Educational

Dance Unit
Plan
2nd Grade
Meadow Brook Elementary School
East Longmeadow, MA
September 21 October 21, 2014

Unit Outcomes/State & National Standards/Content/Assessment Template

Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: 2nd Grade
Unit Outcomes
(By the end of the unit,
students will be able to)

Psychomotor:
Continuously move to a
beat while clapping,
and travel while
changing speeds and
directions to a variety
of rhythms.
Perform various travel
patterns in time to
music.

Reference MA
CF & SHAPE
Standards
by #

MA CF
Standard 2.1
MA CF
Standard 2.2
MA CF
Standard 2.3
SHAPE
Standards:
S1.E1.2
S1.E5.2
S2.E1.2
S2.E2.2

Content to be taught

Assessment
(include rubrics,
quizzes, etc. in written
materials section)

DAY 1: Locomotor
Lead/Following and Dueling
Banjos
Students will learn to
lead and follow their
partners, as well as
follow/mirror the
teacher during the DB
activity
DAY 2: Dueling
Banjos/Hawaiian RC Ride
Review
leading/following and
transition into
mirroring each other

Team Sequencing
Charts with Velcro
cards to create their
own dance sequence
(1 for each team),
handed in at end of
lesson
Video of Hawaiian
Roller Coaster Ride to
be assessed by student
teacher and student
teacher peers
Grading
Assessment for Final

S3.E2.2

Cognitive:
Develop the knowledge
of how to create dances
by combining shapes,
levels, and pathways
into simple sequences.
Develop knowledge of
how to move safely in
general space in a large
group of people
Identify what counts
are in dance and how
they are applicable to
learning/sequencing
dance moves and
routines

MA CF
Standard 2.1
MA CF
Standard 2.2
MA CF
Standard 2.3
SHAPE
Standards:
S2.E1.2
S2.E2.2
S5.E3.

within groups of two

(partner relationships
introduction)
DAY 3: Dance Relay and
Ultimate Square Dancing
Introduction
Start with a relay that
teaches dance moves
to teams, then teams
sequence their own
creative dance/create
their own dance move
DAY 4: Ultimate Square
Dancing Peer Teaching
Teams review their
dance from last week
and then teach their
peers for a combined
class dance (with a
written assessment
during the last 10
minutes of class)
DAYS 1-4: Moving safely in
general space as a group
DAYS 3-4: Creating dances
by combining shapes, levels,
and pathways into simple
sequences

Lesson, where
students grade
themselves and their
team on their
effort/participation, as
well as writing down
their final dance
routine sequence
(with creative dance
move included)
Informal Teacher
Observation/Notes via
the Daily/Weekly
Schedule
Student
Demonstrations

Sequencing Charts
with cue cards from
Week 3 and 4
Visual demonstration
Assessment at end of
Hawaiian RC Ride
(included in closure)
Beginning-MiddleEnd Identification
assessment poster
Teacher Journals
Guided questions
asked throughout unit
to assess student
understanding

Affective:
Have an understanding
of how to work together
and have positive and
cooperative
relationships with
others while
mirroring/matching,
meeting/parting, and
leading/following.
Respecting each other
as a group and as a
person for giving ideas
for different dance
moves and thinking of
creative routines

MA CF
Standard 2.7
SHAPE
Standards:
S4.E1.2
S4.E4.2
S4.E6.2

DAYS 1-4: Safety

DAYS 1-4: Cooperation and
Respect
DAYS 1-4: Positive
Relationships with
Classmates

LP Reflections
Teacher Journals
Informal Assessment
by Checking for
Understanding during
Closure (SelfAssessment)
Grading
Assessment that
asked for students to
grade their teams
based on their
effort/participation
Teacher checking in
with teams (W3/4)
about working
together/cooperating
Informal Teacher
Observation

Dance Unit:

nd

2 Grade
Lesson
Plans
(All Four LPs Included)

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Scott Newman

DATE: September 21, 2014

TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow)

LESSON#: 5 of 8

FACILITIES: MB Gymnasium

GRADE: 1st and 2nd Grade

CLASS SIZE: 20-25

UNIT/THEME: Dance and rhythmic movement GENERIC LEVEL: Pre-Control/Control

EQUIPMENT:

1. Floor Tape

2.Dueling Banjo music 3.Scarves for DB extension

4. 20-25 Hotspots

5.Stereo for music

FOCUS OF LESSON: To participate in rhythmic dance activities and dance as a group without bumping
into other students during the dance.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: I can clap to a beat and move in general space without bumping into any of my classmates
during the Dueling Banjos activity for the entire activity.
Cognitive: I can identify at least three different dance moves during the standing Dueling Banjos
extension that can be considered great forms of fitness exercise.
Affective: I can be encouraging and supportive of my classmates during the Dueling Banjos activities
by not making negative remarks about their ability to dance and instead respecting their positive effort.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Emphasize the importance of general and personal space in relation to dancing with a large
number of people around you.
2. Bring a lot of positive energy and enthusiasm when teaching the dance lessons this week and the
following weeks in order to make it seem more enjoyable to the students who arent interested in
dancing.
3. Have a well-rehearsed dance routine for dueling banjos so that there is a consistency in what each
class is learning and how each class is moving during that specific activity.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
1. There will be a book fair during Monday, Tuesday, and Wednesday, in which we will need to
prepare a lesson that is safe for all students in a space that is anticipated to be smaller than usual.
2. The students need to know that they are mirroring the teacher during the dueling banjos activity
and that they need to all move in the same way so that they avoid bumping into each other.

