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Unit: Dance Grade: 9 Teacher: Shayne Brown

Unit length: 14 classes Physical Education Unit Plan Length: 40 min

Dance Unit Plan

Physical Education Grade 9

Shayne Brown

2015-2016



Unit Overview

The dance unit will be completed over approximately a two-week period. The unit may be new to students, but the unit aims to engage all students at all levels of dance. The unit will include traditional dances, modern dances and dances that the students create on their own.. The students will be tasked to develop their own dance and present it to the class, as well as performances throughout the unit. The unit should be approached to explain to the students that dance can be an excellent source of physical activity. The steps and the movements can be difficult at times, but the steps will provide them with dances that they can use in the future. This unit will provide students with the fundamental skills necessary to be competent in dance and provide the students with a foundation to feel comfortable at dance events. Throughout the unit, the guiding questions will help the students make the connections between dance and healthy living. The connections will be discussed before and after every lesson, also there will be quick briefing and questions during skill development.

Unit Rationale

Dance is a unit that is often overlooked by educators. Dance can provide students with many possibilities in skill development. Dance will be taught to the students in order to not only get them familiar with the dances, but to gather their interest and let them know that dance is good for them. Today, many people view dancing in a negative light and do not see the possible benefits of dancing in their life. Students want to dance, but they are too afraid to look like a “fool” or incompetent when dancing. This class will aim to make everyone look like a “fool” together and use cooperation and teamwork to work on the dances together. The unit is approached to help students and allow them to learn new skills while allowing for them to have a choice in order to have interest and be engaged. Also, the unit incorporates new dances that they may be familiar with in order to gather participation. The obesity epidemic is too great to ignore that dance can benefit all. In the olden days, almost everyone knew how to dance in someway and loved to do so. So, this unit aims to gather that interest back for the students and get them to understand the benefits for life.

Key Questions

What are the personal benefits for dance?

Is there only one way to dance?

How are we able to mix and combine multiple dances at the same time?



Resources

ABCDs of Movement – Edmonton Public School. Grade 9 Physical Education

Alberta Education. Program of Studies – Grade 9 Phys. Ed.

Physical Education Canada - http://www.phecanada.ca/programs/dance/dance-resources/lesson-and-project-ideas

Schools Come Alive! Hip Hop Resource Manual.

Youtube

Major Objectives

The aim of the Kindergarten to Grade 12 physical education program is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle.

General Outcome A: ActivityStudents 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.

Basic Skills; Locomotor; Nonlocomotor; Manipulative Application of Basic Skills in an Alternative Environment; i.e., Aquatics and Outdoor Pursuits; Dance, Games, Types of Gymnastics,

Individual Activities

General Outcome B: Benefits HealthStudents will understand, experience and appreciate the health benefits that result from physical activity.

Functional Fitness Body Image Well-being

General Outcome C: CooperationStudents will interact positively with others.

http://www.phecanada.ca/programs/dance/dance-resources/lesson-and-project-ideas



Communication Fair Play Leadership Teamwork

General Outcome D: Do it Daily…For life!Students will assume responsibility to lead an active way of life.

Effort Safety Goal Setting/Personal Challenge Active Living in the Community

Outcomes in this Unit

General Outcome AA9– Basic Skills 1 apply and refine locomotor skills and concepts to a variety of activities with increased control to improve personal performance 2 apply and refine locomotor skills by using elements of body and space awareness, effort and relationships to improve personal performance 3 apply and refine nonlocomotor skills and concepts to a variety of activities with increased control to improve personal performance 4 apply and refine nonlocomotor skills by using elements of body and space awareness, effort and relationships, to improve personal performance 5 apply and refine ways to receive, retain and send an object with increased speed, accuracy and distance in skills specific to an activity 6 apply and refine manipulative skills by using elements of space awareness, effort and relationships, with and without objects, to improve performance

Application of Basic Skills

8 create, refine and present a variety of dance sequences; e.g., jazz, square, social and novelty, alone and with others

9 choreograph and perform dance sequences, using the elements of movement and basic dance steps and patterns

11 create and plan activities that emphasize specific strategies and tactics that coordinate effort with others; e.g., team/fair play, in order to achieve a common activity goal



General Outcome BB9– Well-being

7 monitor, analyze and assess fitness changes as a result of physical activityGeneral Outcome C

