Unit Overview
Physical Education – Movement (Dance)
Grade Level: 5
Class Size: 28
PE Topic: Movement
Curriculum Topics: Dance, Active Living and Personal & Social Responsibility
Time: 40 minute PE blocks
PLOs: It is expected that students will…
Ø use the creative process to develop dance sequences, alone and with others
Ø demonstrate dance patterns from a variety of dance forms, alone and with others
Ø perform more complex movement sequences using elements of body awareness, space awareness, qualities, and relationships
Ø demonstrate a willingness to participate in a variety of activities from all movement categories
Ø identify and follow rules, routines and procedures of safety in a variety of activities from all movement categories
Objectives: It is expected that students will…
Ø work in small groups to create a dance sequence that depicts a car wash scene
Ø demonstrate dance patterns common in jazz and hip-hop dance styles while working individually, in pairs, and in small and large groups
Ø perform complex movement sequences that demonstrate balance, different shapes, patterns and heights, contrasting movement in terms of speed, flow and precision, matching versus mirroring, and the ability to work as a team
Ø learn dance terminology, positions, steps and directions
Ø participate willingly and show an interest in the activities
Ø conduct oneself in a safe and appropriate manner
Materials:
q Shark Tale c.d.
q sound equipment (c.d. player)
q demonstration squares
q chalk or whiteboard markers
Lesson One:
Students will learn some basic positions and directions, the box-step, pivot step and three-point turn, and Section I and the Chorus of the choreography.
Lesson Two:
Students will learn skipping technique, and Intro: PART I, II and III of the choreography.
Lesson Three:
Students will learn how to match movement, as opposed to mirror movement, and Section II, III and IV of the choreography. Chorus (repeat one) will also be added.
Lesson Four:
Students will learn the Interlude sequence of the dance in which they create a car wash dance routine.
Lesson Five:
Students will add Chorus (repeat two) and Intro: Part III (repeat), and learn the Closing sequence. Students will also review any sequences that may be causing difficulty.
Culminating Activity:
Students will perform their dance for an audience.
Assessment:
Students will be assessed though a checklist and rubric, as well as by peer and self-assessment. Students are to be informed of these various assessments prior to the commencement of the unit.
Firstly, throughout the unit, students will receive one checkmark if they fully participated in the activities and a second checkmark if they were well-behaved, conducting themselves in a safe and appropriate manner during the lesson. A maximum of ten marks are available if students receive two checkmarks during each of the five lessons.
Secondly, a rubric will be used to determine the students’ level of accomplishment: Exceeds Expectations, Fully Meets Expectations, Meets Expectations (minimal level) or Not Yet Within Expectations. This rubric will contain the criteria for the unit establish from the prescribed learning outcomes.
Finally, students will be given an opportunity to self-assess, and to assess their peers. This information will mainly be used to verify that the teacher’s final assessment provides an accurate depiction of the student. The teacher will compare his/her assessment of each student with the peer and self-assessments provided. The teacher then has the option of approaching students who have self or peer assessments that conflict with the teacher’s assessment before coming to a final decision.
Students will be assessed based on the following criteria established from the PLOs:
ü works with others to successful develop a creative dance sequence that depicts a car wash scene
ü explains or demonstrates the new dance terminology, positions, steps and directions learned throughout the unit
ü learns and performs the choreographed sequences, using elements of body awareness, space awareness, qualities and relationships
ü participates willingly and shows an interest in the activities
ü conducts oneself in a safe and appropriate manner, following rules, routines and procedures established for the unit
Lesson One
Introduction:
1) Explain six basic commands that will be used throughout the unit.
a) 1st position – feet slightly apart and directly below shoulders
b) 2nd position – feet spread apart and placed outside of shoulders
c) downstage
d) upstage AUDIENCE
e) stage right
f) stage left
2) Demonstrate the six positions that will be associated with each command.
a) 1st position – stand in this position
b) 2nd position – stand in this position
c) downstage – lie flat on stomach with arms stretched out towards downstage
d) upstage – stand straight up with arms in air and facing upstage (back to audience)
e) stage right – down on left knee with right knee up and pointed towards stage right
f) stage left – down on right knee with left knee up and pointed towards stage left
3) Call out the commands and have students demonstrate the associated positions. Begin so that students have enough time to move from one position to another, but then call out commands faster and faster until students cannot keep up (similar to the game of Submarine).