REFERENCES : "Dueling Banjos." PE Universe. Web. 21 Sept. 2014.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Entering the Gym: When the students
enter the gym they will walk on the
Black Line and sit down. Once students
are sitting quietly on the Black Line the
teacher will do a Sneaker Check to
make sure that everyone is wearing
appropriate sneakers. If they all have
their sneakers then they earn a sticker on
the Sneaker Chart, but if anyone is
missing their sneakers then no sticker is
earned (may need to send a note home
reminding parents about wearing
sneakers to PE).
(Mon/Tue/Wed) The first thing the
teacher will inform the students about is
that there will be a half-gym during
class because of the book fair that is
happening on the other side. Inform
them that this only means that they will
need to be a little more aware of the
smaller general space as well as the
importance for keeping safe personal
space.
After the sneaker check, the students
will be given instructions about the
instant activity warm-up, as well as what
the objectives are for the class, which
include:
1. I can clap to a beat and move
in general space without
bumping into any of my
classmates during the Dueling
Banjos activity for the entire
activity.
2. I can identify at least three
different dance moves during
the standing Dueling Banjos
extension that can be considered

ORGANIZATION

REFLECTIONS
Students who came
in on Mon/Tue/Wed
immediately noticed
that there was a
divider door up and
had a reaction that
because there was
only half the gym
they would not be
able to have as much
fun as they would
with the whole gym.
When teaching in
any school in the
future if there is a
change in the
physical
environment (such
as this) make sure to
really emphasize
that they will still be
able to have just as
much fun (if not
more) with the half
gym as they would
with the whole gym.
Another idea for a
cognitive learning
objective is to have
the students be able
to identify and
distinguish the
difference between
the first banjo sound

great forms of fitness exercise.

3. I can be encouraging and
supportive of my classmates
during the Dueling Banjos
activities by not making
negative remarks about their
ability to dance and instead
respecting their positive effort.
Once the objectives have been reviewed,
have the students stand up and find their
own piece of tape to stand on for the
next activity.
Warm Up (Locomotor Leader with
Scarves): The teacher will explain that
the students will be using scarves in
order to practice some of the locomotor
movements from last week. The teacher
will hand out an equal amount of pink
and yellow scarves to each student
once they have their scarf they will walk
into their own PS and wave it
around/practice dropping it and picking
it up. This safety rule will be addressed
before the activity starts:
Scarves are incredibly unsafe
when they are dropped on the
ground because your friends
might slip on them and fall.
Make sure you pick up your
scarf right away in order to
avoid having it on the ground
for too long (Playdough Rule)
Once they are all in their own PS they
will start moving based on which LM
the teacher calls out. They must switch
from LM to LM, and when the music
stops they must freeze. After they have
practiced all LMs the teacher will ask
everyone with a pink scarf to stand
behind someone with a yellow scarf.
The yellow scarves will lead the pink
scarves around while doing the LM that
the teacher calls out. Reinforce having
good PS and being aware of where your
partner is so that you dont lose them.
After a few minutes stop the music and
have them switch leading/following
roles. Once they have each had an equal

and the second

banjo sound. The
informal assessment
of having them raise
their hand when
their sound plays
was very helpful and
allowed the students
to have a much
better understanding
of how the activity
works. Since this is
so important, make
it a learning
objective and give
them + FB when
they are able to do
it!
The activity was a
great way to
introduce the
concept of leading
and following.
Students loved being
able to use the
scarves and it made
for a very
aesthetically
pleasing activity
(scarves being
waved all around the
gym while
performing
locomotor
movements).
Smaller space meant
that they needed to
be even more aware
of personal space
and moving their
bodies/leading their
partners while being
under control.

turn as a leader and follower, stop the

music and have them bring their scarves
over to the side of the gym (pink on the
left, yellow on the right). Have them get
water and find their own orange window
mark to stand on.
Intro to Following to a Beat (RepeatAfter-Me Songs): The first activity will
be a series of repeat after me songs, in
which the teacher will say a phrase with
a movement and the students will have
to repeat that movement and phrase. The
dialogue will be:
This is a repeat after me song.
This is a repeat after me song.
This is a do as I do song This
is a do as I do song.
The first song will be Peel the Orange.
Each different verse of the song is
something that involves forming and
then moving as that object/animal/etc.
The different verses that will be used for
this class (along with which locomotor
movement they encompass) are:
1. Orange (personal space)
2. Potato (stepping/marching in
rhythm)
3. Corn (hopping-jumping/highlow)
4. Banana (jumping/personal
space)
5. Mullet (moving in rhythm)
6. Skittle (this ones just fun)
7. Cow (high/low)
This song should take up about 3-4
minutes but will serve as a great
introduction into the students learning
how to follow along and do as the
teacher does.
Transition: The students can walk back
to their positions, or just stay where they
are.
Dueling Banjos Intro: The students
will start by sitting down on their tape
marks and listening to the music of
Dueling Banjos. In order to distinguish
their banjo sound from the teachers
banjo sound, they will need to raise their

Any students who

had off-task
behaviors were
paired with students
who could help curb
their behavior.

NEED A LOT OF
ENERGY when
doing the cheer. The
students will love
this as long as there
are other students
showing that they
are having fun with
it. Need to get
everyone engaged in
order to have
complete success.
Make sure to do the
Cow second to
last and not last.
Much easier to keep
the students under
control by having
them go mad cow
and then stand back
up to finish with
mullet, as
opposed to ending
with all the students
lying on the ground
acting crazy. Make
sure to add in this
management
technique once this
was done the
transition into the
water break/Dueling
Banjos was much
smoother.
Explain the
importance of

hand when they hear their sound. After

practicing this for the first part of the
song. The teacher will pause the music
and tell the students that, similar to the
repeat-after-me song, they will have to
repeat the dance move the teacher does
during their banjo sound. They will
practice this by staying seated and
repeating the movements that the
teacher does, but not for the entire song.
(Teacher will have the movements listed
out on a laminated poster hanging on the
opposite wall to use as a cue card)
Dueling Banjos (Standing): The
students will repeat the movements that
the teacher performs while in the
standing position. Emphasize the safety
concerns that because they will be
moving they need to be aware of two
things:
1. If changing direction or moving
from side to side, make sure that
they are all moving to the same
side. If the teacher goes left,
they should mirror that and go
right.
2. Be aware of where your friends
are around you. If you are
getting too close to them then
move back to your tape square
to ensure that you are in good
personal space.
The sequence of the standing version
will be the following:
1. Raise the left hand
2. Raise the right hand
3. Circle both arms back to raised
4. Side step LEFT with arms
waving up/down
5. Side step RIGHT with arms
waving up/down
6. Turn/step with arms swinging
7. Sprinkler
8. Take a hike
9. Bernie
10. Hands across face (searching)
11. Hands across face other way
12. Swing arms in front of body
alternating up and down

window marks to the

students. This helps
them to understand
why they need to
stand on the orange
pieces of tape, which
includes
having/maintaining
good personal space
and being able to
watch the teachers
dance movements so
that everyone can
repeat them.
Explained to
students that they
would need to be
very patient and wait
until they heard their
banjo sound. The
banjo cards made it
much easier for the
students to
understand the
concept of waiting.
Tell them that they
must always be near
their orange mark,
even if they are
doing a dance move
that takes them off of
it. They are not
allowed to leave the
general vicinity of
their orange mark.
Really emphasize the
pause during the
sped-up part of the
song. There are two
distinguishable
banjo sounds so
make sure that the
students are able to

(scissors)
Cat daddy
Jump on it ride the horse
Do the wave arms
Wayo wayo wayo wayo
Get your cold cuts move
Monkey arms
Freestyle (jumping jacks, run
RT then LT, run to the left side,
run to the right side, run
backwards, high knees, kick
your butt, reeling in a fish,
being the fish, scissor kicking,
clapping, etc.)
20. Finish
13.
14.
15.
16.
17.
18.
19.