C9– Communication 1 communicate thoughts and feelings in an appropriate respectful manner as they relate to participation in physical activity 2 identify and discuss the positive behaviours that are demonstrated by active living role models Fair Play 3 demonstrate etiquette and fair play Leadership 4 describe, apply, monitor and practise leadership and followership skills related to physical activity Teamwork 5 develop practices that contribute to teamwork 6 identify and demonstrate positive behaviours that show respect for self and others

General Outcome DD9– Effort 1 participate regularly in, and realize the benefits of, an active lifestyle 2 develop a personal plan that encourages participation and continued motivation Safety 3 select and apply rules, routines and procedures for safety in a variety of activities from all movement dimensions 4 analyze, design and perform warm-up and cool-down activities5 design safe movement experiences that promote an active, healthy lifestyle; e.g., student-created games

Goal Setting/Personal Challenge

6 determine and articulate challenging personal and team goals based on interests and abilities

7 evaluate different ways to achieve an activity goal, and determine personal and team approaches that are challenging for both the individual and the group

Active Living in the Community



8 evaluate community programs that promote physically active lifestyles and how they meet local needs 9 develop strategies to counteract influences that limit involvement in physical activity

Assessment

AAEP (Attitude, Attendance, Effort, Participation) – 50%Personal skills– 40%Projects/Assignments/Quizzes – 10%

Considerations/ Differentiated Instruction

Students may need more time for activities Students may forget change of clothes, be understandable The gymnasium may be used for events in the school, have a backup plan Some activities may need to be modified to allow all to participate Provide a visual demonstration, provide spoken instruction and get students to go through the movements Student who need assistance may be able to be provided with that opportunity Students who have wheelchairs or crutches may still participate with help from others or their helper Students may need music as a motivator If students are injured or unable to participate, they may keep track of the scores in the games or be a coach for their peers

as they go throughout the day

Lesson #

General Outcomes

Specific Outcomes

Learning Activities/ Teaching Strategies

Assessment/ Evaluation/ Communication

Equipment

Safety Considerations

Motivation

1 Intro to A A 9-1, 9-2, 9-3, 9-

Introduction to DanceRules and expectations -Participatio Gym

Warm-up Appropriate -Modeling.



dance/ Dance ice breakers

B

C

D

4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

WarmupWarm up cards

Learning Activity 1: The teacher will lead students in a brief discussion about dancing. The teacher will then allow the students to dance anyway they wish when the music plays. After, discuss that everyone is different and has their own style.

Learning Activity 2: Move to the Music

Play a certain type of music

Ask the students which type of dancing would be best for this genre (slow, jazz, etc)

Get students to demonstrate based from their previous knowledge

Learning Activity 3: Dance with eyes closed

Get students to dance to a song however they wish with their eyes open

They should do whatever

n-Observation-Feedback-Discussion-Skill demonstrations

cardsMusic clothing and

footwear Awareness of

personal and general space

Tell the students to move carefully around the field

Allow time to rehydrate

Watch for overexertion

Watch for proper techniques

-Peer encouragement.

-Positive/ constructive feedback

- Student led activities and self-discovery

- Personal benefits



they feel comfortable with

Then play the same song but with their eyes closed

Noticed the differences and explain if they were better with eyes closed or open

Learning Activity 4: Partner dance

Hopefully group the girls with guys

This activity is just to make the students comfortable with one another

They will need to move around a course set up by not letting go of their partner

This is an ice breaker activity to get the students comfortable with one another

Cool down: Have students gather near the middle of the gym and have a student lead a dynamic stretch. Discuss what dance is, who can dance, and what we will do in the future.



Line Dances

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Demonstrate the Cadillac ranch

The teacher will provide an explanation and demonstration of the line dance

The teacher may ask the students if they know the Cadillac ranch and if they want to join in the demo

Provide demonstration of the dance

Learning Activity 2: Cadillac Ranch

The entire class will be lead by the instructor to learn the line dance

Split the students in two groups forming two lines in front of the teacher

Explain that this dance is very popular across the country and is a basic line dance

Learning Activity 3: Cha Cha Slidehttps://www.youtube.com/watch?v=2pj1ZVLpDhA

Get the students to create 6 horizontal lines

-Participation checklist.

