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Physical Education Lesson

Grade: 12 Unit: Dance Date: October 15

General
Outcomes

Activities Benefits Health Cooperation Do It Daily…For Life

Goal Setting/ Active


Specific Basic Application of Functional Body Well- Communi- Personal Living In the
Outcomes Skills Basic Skills Fitness Image being cation Fair Play Leadership Teamwork Effort Safety Challenge Community

3,9 6
A30– 3 analyze, evaluate and adapt performance of skills and concepts— effort, space and relationships—
to perform and create a variety of activities to improve personal performance
A30– 9 choreograph, perform and critique dance for self and others
C30– 6 identify and demonstrate positive behaviours that show respect for self and others

Introduction/Warm Up (10min) Key Teaching Points??


Briefly discuss class intent- R&B dance
Class Focus- learn Michael Jackson Thriller dance and self choreograph a dance  Dance enhances
Discuss safety for this dance creativity, and
Warm up activity- rhythmical
 Using variety of music ask students to find the beat and start moving to it around movements
the gym  Own space- arms
 Ask students to vary their levels length away from
 Ask students to vary their locomotor skills each other
 After couple of minutes, play video of Thriller on projection screen while students  Respect others
warm up  Respect Ipads
 Ask students to try moves that are involved in thriller  refresh students of 4
Learning Activities/Teaching Strategies and 8 count rhythms
Activity 1 (35min)  clap to the beat
Number students 1-4  Shuffles, skipping,
Students line up in their rows across the gym, rotate lines forward as dance progress forwards, sideways
etc
Begin teaching thriller step by step using video Activity 1
(if a sub, you can play the video as it is an educational video and teaches step by step and
you do not need to know the exact dance moves. Might make the students more
comfortable if it looks like you are learning it at the same time as they are. )

*This is also an adapted version of the dance, so it is not as complicated as the original
** if there are students in the class who are advanced in dance or who know this dance  Count steps out loud
already, ask them to either teach some moves or move around and help other students or in head to help stay
in rhythm
Teaching by 8 counts  Rotate the lines every
1. students watching you (or video) 3 or 4 eight counts
2. students performing at same time as teacher (or video)
3. add the music and go through steps a couple more times
4. move to the next step
Each time a new 8 count is learned, start at the beginning of the song and perform all the
parts up to that point, then move to the next 8 count
Activity 2 (45 min)
Students form groups of 4 or 5
 one Ipad to each group
 hand out rubrics and grading sheet, students with be peer evaluating other groups  Be Creative
dances at end of class  Remember the
students choreograph their own 1-2 minute long dance routine grading rubric
 must use 8 counts  Be respectful
 must have a minimum of 8 moves to your group
 use Ipad to find music members
 use Ipad for dance move suggestions but could also use moves from Thriller or other skills and
dances learnt in passed lessons ideas
Circle around seeing how creative and engaged students are
After 30 minutes, have groups team up and perform dances to each other for grading
Discuss with a couple groups why they gave what mark to their peers

Closure/Cool Down (5 min)

See if any groups would like to perform in front of class


If nobody wants to perform, discuss some of the creative moves and performances they saw
from their class mates

Equipment Safety Considerations


Spatial awareness
Stereo- Michael Jackson Thriller you tube
video
4-6 Ipads
projection screen

Evaluation
Teachers Evaluation
(walking around during choreography stage)
simple check list for that day to monitor progression throughout the unit

Date:
Criteria Student name:
rhythmic movement/flow is expressive and consistent Yes/No
with the theme

participant is engaged in the activity Yes/No

participant shows ability to work with others Yes/No

Students Peer evaluation


Evaluator group names:________________________________________________________
Presenters’ names: ____________________________________________________________
Criteria Consistently (5) Frequently (4) Occasionally (3) Rarely
Knows patterns and
steps
Performs steps with
correct timing and
sequence
Shows innovative
patterns
Demonstrates
polished
performance
Expresses spirit of
the dance
Total : /25

Adaptations for special needs


If any aids present, they are to help individuals with disabilities enjoy and be successful in the dance unit
Physical disability
Can still attempt to perform dance adapting to their physical disability, ie: wheel chair- student can
move around the gym in different directions and motions as they would be able to using one wheel or both
wheels. Ask them to dance with there arms more if they are capable.
Learning, and/or intellectual Disability
Students are encouraged to work with groups and or individuals they get along with and can help them
learn the dance.
Visual disability
Have a friend dance with them, holding hands or interlocking arms and do the moves slower. This
individual can still hear, so they could be able to understand the auditory instructions coming form teacher,
video or classmates
Auditory disability
Use of video and demonstrations are key for this individual.
Technology
Using the projection screen is important so the students feel engaged and get to see the final result before
they perform the dance. It also helps include more learning techniques, visual as well as auditory and then
they get to try it right after. If the screen wasn’t working on the day, you could still perform the dance as
long as you as a teacher knows the dance. You could use a laptop or the Ipads and break into smaller groups
right at the start. Each group would learn the dance on their own instead of with the whole class.
The Ipads are less necessary and could be used as back up. If you ask the students the class before to bring
in their Ipods and if they have an Ipod doc, they can use their own equipment instead of the schools.
Experts
Doing an R&B dance unit would allow you to bring in dance experts to teach different lessons. The experts
would give the class more ideas for choreographing and brings a level of excitement to the class

Interdisciplinary
The dance unit could be used during may social study units for example. Each period of study would
involve different periods of dance techniques. R&B and Micheal Jackson to be more specific would be the
late 80’s, 90’s and even 2000’s. It would allow some history to be learned before doing the actual activity.
Dance also combines with art as well as music and even LA

Resources
http://www.education.alberta.ca/media/848801/physedk.pdf

http://www.education.alberta.ca/teachers/program/pe/resources/dpahandbook.aspx

http://www.youtube.com/watch?v=XFEu2vd0nPk

http://www.youtube.com/watch?v=LAqrbYfuBv0

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