Transition: Quick get water if they

need it, if not they can stand in their spot
(give a time limit and countdown out
loud to get them to transition quickly).
Dueling Banjos (Scarves): The same
song is played, however the students
will be able to retrieve their scarves
during the water break transition. The
same move sequence will be done only
with the use of scarves. During the
Freestyle portion of the song the
scarves will be used for tossing up and
down and some spinning/twirling,
however it is not to assess their ability to
toss and catch.
Transition: One scarf color at a time,
the students will be called to line up by
the door at the dismissal line. The
students will turn and face the teacher to
review the objectives for the closure.
Closure: The closure will begin with a
review of the objectives:
1. I can clap to a beat and move
in general space without
bumping into any of my
classmates during the Dueling
Banjos activity for the entire
activity.
2. I can identify at least three
different dance moves during
the standing Dueling Banjos
extension that can be considered

hear that.
Have the poster with
the dance moves
placed somewhere
that is easy for the
teacher to see.
When doing the
Freestyle make it
a combination of
several high-cardio
moves such as fastfeet, jumping jacks,
etc. because this will
really get them
moving and, as a
result, have their
heart rates WAY up!
Need to remind
students that they
have to pick up their
scarves immediately
if they drop them
(safety).
Transitions using the
scarves worked
really well just
make sure that those
who are not being
asked to move are
remaining in their
spot until they are
told otherwise.
Separate scarves
when putting them
away so that they
can be easily handed
out when the next
class comes in.

great forms of fitness exercise.

3. I can be encouraging and
supportive of my classmates
during the Dueling Banjos
activities by not making
negative remarks about their
ability to dance and instead
respecting their positive effort.
Once these objectives have been
reviewed, end with the silent game.
Students hold out their right and left
hands in front of them, count down from
5, and then do a combined clap-stomp
with one foot, while simultaneously
shouting out a key word that represents
what was learned in that lesson. Since
the lesson focus for this class was
personal space, the students will say the
phrase Banjos. The students end by
turning to face the front of the line
silently, and then exit the gym with their
teacher.
Hold out your right arm. Now your left
arm 5-4-3-2-1 *Stomp-clap* Banjos!!!
*turn silently

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Scott Newman

DATE: September 28, 2014

TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow)

LESSON#: 6 of 8

FACILITIES: MB Gymnasium

GRADE: 1st and 2nd grade

UNIT/THEME: Dance
EQUIPMENT:

CLASS SIZE: 20-25

GENERIC LEVEL: Pre-Control/Control

1. Floor Tape (window marks) 2.stereo w/ music (Burnin Up Jonas Brothers)

3. 10-15 hotspots

4. 20-25 Scarves (2 different colors, even # of each

FOCUS OF LESSON: Combining various travel patterns in time to music using different locomotor
movements like sliding, walking, skipping, and galloping.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Perform the Hawaiian Rollercoaster Ride dance by clapping to a beat and
moving in rhythm with the entire class during the individual dancing and during the partner dancing.
Cognitive: Identify the beginning, the middle, and the end (Part 1, Part 2, Part 3) at the lesson closure in
order to help them better understand the sequence of a 3-part dance.
Affective: Respect their partner by dancing appropriately with them and helping them if they are having a
difficult time learning the dance in order to better their peers understanding of the dance moves.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Clearly demonstrate, as well as verbalize/articulate, each individual step of the dance in order to
ensure that every student understands the sequencing of the dance.
2. Bring a lot of energy and enthusiasm when leading the dance in order to give the students more of
a reason to be excited about the dance they are going to participate in for this lesson.
3. Use window marks and hotspots in order to spread the students throughout the general space so
that they are all in their own personal space before the lesson begins.
4. Create a poster with the three parts/steps for the dance for the students to look at and reference
during the lesson.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Respecting the students who are maybe more self-conscious about dancing, and imploring the
students to have that same respect for their classmates.

 SPACING make sure that there is plenty of space for the students to dance/move around in.
REFERENCES:
1. SPARK-folio Physical Education (K-2) Dance Section Hawaiian Roller Coaster Ride
2. PE Universe (www.peuniverse.com) Dueling Banjos

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Entering the Gym: The students will
have their sneakers checked while they
are in the hallway. Once the sneaker
check is done the students will be asked
to walk to their own orange window
mark and stand on it until everyone is
standing on their own mark. From here,
the teacher will begin the warm-up
activity/review.
Review Objectives: The teacher will
review the three objectives with the
students, which are:
1. Perform the Hawaiian
Rollercoaster Ride dance by
clapping to a beat and moving in
rhythm with the entire class
2. Identify the beginning, the
middle, and the end (Part 1, Part
2, Part 3) at the lesson closure in
order to help them better
understand the sequence of a 3part dance.
3. I can help my partners and
classmates if they are having
trouble learning some of the
moves to the dance.
Dueling Banjos Warm Up: The teacher
will review (using the Banjo 1 and 2
signs) how students must listen for their
banjo sound and repeat the movement of
the teacher, who moves on the first
banjo sound. The teacher will use the
same sequence as the first time the
dance was performed during the first
week of the dance unit.
Emphasize the safety concerns that