-Observation-Feedback-Discussion- Peer

coaching- Skill

checklist

- Gym- Warm-up

cards- Whistle- Cadillac

ranch, cha cha slide

-

- Appropriate clothing and footwear

- Awareness of personal and general space

- Tell the students to move carefully around the room

- Allow time to rehydrate

- Watch for overexertion

- Tell students to keep their heads up

-Modeling.




- Competition

- Personal benefits



The students will listen to the song and go through the dance

Stop the music if students are not getting it

Teacher may join and assist the students

Cool down: Discuss what worked, what didn’t. Student led dynamic stretch.

3 Line Dances

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warm Up

Learning Activity 1: Electric Slide

Teacher will lead the students in learning the electric slide

The entire class will go through the steps together

Start basic, then work into incorporating harder steps

Learning Activity 2:Uptown Funk Line Dance

https:// www.youtube.com/watch?v=e3DPmhQalbM

The teacher will lead the

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion

- Daily skill checklist

- Gym- Warm-up

cards- Whistle- Electric Slide,

Uptown funk







-Modeling.




- Competition

- Personal benefits

https://www.youtube.com/watch?v=e3DPmhQalbM





students in learning this dance sequence

Get all to participate

Cool down: Have students sit near the middle of gym and talked about what worked, what didn’t work. Student led head-to-toe stretch.

4 Line Dances

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Uptown Funk Line Dance

This will be the final day to learn the steps for this dance and hopefully can be only the students doing it by the end of class

The teacher will lead the students in learning this dance sequence

Cool down: Have students go to middle of field and discuss what they liked best so far, what do they want to learn more of. Student led head-to-toe stretch

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion


- Gym- Warm-up

cards- Whistle- Uptown funk

Appropriate clothing and footwear

Awareness of personal and general space

Tell the students to move carefully around the field

Allow time to rehydrate

Watch for overexertion

Watch for proper techniques

-Modeling.




- Personal benefits



5 Partner Line Dances

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: One Step forward & two steps backhttps://www.youtube.com/watch?v=CFqS2egII6Q

Teacher will lead the students through a partner line dance

Go through it slowly, then work your way faster with practice

Cool down: Have students sit in the middle of field and talk about offensive plays, how they benefit us, what worked, what didn’t. Student led head-to-toe stretch.

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion


- Gym- Warm-up

cards- Whistle- Music-



- Tell the students to move carefully around the field



- Watch for proper techniques

-

-Modeling.




-Personal benefits

6 Partner Line Dances

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-

Learning Activity 1: One step forward & two steps back review

Begin the class by reviewing last class dance steps

Learning Activity 2: Triple Step Swinghttps://www.youtube.com/watch?v=34z2vW5M0h4

Teacher led

-Participation.

- Observation

-Self Assessment.

-Feedback

- Gym- Warm-up

cards- Whistle- Music

-






-Modeling.




https://www.youtube.com/watch?v=34z2vW5M0h4

https://www.youtube.com/watch?v=34z2vW5M0h4

https://www.youtube.com/watch?v=CFqS2egII6Q

https://www.youtube.com/watch?v=CFqS2egII6Q



4, 9-5, 9-6, 9-7, 9-8, 9-9

demonstration and students will go through it

Cool down: Have students sit in the middle of gym and ask what was more difficult today than last, what worked, what didn’t work. Student led head-to-toe stretch.

-Discussion



-

-Personal benefits

7. Modern Dances - Shuffle

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Shufflehttps://www.youtube.com/watch?v=bfGgt9vlPO4

Teacher will lead the shuffle with the students

Demonstrate basic movements and steps

Learning Activity 2: Try it Play a song and see if

the students can do some of the shuffle movements

Cool down: Discuss what worked, what didn’t. Student led dynamic stretch.

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion


- Gym- Warm-up

cards- Whistle- Music-







-

-Modeling.




-Personal benefits

https://www.youtube.com/watch?v=bfGgt9vlPO4

https://www.youtube.com/watch?v=bfGgt9vlPO4



8. Modern Dances – The Whip

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: The Whiphttps://www.youtube.com/watch?v=fI8PDrrTU4M

Teacher will lead students into learning the moves of the whip

Get students to try out each move

Learning Activity 2: Cardio Versionhttps://www.youtube.com/watch?v=6b-2wEkhOnk

Cool down: Have students sit near the middle of field and explain importance of team work, cooperation and leadership; what worked, what didn’t work. Student led head-to-toe stretch.

-Participation.

- Observation

-Self Assessment.

-Feedback

-Discussion

- Skill rubric

- Gym- Warm-up

cards- Whistle- The whip

-







-

-Modeling.




-Personal benefits

9. Modern Dances – Harlem Shake

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2,

Warmupwarm up cards

Learning Activity 1: Harlem Shake

This is a dance where the students can let their inner silly out

-Participation

-Observation-Feedback-Discussion-Skill rubric

- Gym- Warm-up

cards- Whistle- Harlem shake

Appropriate clothing and footwear

Awareness of personal and general space

Tell the students to move carefully

-Modeling.


-Positive/ constructive

https://www.youtube.com/watch?v=6b-2wEkhOnk

https://www.youtube.com/watch?v=6b-2wEkhOnk

https://www.youtube.com/watch?v=fI8PDrrTU4M

https://www.youtube.com/watch?v=fI8PDrrTU4M



9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Students are free to move as they wish by doing any dances previously learned

https:// www.youtube.com/watch?v=3R8HGsbI4QY

Cool down: Have students go to middle of field and discuss what they liked best so far, what do they want to learn more of. Student led head-to-toe stretch

around the field Allow time to

rehydrate Watch for

overexertion Watch for proper

techniques

feedback


- Personal benefits

10. Hip Hop

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Try to get a professional instructor from www.hitthefloor dance .com/ to come in

Learning Activity 1: Hip Hop https://

www.youtube.com/watch?v=zQ7-KA6bjjk

http:// www.learntodance.com/hip-hop-dance-moves/

Teach the pop and lock, dougie, Robot


-Observation-Feedback-Skill rubric

- Gym- Warm-up








- Watch for proper

-Modeling.




-Personal benefits

http://www.learntodance.com/hip-hop-dance-moves/



https://www.youtube.com/watch?v=zQ7-KA6bjjk



http://www.hitthefloordance.com/

https://www.youtube.com/watch?v=3R8HGsbI4QY





Demonstrate and get students to try as the demo is happening

Choose current music

Cool down: Have students sit in the middle of gym and discuss what was difficult, what do they want to learn. Student led head-to-toe stretch.

techniques-

11. Hip Hop

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Continue Hip Hop

Add in the moon walk Choose music that is

current with students Demonstrate all moves

from last class again and add the new dance




- Gym- Warm-up








-

-Modeling.




-Personal benefits

12. Hip Hop

A

B

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

Warmupwarm up cards

Learning Activity 1: Continue Hip hop


-Observation

- Gym- Warm-up



- Awareness of

-Modeling.




C

D

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Create a dance based off the moves to do as a whole class

Get student input


-Feedback-Skill rubric

personal and general space




- Watch for proper techniques-



-Personal benefits

13. Student Creations

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Student Creations

Group students to create their own dance to a song of their choice

They will create the moves learned and incorporate them into one complete dance

Students will perform in front of the class or in front of the school if they choose

Cool down: Have students sit in the middle of gym and



- Gym- Warm-up








-Modeling.




-Personal benefits



discuss what was difficult, what do they want to learn. Student led head-to-toe stretch..

14. Student Creations

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9

Warmupwarm up cards

Learning Activity 1: Continue Student Creations




- Gym- Warm-up








-Modeling.




-Personal benefits

15. Student Presentations

A

B

C

D

A 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-8, 9-9, 9-11

B 9-7

C 9-1, 9-2, 9-3, 9-4, 9-5, 9-6

Warmupwarm up cards

Learning Activity 1: Continue student creations

Final presentation day




- Gym- Warm-up






-Modeling.



- Student led activities and



D 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9



self-discovery

-Personal benefits

Daily Skill check (taken from http://homepages.gac.edu/~apeterso/footballunit.pdf)

Student Daily AAEP Checklist Criteria

1 - Rarely 2 - Sometimes 3 - Almost Always

4 - Always

Benefits Health On task Involved

Student consistently was on task and involved in more ways than one to benefit their health during the lesson.

Cooperation Team Work Leadership Sportsmanship Communication

Student was respectful and cooperative to others during the lesson. Student showed excellent cooperation abilities and demonstrated most of the cooperation criteria.

Activity Participation Effort

Student fully participated and gave maximum effort.