Development:
1) Box-Step demonstration and practice (place 4 demo squares on the floor as shown below)
Right Box-Step:
Left Box-Step:
2) Pivot Step demonstration and practice (place 3 demo squares on the floor as shown below)
Right Pivot Step:
Left Pivot Step:
3) Chorus sequence demonstration and practice
Hints: - only teach footwork at first / then add arms
- either teach the three-point turn step while teaching the choreography or teach
step-together-step-touch and later change the step after teaching students how to
properly turn (see next page)
- in the final 8 beats, have all students hold 5, 6, 7 and jump up on beat 8 /
assign different beats at a later time
Right Three-Point Turn:
Left Three-Point Turn:
4) Section I sequence demonstration and practice
Closure:
v Combine Section I and Chorus and practice with music.
Lesson Two
Introduction:
1) Explain and demonstrate proper skipping technique – step-hop / alternate arms / quiet feet.
2) Clap your hands and have students skip to the beat – noting that they may not touch other people and should try to move into open spaces. When the clapping stops, students must freeze on the spot – demonstrating balance, soft and quiet landings, and focus. After each freezing moment, increase the skipping speed by clapping faster
Development:
1) Intro: PART II – demonstration and practice
Hints: - only skipping on the spot for the final 8 beats
- students should be standing in 2nd position with feet almost touching the feet of
students on either side of them / students should not be touching each other
throughout this sequence
- students should be low to the ground when bending knees and as tall as possible
when touching foot to side in order to emphasize the change in height
Intro: Part II Positions:
Audience
1 / 2 / 3 / 4 / 5 / 6 / 78 / 9 / 10 / 11 / 12 / 13 / 14
15 / 16 / 17 / 18 / 19 / 20 / 21
22 / 23 / 24 / 25 / 26 / 27 / 28
2) Intro: PART I – demonstration and practice
3) Combine Intro – PART I and PART II
4) Place students in starting positions – explain that they will move to these positions by skipping during the final 8 beats of Intro – PART II
Intro: Part III Positions:
Audience
1 / 2 / 3 / 4 / 5 / 6 / 78 / 9 / 10 / 11 / 12 / 13 / 14
15 / 16 / 17 / 18 / 19 / 20 / 21
22 / 23 / 24 / 25 / 26 / 27 / 28
5) Repeat step #3, but have students skip to starting positions
6) Intro: PART III – demonstration and practice
7) Combine Intro: PART I, PART II and PART III
8) Review choreography learned in lesson one
Closure:
v Combine Intro: PART I, II,III with Section I and the Chorus and practice with music.
Lesson Three
Introduction:
1) Matching Activity:
§ Ask students, “What do you think it means when you are asked to match the movement of another person?” (Sample Answers: To copy their movement. / If they lift their right arm, then you lift your right arm. / If you were standing directly behind the person and matching their movement, it would look like only one person was moving.)
§ Using a student volunteer, have them perform some movements and demonstrate how to match the movements.
§ Have students find a partner. Partner ‘A’ will be the leader, the person creating the movement, and partner ‘B’ will be the follower, the person following behind and matching the movement of partner ‘A.’ Remind students that the leader must perform the movements slowly enough for the follower to keep up.
§ Have students take turns being the leader and the follower while moving throughout the gym (without interfering with the movement of other pairs). If students are ready and able, have music playing and students performing movement to the beat of the music. Try using different styles of music, and music with fast and slow tempos.
2) Ask students, “At the beginning of the dance when we move in vertical circles as a group (Intro – Part II), what are we doing?” (Matching the movement of each other.) Explain to students that during today’s lesson they will be learning some new choreography that also includes matching the movement of each other.