ORGANIZATION

REFLECTIONS
This was a great
transition that had
all of the students
immediately
interested in what
they were about to
do. They completely
remembered the
Dueling Banjos
activity from last
week and
understood where
they had to stand as
well as how they
needed to behave
during the warm up.
Really placed an
emphasis on
learning the
sequence of the
dance (beginning,
middle, and end)
which translated
well into them
knowing those
objectives by the end
of the lesson.
Try and make the
freestyle a little
different than
normal. This is the
second time these
students have seen
this activity, so

because they will be moving they need

to be aware of two things:
3. If changing direction or moving
from side to side, make sure that
they are all moving to the same
side. If the teacher goes left,
they should mirror that and go
right.
4. Be aware of where your friends
are around you. If you are
getting too close to them then
move back to your tape square
to ensure that you are in good
personal space.
The sequence of the standing version
will be the following:
21. Raise the left hand
22. Raise the right hand
23. Circle both arms back to raised
24. Side step LEFT with arms
waving up/down
25. Side step RIGHT with arms
waving up/down
26. Turn/step with arms swinging
27. Sprinkler
28. Take a hike
29. Bernie
30. Hands across face (searching)
31. Hands across face other way
32. Swing arms in front of body
alternating up and down
(scissors)
33. Cat daddy
34. Jump on it ride the horse
35. Do the wave arms
36. Wayo wayo wayo wayo
37. Get your cold cuts move
38. Monkey arms
39. Freestyle (jumping jacks, run
RT then LT, run to the left side,
run to the right side, run
backwards, high knees, kick
your butt, reeling in a fish,
being the fish, scissor kicking,
clapping, etc.)
40. Finish
Transition: Quick get water if they
need it, if not they can stand in their spot
(give a time limit and countdown out
loud to get them to transition quickly).

giving them
something new will
be refreshing for
them as well as
challenging to try
and follow a new
sequence.

Students will
appreciate the
opportunity to get a
drink, but only send
the rows of students
who are standing
quietly in their own
spots. This helped to
keep the other
students who might
have been moving
around to stay on
their spot (the

Intro to Hawaiian Rollercoaster Ride:

The teacher explains how the dance that
will be learned today involves the
students needing to know what an 8Count is. There will be a visual of an 8Count for the whole class to see with
numbers 1-8 and the word clap
underneath each number. The teacher
will then have the students clap to a beat
while counting to 8 (start slow and
gradually build it up to the same tempo
as the song being used for the dance).
Once they have identified what an 8Count is the teacher will follow these
progressions in order to teach the class
the dance:
Whole Dance: The teacher will use a
whole-part-whole principal/teaching
strategy in order to get the students
interested in learning the whole dance
by observing what it looks like as a
completed product. The students can
follow along and try to mimic the
moves/sequences of the teacher.
Part 1: The teacher will introduce the
first sequence (beginning), which is four
8-counts of:
2 counts: slap thighs (1x)
o Slap, slap
2 counts: cross hands palms
down (1x)
o Clap, clap
2 counts: clap hands w/ partner
(1x)
o Slice and dice
2 counts: thumbs over shoulders
(take a hike) (1x)
o Take a hike!
After the students have shown a better
understanding of this pattern, attempt
Part 1 with music.
Part 2: Teacher introduces Part 2
(middle), which is two 8-counts of:
1 count: slap thighs (4x)
1 count: clap hands w/ partner
(4x)
When the students have learned this part

reward of getting a
drink helped with
their behavior).
When doing the
intro, tell them that
there will be a
surprise at the
end of learning the
whole dance. The
surprise is that
the students are
performing the
dance with partners
(which might not be
the best surprise) but
it gives them more of
an incentive to listen
during the entire
lesson.
When students were
watching me
perform the dance
the majority of the
class danced along
with me. This really
helped their
understanding of
some of the dance
moves because they
were able to recall
that information
from the
demonstration I
gave.
Found that there
was no real need to
explain how many
counts there were
for each part/move.
The students only
needed to know
about the dance
moves and how to

separately from Part 1, have them try

and perform the sequence of Part 1
followed by Part 2, first without music
and then with music.
Part 3: For the third and final part (end)
the students will be performing two 8counts of:
1st 8-Count: every 2 counts is
back and forth between tapping
thighs and high-fiving with their
partners with both hands
2nd 8-Count: stepping forward
with three steps and then turning
around to face the partner.
ALL of these parts are done
with/without music and are only done
individually, not with partners.
Partner Dance: Once they have learned
how to perform the dance by
themselves, the teacher will half the
class stand on specifically marked tape
spots on the meeting circle, facing out.
The other half of the class will be
matched up with a student on the
meeting circle and stand facing them
(outside the circle). They will face their
partner and practice the slap-clap part
of the dance until the teacher is ready to
lead them through the whole dance
without music, and then with music.
Note make sure that the students
are able to safely step forward past
their partner so that they do not
bump into each other. Have the
teacher demonstrate this with a
student.
Once the students have shown that they
can successfully complete the dance
with their partners around the meeting
circle, the students will move on to the
final progression (if time allows).
Partner Rotation: The students will
complete parts 1-3. After the first time
they complete 1-3, there is a break in the
lyrics where the students have been able
to do a hula dance break. Now,

perform them
giving them the
counts as well only
confused them
(especially when
they learned the
names to help
remember those
moves)
Point out the
students who are
really moving to the
music and use them
as an example to get
the other students to
do the same thing.
Some students didnt
want to dance
during the individual
part of learning the
dance, but when they
were partnered up
with someone they
knew it helped them
to feel more
comfortable with
dancing and resulted
in them being a
much more active
participant. If there
are any students who
want to be with a
particular student,
and they have an
issue with being offtask or feeling
uncomfortable, then
match them with that
student in order to
help them be more
positively engaged
in the lesson.
Most classes didnt

instead of hula dancing in place, the

students on the outside will hula dance
to their left and move one person over,
leaving them standing in front of a new
partner. Have this demonstrated slowly
and without music, and have them be
able to fully understand where they have
to move in order to get ready for the
next series of dance moves. If the
students can perform this action
throughout every dance break then they
will have accomplished the final
progression of the dance. However, it is
not a vital piece to learning the dance. It
is a good challenge that can really test
the classes that are able to show success
with the dance.
Transition: Students will be called to
the dismissal line based on their position
(inside circle vs. outside circle).
Closure: Students will show the teacher
that they are ready and listening by
repeating Part 1 from the dance, with the
teacher doing the same thing. Once all
of them have their eyes on the teacher,
ask them which part that was in the
dance, the beginning, middle, or end of
the dance. They will identify it as the
beginning. Have them then demonstrate
the middle and end of the song. Let
them know that they have successfully
identified the sequence of a dance.
Instead of the traditional silent game, the
students will place their hands on their
sides. To the beat of an 8-count, they
will put their hands on hip-hip,
shoulder-shoulder, up-up, clap-clap,
followed by shoulder-shoulder, hiphip, side-side, tap-tap. On the tap-tap
part the students will say Hula Dance
instead of tap-tap and then turn
towards the front of the line and be quiet
for the hall.