Do it Daily Discussion Safety

Student assumed responsibility to regard safety considerations and demonstrated the Do it daily competencies regularly.

A,B,C,D Proper Attire On time

Student was on time and was changed regularly.

Lates = -2ptUnprepared = -2ptIf late and unprepared = 0 points for this categoryIf late or unprepared = max 2 points in this category

20 points per day If absent, you will lose 5% a day unless excused

AAEP Student Checklist

Unit: Date: Class:

Date TotalStudent NameStudent

12345

Student12



345

Student12345

Student12345

Student12345

Student12345

Student12345

Student12345

Student123



45

Student12345

Student12345

Student12345

Student12345

Student12345

Student12345

Total per number/days = total

Total (.8) times total unit criteria (20) = final grade



* 1 = Benefits Health 2= Cooperation 3= Activity 4= Do it daily 5 =A,B,C,D

AAEP UNIT RUBRIC

Name: ____________________________ Date: _________________ Activity/Unit: ______________________ Class: _________________

0-13 14-15 16-17 18-20Benefits Health Seldom if ever demonstrates ways to

achieve a personal level of fitness. Frequently prompted. Seldom if ever demonstrates positive benefits gained from physical activity

Occasionally demonstrates ways to achieve a personal level of physical fitness. Occasionally prompted. Occasionally demonstrates the positive benefits gained from physical activity

Frequently demonstrates ways to achieve a personal level of physical fitness. Frequently demonstrates the positive benefits gained from physical activity

Consistently demonstrates ways to achieve a personal functional level of physical fitness. Consistently demonstrates the positive benefits gained from physical activity

0-13 14-15 16-17 18-20



Cooperation Seldom if ever interacts positively with other. Seldom if ever demonstrates positive communication, fair play, leadership, and teamwork

Occasionally interacts positively with other. Occasionally demonstrates positive communication, fair play, leadership, and teamwork

Frequently interacts positively with other. Frequently demonstrates positive communication, fair play, leadership, and teamwork

Consistently interacts positively with others. Consistently demonstrates positive communication, fair play, leadership, and teamwork.

0-13 14-15 16-17 18-20Activity Seldom if ever participates. Seldom if

ever attempts to learn new skills.Occasionally participates even if he/she doesn’t enjoy the activity. Tries to learn some new skills.

Frequently participates even if he/she doesn’t enjoy the activity. Attempts to learn the necessary skills.

Consistently participates to best of personal ability. Consistently strives to improve on learned skills.

0-13 14-15 16-17 18-20Do it Daily Seldom if ever assumes responsibility

to lead an active way of life. Seldom if ever demonstrates effort, safety, goal setting, and active living in the community.

Occasionally assumes responsibility to lead an active way of life. Occasionally demonstrates effort, safety, goal setting, and active living in the community.

Frequently assumes responsibility to lead an active way of life. Frequently demonstrates effort, safety, goal setting, and active living in the community.

Consistently assumes responsibility to lead an active way of life. Consistently demonstrates effort, safety, goal setting, and active living in the community.

0-6 8-12 14-18 20A,B,C,D Rarely if ever comes to class (on time)

and is prepared.Absences = -2pt.Lates = -2pt.Unprepared = -2pt.Within the activity / unit.

Occasionally comes to class (on time) and is prepared. Absences = -2pt.Lates = -2pt.Unprepared = -2pt.Within the activity / unit.

Frequently comes to class (on time) and is prepared. Absences = -2pt.Lates = -2pt.Unprepared = -2p.tWithin the activity / unit.

Consistently within the activity/unit has come to class (on time). Consistently prepared with a change of clothes, which includes: shirt, shorts or track pants, socks, and athletic shoes.

Teacher / Student Assessment “Learn to Live, Live to Learn”

Benefits Health _____ /20 Cooperation _____ /20 Activity _____ /20 ABCD____ /20 Do it Daily _____ /20 Total _____ /100

DANCE ASSESSMENT RUBRIC



Criteria Exceeds Expectations

Fully Meets Expectations

Meets Expectations

(minimal level)

Not Yet Within Expectations

Creative

Dance

Sequence

Develops a dance sequence that is creative, complete and displays lots of effort and practice.

clearly demonstrates 5 steps for washing a car and uses all 40 beats

displays many elements of body and space awareness, qualities and relationships

sequence is consistent all of the time

Develops a dance sequence that is creative, complete and displays some effort and practice.

demonstrates 5 steps for washing a car and uses all 40 beats

displays some elements of body and space awareness, qualities and relationships

sequence is consistent most of the time

Develops a dance sequence that is not very creative, incomplete and displays little effort and practice.

demonstrates less than 5 steps for washing a car and uses less than 40 beats

displays few elements of body and space awareness, qualities and relationships

sequence is often inconsistent

Develops a dance sequence that is uncreative, incomplete and displays no effort or practice.

