Unit Planning

 

I

 Unit: Teaching

Theme: Unit Planning

 

Introduction

 Unit plans comprise what will be taught, how, for what purpose, and for how long. They are purposeful, clear, and well-paced plans including aligned teaching.  A unit plan, related to the curriculum plan, is what a teacher plans for a content area to achieve the learning goals, assessments and instruction in an aligned way over a number of weeks. A lesson plan, related to the unit plan, is what and how a teacher plans to deliver instruction and practice in a lesson.

 

II

 Learning Objectives

 

Understand the different aspects of planning a unit

Explain the benefits of unit planning

Gain an awareness of the importance of unit planning

Experience the process involving unit planning

 

 

III

Main Lesson

 1

 

 

 Questions

1. Who am I teaching?
2. What am I teaching?
3. How will I teach it?
4. How will I know if the students understand? 

 

 2

 

 

Planning and Organizing Instruction

 

 

3

 

Benefits of Unit Planning

 Link: https://www.onatlas.com/blog/benefits-unit-planning

 

 

 Question 5

 

What are the benefits of unit planning?

 4

 

 

How To create a Unit Plan: Tips

 

How to Create a Unit Plan

Link: https://www.maneuveringthemiddle.com/how-to-create-a-unit-plan/

 

IV

A Note to Remember

 

 

 Every element of dance can be a unit.

 

V

Case Studies

1

Unit Plan

 

 

Dr. Rebekka Jez is an Assistant Professor at University of San Diego's School of Leadership and Education Sciences (SOLES) in the Department of Learning. Her areas of interest are: culturally responsive inclusive practices, postsecondary transition, special education and  literacy, among other areas.

Standard to Unit Plan to Lesson Plan

 

  2

  Instructional Unit Samples: Dance

 

 

VI

 

Activity

 

Following the steps below, create your unit plan for Dance as a subject of study.

 

Instructional Unit Plan


DANCE
-------------------------------------------

1. Classroom Information

Subject Area: Dance Arts

Grade Level:

2. Unit Summary

3. Building the Foundation

a) Habits of Learning Taxonomy

• Analysis (connect, compare, appraise)
• Synthesis (propose, plan, formulate)
• Evaluation (predict, assess, support, defend)
• Problem Solving
• Thinking Flexibility

b) Standards

 

NDEO Anchor Standards 

 

 Standard 1:  Generate and conceptualize artistic ideas and work

 

Standard 2:  Organize and develop artistic ideas and work

 

Standard 3:  Refine and complete artistic work

 

Standard 4: Select, analyze, and interpret artistic work for presentation.

 

Standard 5:  Develop and refine artistic technique and work for presentation.

 

Standard 6:  Convey meaning through the presentation of artistic work

Standard 7: Perceive and analyze artistic work

 

Standard 8:  Interpret intent and meaning in artistic work

 

Standard 9:  Apply criteria to evaluate artistic work.

 

Standard 10:  Synthesize and relate knowledge and personal experiences to make art.

 

Standard 11:  Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Link: https://www.ndeo.org/Learn/Dance-Education-Standards/K-12-Dance-Standards/Standards-Resources-and-Supporting-Documents

 

4

 

Benchmarks for Dance Literacy

Benchmarks for Dance

 
https://education.gov.scot/nih/Documents/ExpressiveArtsBenchmarksPDF.pdf

 
5

Learning Objectives

6

Curriculum Framing Questions

7

Student Assessment

 8 

Being Dance Elements

One Piece:

• Project Description
• Research Question
• Practice Map

9

 

 Unit Details

a) Approximate Time

b) Prerequisite Skills:

• Procedures
• Setting the Stage
• Explore Factors
• Discuss
• Study

10

Review

Create Dances
Wrap it Up

11

Materials

12

Accommodation & Differentiation instruction


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VII

Glossary

VIII

Sources

IX

Journaling

X

Students' Work

 

Ashley Fincheltub / Gia Maietta / Daniela Abbo

Unit Planning

Standards:

Standard 1: mastering the foundational contemporary dance techniques. Emphasis on body awareness, flexibility, and strength.
Standard 2: applying creative processes to choreograph short dance pieces. This will allow students to demonstrate originality and effective use of space, time, and energy.
Standard 3: performance. Students will perform contemporary dance routines.
Standard 4: critique — Students will provide feedback on their own and others' performances and compositions. This is meant to foster a constructive feedback culture.

