NEPTUNE TOWNSHIP SCHOOL DISTRICT

Dance II Curriculum

GRADES 9-12

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Office of the Superintendent 60 Neptune Blvd.

Neptune, NJ 07753-4836

September 25, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D. Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D. Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston Supervisor of Humanities & ESL

Stacie Ferrara, Ed.D.

Interim Supervisor of STEM

Charles Kolinofsky Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS Kelly Baldino Juan Beltran

Dawn Reinhardt Nicole Sanyigo

Tara L. Stephenson Karen Watt

Hillary L. Wilkins

NEPTUNE TOWNSHIP SCHOOL DISTRICT

DANCE II

CURRICULUM

Table of Contents Acknowledgements................................................................................................... i

District Mission Statement....................................................................................... ii

District Educational Outcome Goals....................................................................... iii

Course Description.................................................................................................. iv

Curriculum

Unit Title Page Pacing Guide.............................................................................................................1

Unit 1: Elements/Dance Terms and Techniques…...................................................2

Unit 2: Creation and Choreography …………....….…………………………..…18

Unit 3: Performance …………………………………….……………………….31

Unit 4: Dance History ……………………………………………………....……44

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Dance II

Acknowledgements The Dance II Curriculum guide was developed for Neptune Township School District through the efforts of Emily Brown, High School Color Guard Instructor, High School Theatre Production Director, and Dance Troupe Advisor, in cooperation with Karen Watt, Department Chairperson for Visual and Performing Arts and under the guidance of Sally A. Millaway, Ed.D., Director for Curriculum, Instruction and Assessment. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. In addition, it is our hope that this guide will support and advance the Visual & Performing Arts in our school district.

i

NEPTUNE TOWNSHIP SCHOOL DISTRICT

DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a life-long learning process in a complex and diverse world. It is with high expectations that our schools foster: • A strong foundation in academic and modern technologies. • A positive and varied approach to teaching and learning. • An emphasis on critical thinking skills and problem-solving techniques. • A respect for and an appreciation of our world, its resources, and its people. • A sense of responsibility, good citizenship, and accountability. • An involvement by the parents and the community in the learning process.

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Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

● Become fluent and critical readers, writers, speakers, listeners, and viewers who can comprehend, respond to, and produce across multiple modalities.

● Develop mathematical skills, understandings, and attitudes to apply to the types of problem-solving and mathematical discourse that are needed to be successful in their careers and everyday life.

● Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information.

● Demonstrate proficiency and responsibility in utilizing and producing technology in an ever-changing global society.

● Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS). ● Become globally responsible citizens with a high degree of literacy in civics, history, economics

and geography. ● Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship. ● Become culturally literate by being aware of the historical, societal, and multicultural aspects and

implications of the arts. ● Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and effective

communication, with a focus on character development. ● Understand and practice the skills of family living, health, wellness, and safety for their physical,

mental, emotional, and social development. ● Develop consumer, family, and life skills necessary to be a functioning member of society. ● Develop the ability to be creative, inventive decision-makers with skills in communicating ideas,

thoughts, and feelings. ● Develop career awareness and essential technical and workplace readiness skills, which are

significant to many aspects of life and work.

iii

DANCE II CURRICULUM

COURSE DESCRIPTION

(5 Credits)

Within this course students will learn how to dance with joy, passion, and a respect for technique and history. Students will explore the diversity of the dance world through learning various dance styles, techniques, and genres. This will be accomplished through opportunities to learn about the history and context of each style, genre-specific terminology and skills, viewing and critiquing the aesthetics of dance, and creating and performing works in each genre. All of these elements culminate with opportunities for students to perform in multiple venues in their school and surrounding communities. Prerequisites: Dance I or approval from dance teacher that the student meets the foundational skills needed. Equipment: Ballet shoes and Jazz shoes will be provided if needed.

iv.

