Title: Creative Dance Practice

Lesson #: 14
Date: Monday, April 13, 2015; pm
Year Level: Grade 6
Overall Time Frame: 25 minutes
Big Idea: To understand that dance is a fun way to exercise and develop kinaesthetic ability
and teaches many life skills such as creative thinking, cooperation and social skills.
Materials and Supports
(detailed and
comprehensive, modifiable,
variety, developmentally
appropriate):
- Happy by Pharrell Williams

Anticipated Challenges/
Safety Considerations
(identified and adequately
addressed):
- Ensure that students are
aware of their
surroundings and space
around them so they do
not step on other students
toes, or bump into others
while dancing.

Behaviour Modifications:
Low: Praise students who are
performing in the manner you
expect. To the whole class,
clearly list expectations for
participation. Strategically
place students so certain ones
to get easily off task. Count
down from 5 to get student(s)
back on task. One, two, three,
eyes on me, please.
Medium: Speak their name
through the sound system to
get their attention. Tell them to
return to the group (physically
or psychologically). Stand
beside the during the dance, or
have them move to you to help
them keep focus.
High: Ask the student to remain
after class and have a
discussion with them about their
behaviour. Inform them if the
behaviour continues, you will
have to include mentor teacher
or principal.

Meeting Diverse Learning

Needs:
Low: For those who are
weaker with the dance, or
who were absent during the
first day of the lesson, I will
practice with outside of class
to help the with the prior
days lesson and to help
them master the steps.
Medium: We will begin by
playing the song so that the
student pick up on the beat
of the song. Then we will
review the dance from the
beginning and then practice
it without music to help
remind the students of the
steps.
High: I will encourage those
who feel strong in the dance
to help teach and mentor the
students they are paired with
who are struggling. This will
challenge them them to be
masterful of the steps since
they are teaching others.

General / Specific Learning Outcomes:

- Demonstrate and refine a variety of dances; e.g., creative, folk, line, square and novelty,
alone and with others
Assessment Plan:
- Assessment will be a summative assessment based on Assessment Task rubric.
Resources:
- Nae-Nae Dance: https://www.youtube.com/watch?v=eCS_CFcBu5E

Lesson:
Time Frame: 13
minutes
Music: Happy by Pharrell Williams
Introduction:
Time Frame: 20
minutes
- Introduce the assessment task to the students, explain the expectations for their
assessment and their grouping arrangements.
- Hand out to each group the assessment task sheet. These will be returned to you at the
end of class.
- Inform students that at the end of the class, each group will present their favourite move
from their dance (this will ensure that each group has at least one move in their dance by
the end of class)
- Dances will be presented Wednesday during PE class.
- Allow students to practice their dance. Go around the gym and help students and see how
they are progressing.
Closure:
minutes
- Have each group demonstrate a move in their dance.
- Line up at the blue line beside the wall.
Reflection & Next Steps:

Time Frame: 10

Title: Creative Dance Practice

Lesson #: 15
Date: Tuesday, April 14, 2015
Year Level: Grade 6
Overall Time Frame: 25 minutes
Big Idea: To understand that dance is a fun way to exercise and develop kinaesthetic ability
and teaches many life skills such as creative thinking, cooperation and social skills.
Materials and Supports
(detailed and
comprehensive, modifiable,
variety, developmentally
appropriate):
- Happy by Pharrell
Williams
- Its Not Unusual by Tom
Jones

Anticipated Challenges/
Safety Considerations
(identified and adequately
addressed):
- Ensure that students are
aware of their
surroundings and space
around them so they do
not step on other students
toes, or bump into others
while dancing.

Behaviour Modifications:
Low: Praise students who are
performing in the manner you
expect. To the whole class,
clearly list expectations for
participation. Strategically
place students so certain ones
to get easily off task. Count
down from 5 to get student(s)
back on task. One, two, three,
eyes on me, please.
Medium: Speak their name
through the sound system to
get their attention. Tell them to
return to the group (physically
or psychologically). Stand
beside the during the dance, or
have them move to you to help
them keep focus.
High: Ask the student to remain
after class and have a
discussion with them about their
behaviour. Inform them if the
behaviour continues, you will
have to include mentor teacher
or principal.