Unit: contemporary dance

Scaffold:

Week 1: Introduction to Contemporary Dance
Lesson 1.1: Overview of Contemporary Dance (1 Day)
History of contemporary dance.
(Key figures in contemporary dance and their contributions.)
Lesson 1.2: Fundamental Techniques (2 Days)
Basic body conditioning and warm-up.
Intro to floor work and center work.
Week 2: Deepening Technical Skills
Lesson 2.1: Flexibility and Strength Training (2 Days)
Exercises; focusing on core strength, flexibility, and endurance.
Lesson 2.2: Improvisation and Creativity (3 Days, Longer Lesson)
Exploring improvisation.
Week 3: Composition Basics
Lesson 3.1: Elements of Dance Composition (2 Days)
Analyzing examples of contemporary dance to.
Lesson 3.2: Beginning Choreography (3 Days, Longer Lesson)
Students start creating their own short dances.
Week 4: Advanced Composition Techniques
Lesson 4.1: Developing Choreographic Ideas (3 Days, Longer Lesson)
The use of motifs, development, and variation in choreography.
Lesson 4.2: Music and Dance Integration (2 Days)
Exploring the relationship between music and movement.
Week 5: Refinement and Peer Feedback
Lesson 5.1: Revising Choreography (3 Days, Longer Lesson)
Peer review sessions for constructive feedback.
Lesson 5.2: Production Elements in Dance (2 Days)
Intro to production elements in dance.
Week 6: Performance Preparation and Showcase
Lesson 6.1: Rehearsal Techniques (2 Days)
Rehearsals and finalizing performance details.
Lesson 6.2: Performance Showcase (4 Days, Longer Lesson)
Performance.

Unit summary:
In the "Contemporary Dance Techniques and Composition" unit, students in grades 9-12 will explore the dynamics of contemporary dance. They will focus on technique, improvisation, and composition. They will delve into the principles of movement, space, and creativity to choreograph their own original dances. Through workshops, collaborative projects, and a final performance showcase, students not only refine their dance skills but also learn to express complex emotions and narratives through movement. This goal of this unit is to inspire artistic growth, critical thinking, and a deeper appreciation for contemporary dance as a form of communication and artistic expression.

 

 

Shannon O'Shaughnessy

Shannon, Hector, Indira, Emi, Cora, Tori, Sophie S, Sophie D

UNIT PLAN 

Unit Topic: expressing emotion through movement

1. We can have the children make a movement that represents a certain emotion we tell them. 

2. Each day of the week can be dedicated to a different emotion: happy, sad, angry, excited, suprised, nervous. 

3. The students will have to create a dance in groups that conveys an emotion they choose, and the rest of the class would have to guess what emotion they are trying to portray. 

The easiest skill would be how to express emotion through facial expressions, and expressing through their body movement would be harder. It also might be easier to convey happiness than suprised for example. We can start with teaching basic emotions and move into more complex emotions. 

We can incorporate dance by teaching a sad ballet dance or watching a video of an angry hip hop dance. 

We are teaching young children how to show their emotions in dance. 

They will learn how to associate their feelings through movement. 

We will asess by having the other students guess what emtions they are portraying in their performance. The accuracy would show how much they've learned. 

Classroom information: dance studio

Subject Area: dance arts

Grade level: Kindergarten

Unit Summary: They will learn how to associate their feelings through movement. 

Building the Foundation: This will be their first introduction to dance since they are so young, so we are really starting assuming they know nothing. 

 Performs a range of simple, repeated, intentional movements and gestures.
 Uses space and resources creatively.
 Chooses and explores ways of moving rhythmically, expressively and playfully.
 Participates in dance that is taught and/or creative movement invented by peers.
 Shows understanding that dance consists of combined movements and gestures,
usually performed with music or a beat.
 Shares their responses to stimuli through movement with, for example,
peers or practitioner.
 Shares thoughts and feelings in response to dance experiences, either as
a performer or as part of an audience, giving reasons for likes and dislikes.
 Shares views and listens appropriately to the views of others on their own
or others’ work.

Learning Objectives: Understand how other people show emotions through dance and being able to identify the feelings they are attempting to convey. 

Assessment: How well they can identify other's emotions and how well others can identify their's. 

The project prompt would be: create a dance in groups of 3 or 4 that portrays a certain feeling. 

Approximate time: 2 class days. 

Review: Everyone say something they noticed about each performance. 

Materials: portable speakers so each group can play their own music. 

Accommodation: multiple teachers would be available in 1 class to help any students stuggling.

 

Julia Si

Unit Planning- Julia, Mackenzie, Mia D, Mia R

 

Unit: Basics of Ballet Barre

1. Classroom Information: in a studio room

Subject Area: Dance Arts

Grade level- 3rd-5th grade

2. Unit Description- This unit will expose students to ballet barre, which is a fundamental aspect of ballet class. Students will learn the chronological order of a ballet barre and also develop movement quality by performing it. Students will understand that terms are French, and relate to its movement. At the end of this unit, students will be able to combine different barre exercises into a more complex combination.

3. Building a Foundation

a) Habits of Learning Taxonomy

• Analysis (connect, compare, appraise)
• Synthesis (propose, plan, formulate)
• Evaluation (predict, assess, support, defend)
• Problem Solving
• Thinking Flexibility

b) Standards:

- apply corrections to evaluate own's work

- develop and refine artistic technique

- generate and conceptualize artistic ideas

- relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

4. Benchmarks of Dance

 Performs a range of simple, repeated, intentional movements and gestures.

 Uses space and resources creatively.

 Chooses and explores ways of moving rhythmically, expressively and playfully.

 Participates in dance that is taught and/or creative movement invented by peers.

 Shows understanding that dance consists of combined movements and gestures, usually performed with music or a beat.

 Shares their responses to stimuli through movement with, for example, peers or practitioner.