Dance II

Pacing Guide

Timeframe Activity Notes

4 Weeks (approximately)

Unit 1: Elements/ Dance Terms and Techniques

● Modern Technique (Graham, Horton) ● Beginner & Intermediate Ballet ● Dance vocabulary ● Anatomy and health ● Increase usage of mobility and

stability as related to dance techniques

4 Weeks (approximately)

Unit 2: Creation and Choreography

● Lyrical/Contemporary Modern dance style

● Laban vocabulary, symbols, and dimensions

● Improvisation ● Composition ● Learning classic repertoire ● Resume writing & Portfolio

1 day Midterm

4 Weeks (approximately)

Unit 3: Performance ● Musical Theater Dance ● Audience behavior/Stage etiquette ● Production, Stage technology ● Introduction to Dance Lighting Design ● Stage Make-up and Costumes

4 Weeks (approximately)

Unit 4: Dance History ● History (Modern, Ballet, Musical Theatre, Tap, Jazz, Lyrical, Contemporary Modern, Folkloric, Hip Hop)

● Folkloric dance ● Dance within our culture and society ● Concert and choreography observation

and feedback ● Study of choreographers and dancers

1 day Final Exam

Unit Plan Title Unit 1: Elements/Dance Terms and Techniques - Ballet & Modern Dance

Suggested Time Frame Approximately 4 Weeks

Overview / Rationale

Students will develop and demonstrate applied principles of anatomy, dance terms, and technique to initiate movement and ensure the safe use of the body. The students will refine all main dance technique areas and specific dance vocabulary related to the efficient and artful use of the body instrument preparing for ongoing performances instilled within the dance classroom.

Stage 1 – Desired Results

Established Goals: New Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts 1.1.12.A.1 Articulate understanding of choreographic structures or forms (e.g., palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation) in master works of dance. 1.1.12.A.2 Categorize the elements, principles, and choreographic structures of dance masterworks. 1.1.12.A.4 Synthesize knowledge of anatomical principles related to body alignment, body patterning, balance, strength, and coordination in compositions and performances. 1.4.12.B.2 Evaluate how an artist’s technical proficiency may affect the creation or presentationof a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. National Core Arts Standards Anchor Standard: Select, analyze, and interpret artistic work for presentation. DA:Pr4.1.HSI A. Develop partner and ensemble skills that enable contrasting level changes through lifts, balances, or other means while maintaining a sense of spatial design and relationship. Use space intentionally during phrases and through transitions between phrases. Establish and break relationships with others as appropriate to the choreography.

B. Use syncopation and accent movements related to different tempi. Take rhythmic cues from different aspects of accompaniment. Integrate breath phrasing with metric and kinesthetic phrasing. C. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics. Anchor Standard: Develop and refine artistic technique and work for presentation. DA:Pr5.1.HSI A. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. Anchor Standard: Convey meaning through the presentation of artistic work. DA:Pr6.1.HSI A. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. B. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances.

Essential Questions:

● What are the core principles of Modern and Ballet Dance techniques?

● Who are some well-known Modern and Ballet dancers and choreographers?

● What is the timeline of Modern dance and Ballet?

● How do we observe Modern and Ballet dance studies or videos?

Enduring Understandings:

● Core principles of modern dance apply to choreography.

● Studying choreographers can benefit your design.

● The development of dance affects modern dance techniques.

● Proficiency in using dance terminology will help communicate dance concepts.

● Dance functions as a part of everyday life.

● Dance techniques are a creative process and a means to self-expression.

● How can we apply the French language to our dance elements, terms and techniques?

● Cultures have contributed to dance.

Knowledge: Students will know…

● “The Big Four” Modern Dance

Pioneers. ● The five fundamental positions of

the feet and arms in Ballet and Modern dance techniques.

● Examples of cultural and historical influences in dance and how each interacts.

Skills: Students will be able to…

● Apply the principles of Modern and Ballet to their choreography.

● Recognize and identify specific dance elements.

● Count and phrase music using rhythmic patterns and counts.

● Demonstrate proficiency in using dance terminology to communicate dance concepts.

● Identify modern dance movements that originated in African dance.

● Identify dances that are a result of other cultures.

● Identify the idea, thematic content, or feeling in a dance routine, study, or video.

● Use advanced improvisation to depict a concept, idea, or dance.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – Encouraged ● T – Taught ● A – Assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.

Income and Careers E CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management T, A CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions.

Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness, Exploration, and Preparation

CRP9. Model integrity, ethical leadership and effective management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance productivity.

Career Preparation T, A CRP12. Work productively in teams while using cultural global competence.

