Lesson Plan

Grade/Subject: PE 9 Unit: Dance Lesson Duration:85 mins

OUTCOMES FROM LEARNING OBJECTIVES ASSESSMENTS
ALBERTA PROGRAM OF (Observations, Key Questions,
STUDIES Products/Performances)

A9-8: create, refine and Students will develop an Observation

present a variety of dance understanding of rhythm and
sequences, e.g., jazz, square, how different movements in Key Questions
social and novelty, alone and dance can fit within it
with others
A9-9: choreograph and Students will demonstrate a Observation
perform dance sequences, willingness to teach, as well as
suing the elements of learn others’ choreography
movement and basic dance
steps and patterns
C9-4: describe, apply, monitor Students will work together to Observation
and practice leadership and explore their understanding of
followership skills related to rhythm and how it relates to
physical activity things around them

C9-6: identify and Students will demonstrate a Observation

demonstrate positive willingness to participate with
behaviors that show respect others
for self and others
LEARNING RESOURCES CONSULTED
Resource #1:
Resource #2:
Resource #3:
MATERIALS AND EQUIPMENT
- pylons
- whiteboard
- Dance Playlist
*
PROCEDURE
Introduction (_5_min.):
Attention Grabber: We are going to be starting our dance unit today, so I would just like to touch
on a few things very first
1. Dance is not meant to be super serious, I want to see everyone laughing and having fun
2. I do not expect you to be expert dancers, I simply expect you to try and to participate
3. It’s okay to make mistakes, and to not be able to do something on the first try! Remember
our peers are here to support us and help us, so turn to me or a peer if you are not
understanding something.
Assessment of Prior Knowledge: Ask, by show of hands, if anyone has dance training in their
past. This may be good to point out for students who need extra help because they can ask a
peer who is knowledgeable about the task
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Expectations for Learning and Behavior: Students are expected to participate to their best of
their ability and to be respectful of others in the class/

Advance Organizer/Agenda: Write out the schedule for the day on the board for students to
look at ahead of time
Transition to Body: Begin by explaining counting and rhythm to the class and transition into first
activities

Body (_60_min.):
*This lesson builds on students teaching, counting and learning choreography *
Learning Activity #1: Intro to Counting Music and Rhythm Games
● Set out pylons along the volleyball court lines before students sit down to start class
(make sure there is good amounts of room between each pylon - located in SG storage
room)
● “Welcome to dance, the unit you have all been anticipating. I realize that dance is not
always the most appealing thing to do in PE. This unit can either go really well for you or
not well, and that is totally dependent on you. If you leave your ego at the door, you will
find it very easy to get good participation marks to succeed in this class and you may even
find yourself having fun or even enjoying dancing. If you decide that your ego is too big
before we even start, you are not going to do well (point blank).”
● When we count music we count it in counts of 8 (1-2-3-4-5-6-7-8)
○ 1 count = 8 beats
○ 2 counts = 16
○ 3 counts = 24
○ 4 counts = 32 etc.
● Counts help dancers to:
○ move with correct timing and rhythm to match the music
○ execute the same movements at the same time as a group (in unison)
○ to keep track of the beat and tempo
● When you are counting in before you start dancing you always begin with “5,6,7,8” and
this prepares you for the downbeat and when you start your performance (the count in is
always in time to the music so that your routine is in time)
● Have students partner up and sit facing each other across the volleyball lines (both courts
combined)
○ I am going to count aloud and I would like you all to tap on your thigh the beat.
Tap for at least one count of 8 and then join in with my clapping when you feel
that you understand the tempo. There should be no claps in between the beats. If
you find that this is happening stop clapping and tap on your leg until you find it
again (maybe look at a partner if you need)
■ continue counting aloud for students to hear the beats
○ Switch from clapping to snapping - students will still find the beat on their thigh,
quietly before joining in
○ Switch to keeping the beat on the floor - students will still find the beat on their
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 thigh, quietly before joining in
● Introduce the game as pylon races and have each group sit in so that the pylon is
between them and their partner
■ sit facing a partner with a pylon in between you.
■ find the beat of the song either clapping, snapping or tapping
■ When the music stops race to pick up the pylon
○ Students will: new progressions
■ Clap until music stops
■ Snap until music stops
■ tap the beat on the floor until music stops
● RULES FOR PYLON RACES:
○ change between winner and losers of the pylon race to have one or the other
perform a punishment:
■ pushups
■ sit-ups

Assessments/Differentiation: Students are to begin sitting to avoid a steady growth in progress

throughout the lesson and adds competition. Students are kept guessing on who will do pushups
and who will do sit ups (winner or loser)

Learning Activity #2: Pylon Races

● Now teach students H/S/K/T choreography: (Students are seated)
○ Heads, Shoulders, Knees, Toes, Toes, Knees, Shoulders, Head (head repeats itself
on the way back down again)
■ Do for one count of 8 - give students a few practices tries before adding
music
○ Next add two counts of 8 of this choreography
● Now incorporate your partner into the beat
○ *encourage students to create their own dance and not use dances already made
like the macarena*
○ Reminder:
■ encourage students to be thoughtful and supportive of their partner
■ some people learn better by watching and others by doing - speak to your
partner to help them through your choreography
■ don’t be afraid to celebrate with your partner when you get it!
■ be patient
■ think about how to teach your partner well
○ Demonstrate what this will look like to students so that they know what is
expected
■ I will give you time to figure out what you are going to do with your partner
and then count you in again. Find the beat with your partner quietly by
tapping on your thigh
○ Perform to music with partner
○ Switch Partner (move 2 spots)
■ students will now teach their new partner their choreography and learn
their partners choreography for a total of 2 counts of 8
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 ■ allow time to practice
■ play music and continue pylon race
○ Switch Partner ( move 2 spots)
■ students will now teach their new partner their choreography and learn
their partners choreography for a total of 4 counts of 8
■ allow time to practice
■ run through the choreography 2 times for the race
○ *Encourage students to begin using their feet and legs now, not just their upper
bodies
● Switch Partners (move partners 2 more spaces) and have them stand up
○ The Pylon game is still in effect
○ you can move forward, backward, side, side in your box
○ “we are starting fresh now. With your new partner you are going to create 8
counts, incorporating your whole body”
■ provide students with time to create a new routine (8 counts) with their
new partner
■ play the music and continue the pylon game
■ repeat once more
● Switch Partner (move 2 spots)
○ students will now teach their new partner their choreography and learn their
partners choreography for a total of 2 counts of 8
○ allow time to practice
○ play music and continue pylon race
● Switch Partner ( move 2 spots)
○ students will now teach their new partner their choreography and learn their
partners choreography for a total of 4 counts of 8
○ allow time to practice
○ run through the choreography 2 times for the race
● Let students get a water break and meet back in the center of the gym to demonstrate
diamond dance
Assessments/Differentiation: Students are given the opportunity to teach and interact with their
peers. This requires good cooperation and helps students to feel less silly about dance

Learning Activity #3: Diamond Dance

● have students get into groups of 4 and meet at the center circle.
○ pick one group to demo in the middle of the circle for how the diamond dance will
work
● stand in a diamond shape facing the teacher (if in a group of 5, number 5 goes in the
middle and switches out with the leader whose turn has ended - when the leader turns to
face a new direction)
● move as a group (follow-the-leader style) and each leader must complete at least 1 count
of 8 before turning and trading off with another person
○ encourage students to be silly with it! Break out the sprinkler, shopping cart, etc.
● when the leader turns, the person in the direction of their turn becomes the new leader
and the group must now follow them
○ groups will become tangled together as the activity continues and they move
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 around the gym (this is supposed to happen- students must follow their leader no
matter what)
○ switch groups by stopping the music and asking for two volunteers from each
group to hold their hands up high - these students will be switched to different
groups
Assessments/Differentiation: Students are encouraged to act goofy and silly and move
throughout the gym. Students are given creative freedom
Learning Activity #4:Circle Dance (IF TIME PERMITS - THIS IS AN EXTRA ACTIVITY)
● Place students in groups of 4
● have each member of the group select the number one to 4
● depending on what each member chose, this will be their order.
● person one will create an 8-count dance move
● person 2 will copy the dance move and then add their own move for 1 count of 8
● this continues, with each member adding their own move to the last sequence
● the first person to mess up a move or sequence is out (they will sit down and clap with
their group
● the game continues until there is one person left

Closure ( _5_min.):
Choreography:
● Allow students to see the choreography of the dance that they will be learning on
Wednesday to allow them to feel prepared and aware of what they will be expected to do
● have students stand in a place where they can see and perform the choreography (4
counts) for them to watch