 Shares thoughts and feelings in response to dance experiences, either as a performer or as part of an audience, giving reasons for likes and dislikes.

 Shares views and listens appropriately to the views of others on their own or others’ work.

5. Learning Objectives: (one new lesson per class)

- basic techniques (arm positions, ballet positions, point/flex)

- Plies & port-de-bras [body-emphasis on movement quality]

- Tendus

- Jetes/Degages

- Rond de jambes [space- understand the shape/space this movement takes up)

- Fondus

- Frappes [time- experiment with different paces of frappes]

- Adagio

- Grand battement

**lessons are progessively more difficult**

6. Curriculum Framing Questions

Who am I teaching? - 3rd-5th graders

What am I teaching? - ballet barre

How will I teach it? - through movement

How will I know if the students understand? - if they can understand the meanings of eahc term watching their execution/comprehension thtough their movement

7. Student Assessment

- performance test in smaller groups to ensure thorough understanding of barre techniques

8. Being Dance Elements

One Piece:

• Project Description
• Research Question
• Practice Map

9. Unit Details

a) approximate time- 9 classes (5 weeks)

b) prerequisite skills

• Procedures
• Setting the Stage
• Explore Factors
• Discuss
• Study

10. Review 

11. Materials

- stereo (for music) 

- ballet bars

12. Accommodation & Differentiation Instruction

 

 

 

 

Katherine Aguero

Katherine Aguero, Guemara Marcelin

 

 

Unit Planning - Pre K Dance Students

Introduction to Movement

• Objectives: Introduce basic movements such as jumping, hopping, skipping, and walking.
• Activities: Use games and music to encourage free movement, exploring different ways to move through space.

Rhythm and Music

• Objectives: Help students understand the concept of rhythm and how to move in time with music.
• Activities: Clapping and moving to the beat of different songs, using instruments like drums or tambourines to create simple rhythms.

Space Awareness

• Objectives: Teach students about personal space and how to move within a group without bumping into others.
• Activities: Activities like the "bubble" game, where each child pretends to have a bubble around them that they must not let others "pop."

Creative Movement

• Objectives: Encourage creativity and expression through movement.
• Activities: Use stories or themes (animals, seasons, holidays) to inspire movement. Ask children to interpret different ideas through dance.

 Dance Vocabulary

• Objectives: Introduce basic dance terminology in a fun and engaging way.
• Activities: Teach simple dance steps and positions, using child-friendly names and descriptions.

Balance and Coordination

• Objectives: Improve balance and coordination through dance.
• Activities: Balance games, partner dances where they help each other stay balanced, and simple ballet positions that encourage stability.

The goal of a Pre-K dance class is to introduce children to the joy of movement and dance in a supportive and fun environment!

 

 

 

Alessandra Diamond

 

 

**Unit Theme: Exploring the Elements of Nature Through Dance**

**Unit Overview**

This unit is designed to introduce Kindergarten students to the concept of expressing the natural world and its elements through dance. By embodying the characteristics of earth, water, air, and fire, students will explore how movement can reflect the environment and foster a deeper connection with nature.

**Weekly Element Focus**

The unit is structured around a weekly exploration of a different natural element:
- Week 1: Earth – Stability and Growth
- Week 2: Water – Flow and Fluidity
- Week 3: Air – Lightness and Freedom
- Week 4: Fire – Energy and Transformation

**Activity Outline**

1. **Elemental Movement:** Students will engage in guided movements that mimic the qualities of the weekly element, such as stomping and growing for earth, or flowing and swirling for water.

2. **Creative Choreography:** In small teams, students will create short dances inspired by the element of the week. They will use their bodies to portray the element’s properties, working together to weave individual movements into a cohesive performance.

3. **Nature’s Music:** Incorporate sounds of nature and music that evokes each element, enhancing the students' connection to their dance and the theme they are expressing.

4. **Elemental Art and Dance:** Integrate visual arts by having students create props or backdrops related to their element, which they can incorporate into their performances for a multidimensional artistic experience.

**Learning Goals**

- Demonstrate understanding of the four elements through movement, expressing each one's unique qualities.
- Collaborate with peers to invent and perform dances that communicate the essence of earth, water, air, and fire.
- Engage with music and natural sounds to deepen the embodiment of each element.
- Participate in discussions about how dance can mimic and represent the natural world, enhancing our appreciation for the environment.

**Assessment Criteria**

Students’ understanding and creativity will be assessed through their ability to embody the characteristics of the elements in their dance, their participation in group choreography, and their contributions to class discussions about the connections between dance, nature, and the elements.

**Unit Details**

- **Classroom Setting:** Dance studio, with opportunities for outdoor exploration if possible
- **Subject Area:** Dance Arts, Environmental Education
- **Grade Level:** Kindergarten
- **Unit Length:** 4 weeks (one week per element)
- **Materials Needed:** Nature sounds/music, art supplies for props/backdrops, portable speakers

**Project Challenge/Conclusion**

Groups will perform an "Elemental Showcase" at the end of each week, presenting their choreographed piece that represents their interpretation of the week's element. Performances will be followed by a reflective discussion, encouraging students to articulate their creative process and the inspiration drawn from nature.