Meeting Diverse Learning

Needs:
Low: For those who are
weaker with the dance, or
who were absent during the
first day of the lesson, I will
practice with outside of class
to help the with the prior
days lesson and to help
them master the steps.
Medium: We will begin by
playing the song so that the
student pick up on the beat
of the song. Then we will
review the dance from the
beginning and then practice
it without music to help
remind the students of the
steps.
High: I will encourage those
who feel strong in the dance
to help teach and mentor the
students they are paired with
who are struggling. This will
challenge them them to be
masterful of the steps since
they are teaching others.

General / Specific Learning Outcomes:

- Demonstrate and refine a variety of dances; e.g., creative, folk, line, square and novelty,
alone and with others
Assessment Plan:
- Assessment will be a summative assessment based on Assessment Task rubric.
Resources:
- Carlton Dance: https://www.youtube.com/watch?v=vWznxFC76T4

Lesson:
Time Frame: 15
minutes
Music: Happy by Pharrell Williams
Introduction:
Time Frame: 20
minutes
- Students will continue their work on their creative dances. Review the expectations for the
dance prior to beginning the practice. Have students tell you what the expectations are.
Hand out the Assessment Task outline to the groups.
- As groups are practicing, visit each group and see how they are doing, assist when needed.
Closure:
Time Frame: 8
minutes
- Get together with your group you are preforming your dance with, together discuss your
dance. Pick out parts of your dance that you are proud of as a group. What parts of the
dance are you not as proud of? Share these with the class.
- Line up at the blue line beside the wall.
Warm Up:
Time Frame: 2
minutes
Music: Its Not Unusual by Tom Jones
- Carlton
- Raise arms on either side your your head. Make a semi-circle with your arms and bring
your arms to the same side of your face, snap your fingers. Continue to make semicircles around your head.
- Feet: You legs alternate steps in the same direction that you move your hands
- Additional steps:
- Step with your right leg and open your arms so that an arm is at either side of your hear.
- Close legs with a step with the other foot and bring your arms together in front of you.
Repeat
- Slide
Reflection & Next Steps:

Title: Creative Dance Presentations

Lesson #: 16
Date: Wednesday, April 15, 2015
Year Level: Grade 6
Overall Time Frame: 25 minutes
Big Idea: To understand that dance is a fun way to exercise and develop kinaesthetic ability
and teaches many life skills such as creative thinking, cooperation and social skills.
Materials and Supports
(detailed and
comprehensive, modifiable,
variety, developmentally
appropriate):
- Happy by Pharrell Williams

Anticipated Challenges/
Safety Considerations
(identified and adequately
addressed):
- Ensure that students are
aware of their
surroundings and space
around them so they do
not step on other students
toes, or bump into others
while dancing.

Behaviour Modifications:
Low: Praise students who are
performing in the manner you
expect. To the whole class,
clearly list expectations for
participation. Strategically
place students so certain ones
to get easily off task. Count
down from 5 to get student(s)
back on task. One, two, three,
eyes on me, please.
Medium: Speak their name
through the sound system to
get their attention. Tell them to
return to the group (physically
or psychologically). Stand
beside the during the dance, or
have them move to you to help
them keep focus.
High: Ask the student to remain
after class and have a
discussion with them about their
behaviour. Inform them if the
behaviour continues, you will
have to include mentor teacher
or principal.

Meeting Diverse Learning

Needs:
Low: For those who are
weaker with the dance, or
who were absent during the
first day of the lesson, I will
practice with outside of class
to help the with the prior
days lesson and to help
them master the steps.
Medium: We will begin by
playing the song so that the
student pick up on the beat
of the song. Then we will
review the dance from the
beginning and then practice
it without music to help
remind the students of the
steps.
High: I will encourage those
who feel strong in the dance
to help teach and mentor the
students they are paired with
who are struggling. This will
challenge them them to be
masterful of the steps since
they are teaching others.