Extension: Ask students, “What do you think it means when you are asked to mirror the movement of another person?” (Sample Answers: To copy their movement, but using opposites. / If they lift their right arm, then you lift your left arm. / Facing the person and following their movement.)
Development:
1) Review choreography learned in lessons one and two
2) Section II sequence and Chorus (repeat one) – demonstration and practice
Hints: - teach sequence on the spot – students skipping on the spot – then introduce
moving into small rows
- students arms should be ‘flowing’ during first arms rising and lowering, and
then ‘stiff and straight’ during second arms rising and lowering in order to
emphasize this contrast in movement
Section II Positions:
Audience
1 / 2 / 3 / 4 / 5 / 6 / 78 / 9 / 10 / 11 / 12 / 13 / 14
15 / 16 / 17 / 18 / 19 / 20 / 21
22 / 23 / 24 / 25 / 26 / 27 / 28
3) Section III sequence – demonstration and practice
Hints: - only the 1st, 2nd and 3rd rows skip backwards / the 3rd row skips backwards until
it reaches the 4th row, the 2nd row skips backwards until it reaches the 3rd row,
and the 1st row skips backwards until it reaches the 2nd row
Section III Positions:
Audience
1 / 8 / 2 / 9 / 3 / 10 / 4 / 11 / 5 / 12 / 6 / 13 / 7 / 1415 / 22 / 16 / 23 / 17 / 24 / 18 / 25 / 19 / 26 / 20 / 27 / 21 / 28
4) Section IV sequence – demonstration and practice
Hints: - students should skip backwards to form a circle slowly so that the circle does not
break, and so that students’ arms are not injured
- explain that arms first go inside the circle, then outside the circle, then inside the
circle and finally outside the circle (instead of simply saying R, L, R, L)
Closure:
v Combine all learned choreography and practice with music.
Lesson Four
Introduction:
1) Car Wash Brainstorming:
§ “Raise your hand if you have ever been through a car wash or helped someone to wash a car?”
§ “One of the steps involved in washing a car is rinsing. What are some other steps?”
Ø have a brainstorming session with students and write all ideas on the board
è rinsing
è soaping
è waxing
è polishing
è scrubbing
è drying
è buffing
Ø work with students to select five main steps in the process of washing a car Example: 1) rinse 2) soap 3) scrub 4) rinse 5) dry Example: 1) soap 2) scrub 3) rinse 4) dry 5) wax
§ “How could you demonstrate one of these steps using actions? Raise your hand if you would like to volunteer.”
Ø have some students demonstrate their actions
§ “Today, you will be using your imaginations to create a car wash scene. First, we need to listen to the music and practice tapping the beat.”
Development:
1) Play the music and have students practice tapping or clapping with the beat.
2) With students standing, jump and rotate after each 8 beats while continuing to tap/clap with the music.
§ Demonstrate the rotation for students and then have them try it with the music.
Ø a) face downstage – clap first 8 beats with music
Ø b) rotate 90 degrees to face stage right – clap beats 9 to 16 with the music
Ø c) rotate 90 degrees to face upstage – clap beats 17 to 24 with music
Ø d) rotate 90 degrees to face stage left – clap beats 25 to 32 with music
Ø e) rotate 90 degrees to face downstage – clap beats 33 to 40 with music
3) Place students in groups of 3, 4 or 5, or allow them to choose their own groups. Explain that they will be working together to create a car wash scene.
§ “Firstly, you need to rinse (or whatever your class has chosen for the first step) your car for the first 8 beats. In other words, you need to work together to create a sequence of steps in which you portray what it might look like to rinse a car. Remember that you only have 8 beats.”
Ø provide students with time to try different ideas and practice their final choice
Ø count students in (5, 6, 7, 8) and have them rehearse their 8-beat sequence
Ø if they are successful, move on to the next 8 beats / if they are having difficulty, provide them with more time for practice and then try the sequence again