Objective: Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat
Dance Unit | Level 9
TECHNIQUE
Today we are going to learn how to demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat.
IMPORTANCE
Demonstrating a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat is important because it increases your attention span, reaction time and adaptability.
VOCABULARY
Locomotor skills: a physical action where the body travels from one location to another (i.e., walking, skipping, jumping).
CONGA
Demonstrationwith music
Instruction without music
TIME
10-20 minutes
NUMBER OF STUDENTS
No restrictions
EQUIPMENT
Music player
“Conga” by Gloria Estefan
Optional: 1 dot per student
STORYLINE
Today we are going to dance to the song “Conga”. Your goal is to demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat.
INSTRUCTIONS
- Before the dance begins, spread out so you are at least an arm’s length away from the student next to you.
- When I say, “GO!” I will start playing the music.
- You must try your best to follow along to the dance steps.
- If you mess up or perform an incorrect dance move, keep going.
Game 1: Play as indicated above. Students who feel more comfortable can move to the front, while students who do not feel as comfortable can move to the back.
Game 2: Have students get in one big conga line (teacher in front) and perform the sequence of steps.
Game 3: Have students get into pairs and form a conga line while performing the sequence of steps.
Exit Ticket: Students demonstrate a locomotor skill as they go to line up after class.
TEACHING TIPS
- Approach:
- Remind students, it will take them many tries to do the dance moves perfectly. Keep practicing!
- ELL Accommodation:
- Post labeled pictures of skills and game play.
- Partner with proficient English speakers for directions/modeling and reflections.
- SpEd Accommodation:
- Set individual goals for physical or behavioral modifications.
- Allow students to demonstrate skill one-on-one with teacher.
- Allow students extra time to master the skill.
- Reflection:
- In a locomotor skill, your body travels from one location to another.
- True or False?
- What was challenging for you today?
FREEZE DANCE
TIME
10-20 minutes
NUMBER OF STUDENTS
No restrictions
EQUIPMENT
Music player
“Freeze Dance” by Kiddie Palooza
STORYLINE
Today we are going to dance to the song “Freeze Dance”. Your goal is to demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat as you dance to music and freeze when the music stops.
INSTRUCTIONS
- Before the dance begins, spread out so you are at least an arm’s length away from the person next to you.
- When I say, “GO!” I will start playing the music.
- When the music stops, you must freeze your whole body.
- Resume moving when the music starts again.
- We will begin a new game at the end of the song.
Game 1: Play as indicated above. Jog or run in between freezes.
Game 2: Hop on the right foot, left foot or two feet in between freezes.
Game 3: Crab walk, leap frog or bear crawl in between freezes.
Exit Ticket: Students demonstrate a locomotor skill as they go to line up after class.
TEACHING TIPS
- ELL Accommodation:
- Post labeled pictures of skills and game play.
- Partner with proficient English speakers for directions/modeling and reflections.
- SpEd Accommodation:
- Set individual goals for physical or behavioral modifications.
- Allow students to demonstrate skill one-on-one with teacher.
- Allow students extra time to master the skill.
- Reflection:
- In a locomotor skill, your body travels from one location to another.
- True or False?
- What was challenging for you today?
MEXICAN HAT DANCE
Demonstration with music
Instruction without music
TIME
10-20 minutes
NUMBER OF STUDENTS
No restrictions
EQUIPMENT
Music player
“Mexican Hat Dance” by Mariachi Neuvo Tecalitan
Optional: 1 dot per student
STORYLINE
Today we are going to dance to the song “Mexican Hat Dance”. Your goal is to demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to a beat.
INSTRUCTIONS
- I will divide the class into partners.
- Before the dance begins, stand next to your partner and spread out so you are at least an arm’s length away.
- When I say, “GO!” I will start playing the music.
- You must try your best to follow along to the dance steps.
- If you mess up or perform an incorrect dance move, keep going.
- When the chorus comes on skip, gallop or dance in any direction inside the boundary cones.
Game 1: Play as indicated above. Students who feel more comfortable can move to the front, while students who do not feel as comfortable can move to the back.
Game 2: Switch directions – students line up facing the right or left.
Game 3: Skip and form a circle during the chorus. When the chorus ends, get back to your original position.
Variation: Put out dots for each student to stand if spacing becomes difficult.
Exit Ticket: Students demonstrate a locomotor skill as they go to line up after class.
TEACHING TIPS
- Approach:
- Remind students, it will take them many tries to do the dance moves perfectly. Keep practicing!
- ELL Accommodation:
- Post labeled pictures of skills and game play.
- Partner with proficient English speakers for directions/modeling and reflections.
- SpEd Accommodation:
- Set individual goals for physical or behavioral modifications.
- Allow students to demonstrate skill one-on-one with teacher.
- Allow students extra time to master the skill.
- Reflection:
- In a locomotor skill, your body travels from one location to another.
- True or False?
- What was challenging for you today?