SHAPE STANDARDS
S1.M1.6 Demonstrates correct rhythm and pattern for 1 of the following dance forms: folk, social, creative, line, or world dance.
S2.M12.6- Varies application of force during dance activities.

CASEL STANDARDS
Social Awareness: Appreciating Diversity

ASSESSMENT RUBRIC

 

Objective: Design and perform a 60-second routine

Dance Unit | Level 28

TECHNIQUE
Today we are going to learn how to design and perform a 60-second routine.

IMPORTANCE
Designing and performing a 60-second routine is important because it helps you practice dance moves that increase your flexibility, coordination, cardio strength and the aesthetic dimension of physical activity.

VOCABULARY
Coordination: the ability to smoothly use different parts of the body together.

When designing and performing a 60-second routine, here are a few dance moves to remember:

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1. Jumping

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2. Sliding

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3. Shuffling

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4. Elbow swings

 

DANCE ROUTINE

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STORYLINE
Today we are going to do a "Dance Routine". Your goal is to work with a group to design and perform a 60-second routine.

INSTRUCTIONS

  • I will divide the class into groups of 3 – 4 students.

  • As a class, we will vote on which song to design a dance routine to. The song selections are: “Cotton Eye Joe”, “Cha Cha Slide” and “Party Rock Anthem”.

  • When I say, “GO!” I will start playing the music continuously for you and your group to create a dance to go along with the song.

  • At the end of the class, you will have the choice whether or not to perform your dance in front of the class.

 

Game 1: Play as indicated above.
Exit Ticket: Students perform a 60-second dance routine while in line to go back to class.

 

TEACHING TIPS

  • Approach:

    • Divide students up evenly based on who you think will work well together. You can also give the option of having the students form their own groups.

    • Instead of performing, groups can also teach the routine they came up with to the rest of the class.

  • 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:

    • What types of dance did you incorporate into you routine?

    • How do movement qualities contribute to the aesthetic dimension of physical activity?

    • What was your least favorite part of designing/performing your routine and why?