have the chance to

do the rotation, but
if they did they
needed a visual
demonstration of the
actual motion of
rotating to the next
spot. Pieces of tape
on the inner circle
made this rotation a
little easier, but
hotspots might work
as well (can take
away extra hotspots
and have the exact
amount vs. having
extra pieces of tape
around the circle)

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Scott Newman

DATE: October 5-9, 2014

TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow)

LESSON#: 7 of 8

FACILITIES: MB Gymnasium

GRADE: 2nd Grade

UNIT/THEME: Dance

CLASS SIZE: 20-25

GENERIC LEVEL: Pre-Control/Control

EQUIPMENT: 1. Signs to designate each team

2. Floor Tape for window marks

3. CD with

music for stop/start music for tag game 4. Cones with locomotor signs on them with
matching/coordinating colors, as well as tag balls that match those colors 5. Paper that matches the color
of the team (one for each)
FOCUS OF LESSON: Correctly participate in the Ultimate Square Dancing activity by using different
locomotor/dance moves and by creating a dance move as a team (collaboration) as an introduction into
creating their own sequence.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Correctly slide (LM) to the appropriate side as designated by the teacher in the middle
during the Ultimate Square Dancing activity.
Psychomotor: Perform a creative dance move as a team that is Safe, Short, and Simple and that is related
to the character that your team represents.
Cognitive: Be able to identify which side to slide to as a team correctly, as well as identify the three
things that must be remembered when creating a dance move.
Affective: Be able to work together respectfully and cooperatively in order to collaborate and create a
dance move that represents your team in an appropriate manner.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Use visuals and clearly state the lines the students must move on so as to avoid students moving
across the space, which is not allowed during the USD activity.
2. Encourage creativity and collaboration when they are thinking up their own dance move
additionally, explain what the word collaboration means and how it is relevant to the
objectives.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?

1. Clearly stating the boundary lines and where they are allowed to slide, as well as reinforcing that
students stay in good/safe personal space when traveling from side to side during the USD
activity.
REFERENCES:
Song What The Fox Say used as the song for Ultimate Square Dancing (What the Fox Say by Ylvis)

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Entering the Gym: When the students
enter the gym they will be directed to
stand behind one of the four cones that
are spaced along the foul line. There will
be a blue cone, a green cone, a red cone,
and a yellow cone, and there will be no
more than 5-6 students behind each
team. This will be the setup for the
warm up and saves time with having to
transition from the black line to the
activity.
After the sneaker check is done and all
of the students are standing behind the
correct cones, the students will be given
instructions about the instant activity
warm-up, as well as what the objectives
are for the class, which include:
1. Correctly slide to the correct
side during the Ultimate Square
Dancing activity.
2. Perform a creative dance move
during the collaboration portion
of the USD activity.
3. Identify which side of the
teacher you must be facing at all
times during the USD activity.
4. Work together respectfully and
cooperatively when
collaborating to create a dance
move as a team.
Dance and Move Relay: The students
will be told that their team name is
based off the color of their cone. The
blue cone represents the Red Sox, the
red cone represents the Rock Stars, the
yellow cone represents the Pirates, and
the green cone represents the Surfers.
Once the students have been told which
teams they are on, they will have the

ORGANIZATION

REFLECTIONS
This transition is
great for getting the
lesson started
quickly. It is
important to be
aware of who is
being assigned to
which group in
order to avoid
grouping students
who will create
behavioral issues
that could disrupt
their group/the
class. Make the
teams even, both
from a gender
perspective and from
a compatibility
perspective.
Groups tended to be
chatty with each
other need to start
giving quick yet
clear/concise
instructions so that
they can start
moving right away.
Refer to the moves
that they have to do
to the cone and back
as Ultimate ____
with the blank being
Sliding,
Galloping, or
Skipping.

rules of the relay explained (note, it is a

relay, not a relay race, so emphasize
that no team is racing another). One at
a time, each student on each team will
have to slide (LM) down to the cone that
is opposite them, touch the cone, and
then slide back to their team. They will
tag the next person in line, and the
process will repeat itself until everyone
has gone once. While that person is
sliding down to the cone, everyone else
on their team will perform a dance move
(designated/assigned by the teacher
before each relay). The dance move will
be different for each group because it
will be specific to each teams
character. The move will be
performed to an 8-count beat, and will
be repeated until everyone in the group
has gone.
There will be three rounds of the relay
that are played out:
Sliding
Pirates will do the hand hook
move where they make hooks
with their hands and swing them
up and down in front of their
body
Rock Stars will do the rock on
move where they make rock
star hands and wave them up in
the air over their head
Red Sox will do the batters up
move and pose as if they were
getting ready to swing a bat
Surfers will do the sunscreen
move where they will pretend to
apply sunscreen on their arms.
Galloping
Pirates = swords (slashing
their pretend swords)
Rock Stars air guitars
(playing air guitars)
Red Sox = throw the pitch
(action of throwing a baseball)
Surfers = paddling out

When telling them

which dance moves
they have to perform
be ENERGETIC and
ENTHUSIASTIC!
Found that this got
the students who
were not as excited
to dance to move
around and make
them laugh a
little/loosen up
more.
Use big
movements when
showing off the
dance moves. This
can really translate
into the students
performing their
dance moves using
bigger, more
exaggerated
movements.
Make sure to refer to
this part as
Ultimate Sliding
and have Ultimate in
front of the other
two LMs. When we
learn the dance later
it is much easier for
the students to
remember that they
need to slide around
the Ultimate Square
when they hear that
familiar phrase
Ultimate _____
Make sure that the
students know that
even though they
might want to run

(paddling with alternating arms)

Skipping
Pirates = steer the wheel
(hands moving a ships wheel)
Rock Stars = drums (air
drums with hands)
Red Sox = safe (motion of a
player being safe at the plate)
Surfers = hang ten (balance as
if surfing on a surf board)
Transition: Students will transition
from the relay activity to get a drink of
water and then walk over to sit down on
the meeting circle.
Dance Intro: The teacher will give a
brief introduction about dance and
creating a dance works. The example
for this idea will be the teachers
Dueling Banjos poster that was used as
a script. Ask the students if they think
that I just made those dance moves up
on the spot, or if I took the time to plan
them out, put them in a sequence, and
give them names to help me remember
(not to mention practicing it repeatedly
even if I wasnt great the first time, I
practiced until I knew every move by
memory).
Teacher Demo: The teacher will now
say that today we will be
choreographing our own dance moves. I
have already made my own (pull out
teacher dance sequence chart) and will
present the entire dance to them, telling
them that this is what their final product
will look like. Perform the dance in full,
including moving around the Ultimate
Square, and be obvious and blatant
about using the visual to emphasize the
importance of the visuals.

