SHAPE STANDARDS
S1.M1.8- Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group.
S2.M12.8- Describes and applies mechanical advantage(s) for a variety of movement patterns.

CASEL STANDARDS
Social Awareness: Appreciating Diversity

ASSESSMENT RUBRIC

 

Objective: Design and perform a 60-second routine

Dance Unit | Level 36

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 and cardio strength.

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

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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 your routine?
    • Why did you pick those types of dance?
    • What was your favorite part of designing/performing your routine and why?
    • What was your least favorite part?