OR

Does not develop a dance sequence.

unclearly demonstrates some steps for washing a car and uses less than 40 beats

no attention to elements sequence is different each time

Group

Work

Works very well with their group all of the time.

contributes lots of ideas

contributes suggestions for modification

listens to others displays patience motivates other group

members

Works very well with their group most of the time.

contributes some ideas listens to others most of

the time / when agrees with what was being said

displays impatience at one time

displays frustration with others at times

Works very well with their group some of the time.

contributes few ideas listens to others

sometimes displays impatience

more than once requires teacher

assistance to refocus and remain in group

Did not work well with their group.

contributes no ideas remains quiet refuses to practice

OR

contributes ideas refuses to listen to others & their

ideas commands others to listen and

follow demands



Dance

Terminology / Positions / Steps and Directions

Always able to explain or demonstrate dance terms, positions, steps and directions with no errors.

understands and follows all dance terms and directions given

knows all new positions and steps

accurately performs all dance steps with ease

Mostly able to explain or demonstrate dance terms, positions, steps and directions with few errors.

understands and follows most dance terms and directions given, watches others at times

knows most new positions and steps

accurately performs most dance steps, struggles at times

Sometimes able to explain or demonstrate dance terms, positions, steps and directions with some errors.

understands and follows some dance terms and directions, watches others often

knows some new positions and steps

accurately performs some dance steps, struggles often

Rarely able to explain or demonstrate dance terms, positions, steps and directions with many errors.

understands and follows few dance terms and directions, always watches others

knows few new positions and steps

accurately performs few dance steps, always struggles and looks overwhelmed

Choreographed Sequences

/

Overall Performan

ce

Performs complete dance with lots of confidence and enthusiasm, making few errors.

performs all sequences from memorization

rarely needs to follow instructor

always demonstrates enthusiasm by showing energy in movements and giving their best

Performs complete dance with some confidence and enthusiasm, making some errors.

performs most sequences from memorization

sometimes needs to follow instructor

sometimes demonstrates enthusiasm by showing energy in movements and giving their best

Performs complete dance with little confidence and enthusiasm, making many errors.

performs some sequences from memorization

mostly needs to follow instructor

rarely demonstrates enthusiasm by showing energy in movements and giving their best

Performs complete dance with no confidence or enthusiasm, making constant errors.

OR

Does not perform complete dance.

unable to perform any sequences from memorization

always needs to follow instructor never demonstrates enthusiasm

Participation

and Safety / Behaviour.

Receives 10 checkmarks.

Receives 8 to 9 checkmarks.

Receives 6 to 7 checkmarks.

Receives 5 or fewer checkmarks.



Self and Peer Assessment

My Name: ____________________ Date: ____________

During this unit, I …

Alw

ays

Mos

tly

Som

etim

es

Rare

ly/N

ever

o listened actively and respectfully to the teacher and classmateso worked cooperatively and effectively with otherso willingly participated with a positive attitudeo followed rules, routines and procedureso was a kind, friendly and supportive classmate to otherso worked hard to learn the terms, steps, positions and directionso performed the dance sequences and steps with few errorso felt confident when performing different dance sequences and stepso tried my very best

Group Dance Sequence:



Group Member #1: ____________________

YES NOa) contributed equally to the creation of the dance b) worked cooperatively with other group members c) learned and was able to perform the created sequence

Group Member #2: ____________________


Group Member #3: ____________________




Group Member #4: ____________________


PEER FEEDBACK

Partner’s Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________

Wish: ________________________________________



_____________________________________________

--------------------------------------------------------------------------------------------------------

PEER FEEDBACK

Partner’s Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________

Wish: ________________________________________

_____________________________________________

--------------------------------------------------------------------------------------------------------



PEER FEEDBACK

Partner’s Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________

Wish: ________________________________________

_____________________________________________

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