Digital Unit Plan Template

Unit Title: Line Dance Name: Daniel P Nguyen

Content Area: Physical Education Grade Level: 7th & 8th

CA Content Standard(s)/Common Core Standard(s):

Psychomotor - Content Standard 1.2: "Perform Multicultural Dances."
Cognitive - Content Standard 2.2: "Analyze movement patterns and correct errors."
Affective - Content Standard 5.4 "Evaluate the effect of expressing encouragement to others while participating in a group physical activity

Big Ideas/Unit Goals:

Students will be able to = SWBAT

SWBAT demonstrate a multicultural dance.
SWBAT describe & explain movements and movements involved with the multicultural dance.
SWBAT describe, explain, and evaluate movement patterns with their peers and give positive encouragement.
SWBAT participate and create a positive environment focusing on comradery
Unit Summary:

The Dance unit in this class will help students understand the value of dance in society. Through this unit of instruction the student will be able to perform a
multicultural dance as required by the California Physical Education standards for 7th and 8th grade. Dance is mentally challenging, intricate, and rhythmic but is
open, broad, expressive, and creative which gives it the essence of being flexible in difficulty. The history of dance is rich and can be seen in every part of the world
that can be shared cross culture with its deep understanding. Dance allows students to be expressive while getting exercise and provides enough challenges to keep
the student engaged. Students, I believe, enjoy dance and although many will be discouraged to dance the primary goal will be to develop a positive comradery as
their learning environment. The unit will go over the direct social benefits, the history, and be able to dance freely.

Assessment Plan:
Entry-Level: Open Discussion - Students will have
an open discussion about their ability to dance. The
level of confidence will be measured based on their
response.
Lesson 1 (Teacher Lecture)
Student Learning Objective:
Students will also be able to
identify and define cultural
significance of dance and
dance styles in modern times
and history.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective:
Students will be able to list all
the cues for the specified dance
individually. Students will also
be able to understand
significance of dance in
modern & ancient
Lesson 3 (Graphic Organizer)
Formative: Summative:
Formative: Summative:
Quiz - Vocabulary & knowledge based Exam - Written assessment on
assessment. Form of assessment using multiple knowledge & vocabulary of dance terminology.
choice, true and false, or open written answers. Performance test - Students will be
Open Dance Floor - Students can be asked to perform the dance as a form of assessment
assessed in groups doing a group dance in their to display skill and knowledge of the dance.
Physical Education Class. Also allows students to
practice in a live setting.
Graphic Organizer - Students can be
assessed using this Venn Diagram to check for
understanding the similarities of each line dance.
Also changing the dances viewed can show if the
student understands what is a line dance.
Acceptable Evidence Lesson Activities:
(Assessments): Teacher lecture through slides. While student diligently takes notes, identifying vocabulary, key terms &
Useful and reliable sources concepts, and other important information. Students will understand the history and significance of dance
in todays culture.
Acceptable Evidence: Lesson Activities:
Evidence found in the Students will be given a worksheet and learn how to navigate websites to look for key information.
websites provided Answering the following worksheet given to the students. Students will also have to use critical thinking
and writing skills in some of the free responses that are given.
Student Learning Objective: Acceptable Evidence: Lesson Activities:
Useful and reliable sources Students will now use the knowledge and skills they have learned from the first two lessons must develop a
and self. Venn diagram to determine if they understand what line dancing is, and how to identify it.
Students will be able to
perform the dance with
minimal errors and on an 8
count beat continuously.

Unit Resources:

https://www.youtube.com/watch?v=3Gh1dyM6yxE
https://www.gonoodle.com/
http://artsalive.ca/en/dan/
http://www.phecanada.ca/programs/dance/dance-resources
https://www.bodybuilding.com/exercises/finder/lookup/filter/exercisetype/id/3/exercisetype/stretching
http://www.nytimes.com/2008/11/02/sports/playmagazine/112pewarm.html
Useful Websites:
http://www.cde.ca.gov/ci/pe/cf/documents/peframework2009.pdf
http://physicaleducationoftoday.weebly.com/uploads/1/0/7/3/107315205/lesson_plan_example.pdf
https://www.heart.org/idc/groups/heart-public/@wcm/@hcm/documents/downloadable/ucm_300469.pdf
https://www.cityoffullerton.com/gov/departments/parks_n_recreation/programs/summer_playgrounds.asp
https://www.cityoffullerton.com/gov/departments/parks_n_recreation/programs/_____teen_scene/teen_scene___summer.asp
https://www.bolsagrande.org/apps/contact/
http://www.ggusd.us/contact-us
http://www.cityoffullerton.com/contact/directory.asp
http://www.shapeamerica.org/
https://www.cdc.gov/youthcampaign/pressroom/PDF/parents_can_help_shape.pdf