Ultimate Square Dancing: Have the

students move from the meeting circle to
their respective lines (posters will be
placed over their zones so they know

they need to
remember to
practice their best
locomotor
movement.

Make sure that this

is a quick transition
so that there is
plenty of time for
them to be able to
create their own
sequence/dance.
Have the actual
poster from Dueling
Banjos as an
example. The
students really were
surprised at how
many dance moves
they had performed
during the DB
activity. This made
them realize that
there really are a lot
of different ways to
dance as well as
how important it is
to practice them and
make them
something they will
remember.
The emphasis on
Safe, short,
simple was helpful
because for some
this helped them
change their move
from something
elaborate and unsafe
to something
shorter/simpler and
easier for the whole

where to stand (home base). This will

always be their line. They will get
together as a group and practice sliding,
galloping, and skipping to the beat of the
music. Once they have practiced the
concept of moving around the Ultimate
Square (these moves will be called
Ultimate Sliding, Ultimate Skipping,
and Ultimate Galloping) I will have
them come together as a group and
create their sequence of four dance
moves. Three of the moves are the
moves that they had to perform during
the relay and should be very familiar to
them. The fourth spot will be a ??????
and will symbolize their own created
dance move. This move has to be short,
simple, and safe and must be related to
their team character. They can choose to
all have the same move or all have their
own personal moves as that ??????
move, but it has to be discussed as a
group and included in the sequence.
This will last about 2-3 minutes. Once
that time is up the music will start and
they will have to Ultimate Slide around
the square until they are back on their
line. The chorus will come on (what the
fox say) and they will perform their
sequence based on the teacher calling
out which number they need to perform.
Start easy have one whole chorus be
the first move. If there is enough time
then that can be changed to doing all
four moves in one chorus, then
repeating that 3 times throughout the
song.
The sequence will be Ultimate Slide,
team dance moves, Ultimate Gallop,
team dance moves, Ultimate Skip, team
dance moves, team dance moves, END.
Once they have completed the dance all
the way through the teacher will ask for
the students to hand in their visual
sequence charts and go line up by the
dismissal line.
The teacher will have them review the
objectives, including how they felt

group to perform at
the same time.

Students need to be
in a small space for
this demonstration
of the sequencing
charts and dance
move cards. If they
are able to read
what is on the card it
makes it easier for
them to remember
that process when
they are sequencing
their own moves.
Might need to move
around from group
to group and double
check to see that
they understand the
process. Those who
are struggling to
think of a creative
dance move
appreciated the
teachers
suggestions and
ideas as a way to
spark their
creativity.
DONT FORGET
write down the
names of the
students for each
team. This lesson
segues into the next
one so it is
important to
remember who was
on which team will

about working with a group of people to

create something and how they felt
about their final product. What can they
do next week to have even more success
than they did this week?

Once the objectives have been reviewed

the students can do the revised silent
game of doing an 8-count with your
hands. To the beat of an 8-count, they
will put their hands on hip-hip,
shoulder-shoulder, up-up, clap-clap,
followed by shoulder-shoulder, hiphip, side-side, tap-tap. On the tap-tap
part the students will say Ultimate
Square Dancing instead of tap-tap
and then turn towards the front of the
line and be quiet for the hall.

be easier if their
names are written
down.

SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Scott Newman

DATE: October 14-17, 2014

TIME: 45 minutes

SCHOOL: Meadow Brook Elementary (East Longmeadow)

LESSON#: 8 of 8

FACILITIES: MB Gymnasium

GRADE: 2nd Grade

UNIT/THEME: Dance

CLASS SIZE: 20-25

GENERIC LEVEL: Pre-Control/Control

EQUIPMENT: 1. (8) Relay Race cones, 4 different colors, 2 of each

cone colors
each

2. (4) Hula Hoops matching

3. CD with music (What the Fox Say by Ylvis) 4. (4) Sequencing Charts with 5 cards

5. (4) Posters with team names

6. Sequencing Assessment/Grading Sheets (all students)

FOCUS OF LESSON: Correctly participate in the Ultimate Square Dancing activity by using different
locomotor/dance moves and by creating a dance move as a team (collaboration) as an introduction into
creating their own sequence, as well as teach each other (peer teaching) their creative dances.
STUDENT PERFORMANCE OBJECTIVES (SPO):
By the end of the lesson, students should be able to:
Psychomotor: Perform the dance movements that they created as well as the dance movements that they
learned from the other three teams during the Ultimate Square Dancing Activity.
Cognitive: Identify the sequence of their creative dance by placing them in order on the assessment sheet
and writing down how their team did on the assessment sheet during the lesson closure.
Affective: Assess their own personal effort and their groups effort by rating themselves and their team
using the assessment tool at the end of class.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Keep the transitions and instructions smooth and quick in order to maintain a good flow
throughout the lesson. This will help get through those parts more quickly so that there is more
time at the end for them to do the peer teaching.
2. Use good demonstrations and teaching cues as a reference for students when they are doing the
peer teaching
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?