General / Specific Learning Outcomes:

- Demonstrate and refine a variety of dances; e.g., creative, folk, line, square and novelty,
alone and with others
Assessment Plan:
- Assessment will be a summative assessment based on Assessment Task rubric.

Lesson:
Time Frame: 20
minutes
Music: Happy by Pharrell Williams
Introduction:
Time Frame: 20
minutes
- Students will be presenting their dances during this class.
- If everyone presents their dances during this class, the students may play Hemisphere ball
for any remaining time.
- Any groups who have not been able to present will present during tomorrows class.
Closure:
Time Frame: 3
minutes
- Have the students get into pairs and reflect on the month of dances they have learned.
Consider questions such as what was the most difficult and why they think that it was?
What was the simplest dance for them, and why they think that was the case? Have a few
students volunteer what they shared with their partner.
- Line up at the blue line beside the wall.
Reflection & Next Steps:

Title: Creative Dance Presentations, Hemisphereball

Lesson #: 17
Date: Thursday, April 16, 2015
Year Level: Grade 6
Overall Time Frame: 15 minutes
Big Idea: To understand that dance is a fun way to exercise and develop kinaesthetic ability
and teaches many life skills such as creative thinking, cooperation and social skills.
Materials and Supports
(detailed and
comprehensive, modifiable,
variety, developmentally
appropriate):
- Happy by Pharrell Williams

Anticipated Challenges/
Safety Considerations
(identified and adequately
addressed):
- Ensure that students are
aware of their
surroundings and space
around them so they do
not step on other students
toes, or bump into others
while dancing.

Behaviour Modifications:
Low: Praise students who are
performing in the manner you
expect. To the whole class,
clearly list expectations for
participation. Strategically
place students so certain ones
to get easily off task. Count
down from 5 to get student(s)
back on task. One, two, three,
eyes on me, please.
Medium: Speak their name
through the sound system to
get their attention. Tell them to
return to the group (physically
or psychologically). Stand
beside the during the dance, or
have them move to you to help
them keep focus.
High: Ask the student to remain
after class and have a
discussion with them about their
behaviour. Inform them if the
behaviour continues, you will
have to include mentor teacher
or principal.

Meeting Diverse Learning

Needs:
Low: For those who are
weaker with the dance, or
who were absent during the
first day of the lesson, I will
practice with outside of class
to help the with the prior
days lesson and to help
them master the steps.
Medium: We will begin by
playing the song so that the
student pick up on the beat
of the song. Then we will
review the dance from the
beginning and then practice
it without music to help
remind the students of the
steps.
High: I will encourage those
who feel strong in the dance
to help teach and mentor the
students they are paired with
who are struggling. This will
challenge them them to be
masterful of the steps since
they are teaching others.

General / Specific Learning Outcomes:

- Demonstrate and refine a variety of dances; e.g., creative, folk, line, square and novelty,
alone and with others
Assessment Plan:
- Assessment will be a summative assessment based on Assessment Task rubric.

Lesson:
Time Frame: 10
minutes
Music: Happy by Pharrell Williams
Prior to Class:
- Record the dances of the students who are very nervous about performing in front of the
class so that their dance has an equal chance to get a good assessment grade as they will
be unhindered by their nerves.
Introduction:
Time Frame: 10
minutes
- There is just one more dance which has not been presented, if the ladies are comfortable
showing their dance video to the class, watch this prior to heading to the gym.
- The students may play Hemisphere ball for any remaining time.
Closure:
Time Frame: 3
minutes
- Have a few students demonstrate their favourite dance or dance step from the month of
dances they have learned.
- Line up at the blue line beside the wall.
Reflection & Next Steps: