demonstrates excellent ability to lead other students. Student is willing to help others and is cooperative while working with other students. Satisfactory (2) – Student sometimes showed leadership abilities and cooperation. Needs Improvement (1) – Student rarely shows leaderships skills and cooperation. Absent (0) - Student was absent or shows no leadership or cooperation.

3

2

1

0

Kyla Victoria Kevin Meagan Tracy TJ Deanna Angela David Liz Gina Sarah Chris Carla Crystal Michael Camille Derk Amy Jon Darcy Amanda Sara Kalee

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GRADE 5 DANCE: Self Assessment and Final Test Please Circle the statement that describes you best after each sentence I cooperated with my classmates All the time Sometimes

A few times

Never

I listened to my Physical Education Teacher All the time Sometimes

A few times

Never

I like to try new activities in Physical Education All the time Sometimes

A few times

Never

I was able to do the steps for all the dances All the time Sometimes

A few times

Never

I participated in every class of this Dance Unit All the time Sometimes

A few times

Never

MATCHING: Match the dance term from the left column to the correct dance in the right column.

Criss Cross

Square Dance

Macarena

Bollywood

Spot Turn with Partner

Hip Hop

Turn the Lightbulb

Line Dancing

Do Si Do Quick Quick Slow Slow

Two Step Jive

My favourite dance in this unit was: ____________ because:________________________ _________________________________________________________________________ My least favourite dance in this unit was: __________because: ______________________ _________________________________________________________________________ 26

GRADE 5 DANCE: Self Assessment and Final Test (Key) Please Circle the statement that describes you best after each sentence I cooperated with my classmates All the time Sometimes

A few times

Never

I listened to my Physical Education Teacher All the time Sometimes

A few times

Never

I like to try new activities in Physical Education All the time Sometimes

A few times

Never

I was able to do the steps for all the dances All the time Sometimes

A few times

Never

I participated in every class of this Dance Unit All the time Sometimes

A few times

Never

MATCHING: Match the dance term from the left column to the correct dance in the right column.

Criss Cross

Square Dance

Macarena

Bollywood

Spot Turn with Partner

Hip Hop

Turn the Lightbulb

Line Dancing

Do Si Do Quick Quick Slow Slow

Two Step Jive

My favourite dance in this unit was: ____________ because:________________________ _________________________________________________________________________ My least favourite dance in this unit was: __________because: ______________________ _________________________________________________________________________ 27

GRADE 5 DANCE: Creative Movement Project Rubric 1: Needs Improvement Dance Movements Included

Movements from 2 or more of the dances learned are not included in the dance.

2: Acceptable There is at least one movement from 5 of the 6 dances taught.

3: Proficient There is at least 1 movement from each of the 6 dances learned.

4: Excellent

Score

There are two or more movements from each of the dances learned. /4

Time Requirements

The dance performed is under 20 seconds long.

The dance performed is 20-30 seconds long.

The dance performed is between 30-40 seconds long.

The dance performed is 40 seconds long or more. /4

Individual Performance of Dance Movements

Dance movements are performed inadequately, and with many mistakes in form.

Dance movements are performed moderately with quite a few mistakes in form.

Dance movements are performed well with few mistakes in form.

Dance movements are performed very well with no mistakes in form.

/4

Team Unison

Team does not perform the dance in sync with one another, and most students are off beat.

Team performs the dance somewhat in sync with each other, with multiple people off beat.

Team performs the dance mostly in sync with one another, only falling out of sync a few times, and only a few people off beat.

Team performs the dance completely in sync with one another, and with no one off beat.

/4

Timing to the Music

The dance is not timed to the music, with few if any movements performed in sync with the beats of the song.

The dance is somewhat timed to the music, with some movements performed in sync with the beats of the song.

The dance is timed to the music quite well, and the movements are mostly performed in sync with the beats of the song.

The dance is timed to the music very well, and all the movements are performed in sync with the beats of the song.

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References (2010). How To Jive: Video Series. Retrieved from http://www.ehow.com/videos-on_3064_jivedance.html (2010). Human Bop It. Retrieved from http://www.teachingideas.co.uk/pe/humanbopit.htm James, Jo. (n/d). Meet the Virginia Reel. Retrieved from http://www.learnnc.org/lp/pages/3298 (2003). Safety Guidelines for Physical Activity in Alberta Schools. Retrieved from http:// www.ei.educ.ab.ca/documents/resources/safety_guidelines_2003.pdf Websites 1. PE Central Dance Lessons Idea website (www.pecentral.com) 2. eHow website (www.ehow.com) 3. Bollywood dance instructions (http://www.monkeysee.com/play/1929-bollywood-dance-steps) 4. Facts of India from http://primaryhomeworkhelp.co.uk/india/general.htm Displays / Materials 1. YMCA song by the Village People 2. Macarena song by Rio Los Mar 3. Jailhouse Rock by Elvis Presley (Jive)

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