1. Reinforce the concept that when they are assessing their team they are not singling any one
student out or trying to make them feel bad. The assessment is for the team as a whole and is only
meant to help reflect on the creative process of sequencing their dance moves.
2.
REFERENCES :
Song What The Fox Say used as the song for Ultimate Square Dancing (What the Fox Say by Ylvis)

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Entering the Gym: When the students
enter the gym they will be directed to
stand on the lines that they needed to
stand on last week with their teams from
last week.
Make sure the teams from last week are
being used as the same teams this week.
After the sneaker check is done and all
of the students are standing on the
correct lines, the students will be given
instructions about the instant activity
warm-up, as well as what the objectives
are for the class, which include:
1. Perform the dance movements
that they created as well as the
dance movements that they
learned from the other three
teams during the Ultimate
Square Dancing activity.
2. Identify the sequence of their
creative dance by placing them
in order on the assessment sheet
and writing down how their
team did on the assessment
sheet during the lesson closure.
3. Assess their own personal effort
and their groups effort by
rating themselves and their team
using the assessment tool at the
end of class.

Introduce Grading System: The

students will learn about the grading

ORGANIZATION

REFLECTIONS
The students (for the
most part)
remembered their
teams names and
what their dance
moves were that they
learned last week.
However, it was a lot
easier having a list of
the students in each
team and calling them
up team-by-team. This
made the classroom
management/transition
much smoother.
Mentioning the
assessment at the
beginning of the lesson
definitely gave some of
the students who
normally are off-task
more of an incentive to
behave themselves and
hold themselves
accountable. Another
thing that came up that
I didnt anticipate
happening was that
teammates were also
holding each other
accountable. If one
student on their team
was starting to

system that will be in place for the day.

The following criteria will be included:
1. Graded as a team each team
will be given an individual
grade. All students will have a
factor in the grade but not one
student will impact the entire
group significantly if there is
poor behavior from one
student.
2. Participation this includes
listening as a team,
participation of team when
being taught another teams
sequence, and effort of trying
other teams dance moves.
3. Sequencing They have a
sequence that they created as a
team with one move they
created as a team (seen in endof-class assessment)
4. Teaching Everyone had a
part to play in teaching other
teams their dance (could be a
talker, demonstrator, etc.)
Hopefully the idea that they are being
graded will give some of the students
who tend to be off-task more of an
incentive or reason to pay better
attention and help their group achieve
success. Make sure to give constant
specific feedback to those who are doing
a great job with working as a team.
Ultimate Square Dancing
Review/Warm Up: The students will be
shown their charts and will take 2-3
minutes to review the dance moves that
they learned last week. They will create
a sequence with those moves, and as a
class we will go through the whole song
using those four moves. Once that has
been reviewed at least once and the
students are re-familiarized with the
dance and their own moves, they will
have to perform the entire dance using
all locomotor transitions and their made
up dance sequence from last week.
Create More Moves! Students will now

misbehave they would

remind him that they
needed to listen better
because of the
assessment at the end.
It was awesome
watching these second
graders keep each
other accountable
during this activity.

When the students

were practicing their
dance moves they
needed to be reminded
about how to move
around the perimeter
of the dancing zone. A
quick demonstration
and review of this
should allow for a
smoother transition
into the warm up.
This familiarized all of
the students with the
dance and set the tone
for the remainder of
the lesson. They were
excited about the idea
of learning new moves

get the chance to create one more dance

move that is related to their team name.
They will also be taught one more dance
move that has a name (such as the other
three from last weeks lesson) with the
teacher going around to each team
showing them what that dance move
looks like. Teams will take the next 3-4
minutes to create their own new dance
move as well as practice the new move
they were just shown. Once they have
practiced those moves they will have the
ability to choose any four-move
combination of the six moves they have
learned (2 created, 4 taught) and place
them on the front of the sequence chart.
Teams will get the chance to practice
their 4-move sequence (this is the last
time they will be creating a sequence)
by having the teacher call out a number
and the students responding with the
move that corresponds to that number
(ex: 1 = first move in the sequence,
etc.)
Transition: Students will get a quick
drink of water and then return to their
team lines. Tell the students that they
will be teaching the rest of the class
their sequences in order to combine for
one final dance routine, in which the
class will use every teams sequence 1
time each throughout the song.

Demonstration: I will teach the

students (as an example) my dance
moves using the sequence chart that I
made (see visuals attached). I will point
out different techniques for teaching
others, such as:
1. Having someone (or the team)
be a demonstrator and show the
rest of the class using that
demonstration.
2. Have them share the key
name for each move so that
they can reference them more
easily when they are teaching
them.
3. Speaking loudly enough for

and were generally

having a lot of fun! All
students engaged and
all students were
following a guided
discovery approach
for creating their own
dances.

This typically needed

the most time, but
make sure the students
know the difference
between the two
?????? cards
because they are
symbolic of two
completely different
moves. As long as
students were aware of
this they were able to
understand how to
create their finalized
sequence.
Have them place their
cards back on their
cones when they are
done (shows teacher
they are ready
teacher can assess
their progress by
having them
demonstrate the dance
moves in their new
sequence)

Compliment the
teams/students who
are great about using
demonstrations and
speaking loudly so that
everyone could hear.
Additionally,

everyone to hear.
Guidelines for the Class: There will be
a set list of guidelines that the students
will need to follow in order to be
successful teachers AND
learners/listeners:
1. Respect the person/team that is
presenting by giving them full
attention
2. No talking while the other teams
are teaching
3. Practice the moves you are
being taught (do not ignore the
teachers/not try)
All four teams will teach each group.
After two teams have taught we will
practice them as a class to the music.
once every group has gone we will
attempt to perform the entire dance
using every teams choreography. The
order of the dance will be:
1. Ultimate Slide
2. Chorus (Pirates)
3. Ultimate Gallop
4. Chorus (Red Sox)
5. Ultimate Skip
6. (Rock Stars)
7. (Surfers)
Transition: The activity will conclude
with the song ending and everyone
doing each others dance moves. One
group at a time, each team will transition
to the dismissal line.
Closure: Once students are in line, the
teacher will hand out the Assessment to
each student. They will circle which
team they were on, write down their
sequence that they made, and then at the
bottom fill out how they thought their
effort was and how they felt their
groups effort was. Emphasize the
importance of students being honest
about their grades for themselves and
their teams. This will be the 3rd
component to the grading system for this
unit specifically, this lesson.

compliment the
students who are
listening politely while
a team is teaching the
class their dance
moves.

Teams LOVED
learning other dance
moves! I think it gave
the students who
wished that they were
on another team the
chance to be a part of
that team (by
performing their dance
moves). It also forced
all students to pay
close attention if the
pirates sequence was
being performed, all
groups were
participating while
closely watching the
pirates to remember
what move they had to
do next.
Allow 10 MINUTES
for the assessment.
Distributing the
papers and the pencils
takes a couple
minutes, as does the
process of explaining
the assessments. Make
sure to clarify the
difference between
grading themselves
and grading their
teammates, and stress

As the students leave they will hand in

their assessments and writing materials
to the teacher. They will be handed back
to them the next day.

listening so that the

teacher doesnt have
to re-explain
themselves constantly
to each group.

All
Informal/For
mal
Assessments

Sequencing Charts (Intro Lesson)

Sequencing Charts (Bonus Dance Moves)

Write-Up for Sequencing Charts Assessment

The sequencing charts were the perfect way to informally assess whether or not
students understood how to create their own dance routine/sequence. The obvious reason
behind using them was to provide them with a simple way to take four different dance moves
(including one that they made up) and place them in a sequence of their choosing. Additionally,
it gave students a visual to look at when they were performing their creative dance when the
music was on. In these regards, this assessment was very successful and helpful. However, one
area that this assessment showed success (and areas for improvement) was that it provided the
students with the opportunity to work as a team, combining teamwork, cooperation, and
respect. They had to listen to each others ideas and work together in order to create not only
their own creative dance move but also come to a consensus on a sequence they all liked. This
assessment essentially creative a cooperative learning activity that showed me, the teacher,
whether or not they were able to complete their affective learning objective of working
cooperatively and their cognitive objective of identifying the sequence to their new dance.
I feel that an area of improvement that I would change for the future is not the actual
sequencing chart, but how the students used them as a group. My instructions for how to use
them would change because I would want to place more of an emphasis on how to properly
use them as a team. I would want to give them tips and skill cues for acting respectfully towards
each other as well as how to listen to each others ideas and opinions. By giving them helpful
ways to work as a group it could have helped avoid some of the arguments that occurred as a
result of the students not agreeing on a dance move or a creative sequence.
Overall, I feel that these charts were necessary teaching tools that made it much easier
for the students to have a hands-on experience with sequencing a dance. Their collaborative
efforts blew me away and any nervousness that I had about their ability to create their own
dance move and sequence was completely washed away when I watched them use these
charts.

Ultimate Square Dancing (Grading Assessment)

Name: _______________ _

Room: ________________

1) Which Team were you on? (Circle your team)

2) What was your dance sequence?

First: ___________________________________________

Second: __________________________________________

Third: ___________________________________________

Fourth: __________________________________________
3) On a scale of 1 to 3, how well do you think YOU participated today?

(Didnt really at all)

(Only some of the time)

(Participated the whole time)

4) One a scale of 1 to 3, how well do you think your TEAM participated

today?

(Didnt really at all)

(Only some of the time)

(Participated the whole time)

Write-Up for Grading Assessment (Lesson 4)

The students did an incredible job with this assessment. Having not really had the
opportunity to give these students a pencil/paper assessment, I was nervous that they would
have trouble translating their knowledge and understanding of how to sequence a dance onto
the written assessment. To my surprise and delight, however, they were all able to successfully
complete the assessment individually. Additionally, I noticed that several groups helped each
other out if any of their teammates had a question or was confused by a question. This
collaboration was something that I was hoping for during the actual activity, not necessarily
something that I would observe during the completion of the assessment. They were all able to
give themselves and give their team participation grades that, based off their answers, were
honest and fair grades. For example, one team from a second grade class had a student who
wasnt participating during the entire activity. As a result, one teammates gave her whole team
a 3 (best possible grade) but noted that particular student should receive a 1.
This feedback prompted me to want to make one change to the assessment in the
future. I would want to add a section on the back of the paper with a Comments section. This
section would be for students to write down anything they want to it could be about whether
or not they liked the lesson, if they felt that there was one person on their team not
participating (like the example above), or if they have any other feedback. While I dont think it
would be very detailed, I do think that it might provide me with small chunks of feedback that I
could use to make the lesson or the assessment even better for future classes. Another possible
adjustment could be to make a simpler version of the assessment for students who have a
learning/reading-writing disability such as Autism or dyslexia. This would allow every student
the chance to communicate their understanding of the lesson without excluding anyone.
Overall, I felt that this assessment yielded the results that I had hoped for. My intention
behind this assessment was to make sure that students 1) had an understanding of what a
sequence was and how to write down their dance moves in a sequence, 2) create their own
dance move and give it a creative name, and 3) were able to assess their individual participation
and their teams participation. After looking over all of the assessments from each class, it was
clear to me that they had that understanding and then some.

Unit Evaluation Grading Form

*The following grading form is a reflection of the four-week unit plan with the
majority of the weight on the individual/team participation and the Grading
Assessment. The grading Assessment provides the teacher with knowledge of
the students ability to identify what a sequence is and how to create one, which
is a theme for the last three lessons.
Participation (Individual) 30% of final grade (Pulled from WK 1-4)
Students graded on individual participation during 4 weeks via a 1-3 scale,
with 1 = not at all, 2 = some of the time, and 3 = participating the whole
time
Participation (Team) 30% of final grade (Pulled from WK 3-4)
Students graded as a team from the last two lessons using the Grading
Assessment worksheet completed at the end of the unit (same scoring as
was used for individual participation).
Comprehension of Sequencing 10% of final grade (pulled from WK 2-4)
Students graded on their ability to identify what a sequence is and what the
beginning, middle, and end is of a dance (0 = did not understand, 1 =
somewhat understood, 3 = fully understood)
Ability to Sequence a Dance 30% of final grade (Pulled from WK 3-4)
Students graded on their Sequencing Charts and their Grading Assessments
that are turned in at the end of the unit. Teacher can use these to see that
students were able to (as a team) create their own dance sequence.

References
SPARK-Folio Physical Education Binder: Dance (Hawaiian Roller Coaster Ride)
Fitzpatrick, B. (2009-2010). Authentic Assessment Practices to Enhance Student Learning in
PHYSICAL EDUCATION (Grades K-8).
Dueling Banjos by Scott McDowell (2009, April 23) retrieved from PE Universe (2014,
September 27) from http://www.peuniverse.com/Videos/detail.cfm?post_id=643
Bennett, J., & Riemer, P. (1995). Rhythmic activities and dance. Champaign, IL: Human
Kinetics.
Cone, T. (1994). Teaching children dance: Becoming a master teacher. Champaign, IL: Human
Kinetics.