Career Connections ● Dance Educator ● Choreographer ● Dancer ● Arts administrator for a dance company or theater ● Marketing for dancers ● Dance Photographer or Videographer ● Costume or Clothing Designer ● Physical Therapist or Dance Medicine Specialist ● Dance Stage Manager ● Dance Production Manager ● Dance Lighting Stage Manager ● Dance Manager ● Dance Historian ● Dance Author ● Dance Director ● Lighting Designer ● Dance Critic ● Dance Reporter ● Dance Artistic Director ● Dance Judge ● Dance Magazine Editor

● Dance Anthropologist

Interdisciplinary Connections

New Jersey Student Learning Standards For English Language Arts NJNJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. New Jersey Student Learning Standards for Physical Education 2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Student Resources

Vocabulary & Terms

Beginner Ballet Plié, Demi & Grand Tendu Rélévé Develope Passé Jeté

Intermediate & Advanced Ballet Rond De Jambe Balance Glissade Echape Pique Coupe Pas De Deux Arabesque Saute Pas De Chat

Chasse Assemble Port de Bras Chaine Adagio Allegro

Adagio Allegro Chaine Turns Pique Arabesque

Beginning Modern Modern Walks Modern Runs Jeté Drag Slide Chasse Kick Ball Change Pas De Bourree Triplets Grand Battements Fan Kicks Floor Fan Kicks Pivot Turns Paddle Turns Single Modern Turn Inside Single Modern Turn Outside Hitch Kicks Modern Split To The Floor Falls Side & Front

Intermediate & Advanced Modern Double Inside Turns Double Outside Turns Combination Inside/Outside Step Turn (For Arm Placement) Triplets Soutenu To Fourth Touch Turns Pencil Turns Pique Turns Step Hop In Opposition/W/Turn Jeté Straddle Drag Step Sissone Cut Hinges To The Knee Reverse Hitch Big Kicks, Front Side Back Sauté Coupe Chasse Pas De Bouree, Run to Jeté Lateral Tilt

Beginner Dance Terms Turn Out / Parallel Beat / Upbeat / Downbeat and Counts Triplets Alignment vs. Placement Posture Five Sections of Vertebrae Pelvis Choreographer Choreography Choreograph Dynamics Projection Improvisations Stage Directions Pilates Creative Visualization Constructive Rest Line

Intermediate & Advanced Dance Terms From Jazz History; Shuffle, Two Step, Ball Change, Box Step, Pivot, Contraction, Fall Rebound, Chug, Grapevine, Paddle Turn, Polka, Stomp Bones & Muscles (Skeleton Handout Jump Into Jazz”) Joints Powerhouse Flexibility Tempo Beat Rhythm Musical Phrase Note Value Tree Example (Jump For Jazz) Alignment Placement Pilates

Mark / Full Out Minstrels Jitterbug Hoofers Lyrical Dance Patterns, Levels & space

Effort, Mental Emotional Inner Pulse Resistance

Alvin Ailey Revelations & Old Negro Spirituals example https://www.youtube.com/watch?v=RrPJ4kt3a64 Martha Graham Dance on Film https://www.youtube.com/watch?v=30Qz_etlhtg Martha Graham Technique https://www.youtube.com/watch?v=dX7YQxn7HVw Piotr Tchaikovsky: The Nutcracker https://www.youtube.com/watch?v=0CWfi4qeuME Limon Dance Technique https://www.youtube.com/watch?v=IKqLT6VkHDU Horton Dance Technique https://www.youtube.com/watch?v=JnbqUjS1pEI

Teacher Resources

Teach a combination of exercises using Modern Technique (Horton) https://www.youtube.com/watch?v=JnbqUjS1pEI and Ballet Technique (Balanchine). https://www.youtube.com/watch?v=LRzQOlLaPwM https://www.youtube.com/watch?v=fLAEsDHs4xw https://www.youtube.com/watch?v=HNQWyWuvz_U Ballet Timeline http://michaelminn.net/andros/history/ballet_timeline/index.html Modern Dance Timeline https://www.contemporary-dance.org/modern-dance-history.html

Stage 2 – Assessment Evidence

Formative Assessments Summative Assessments

● A student demonstration of physical movement from a verbal command.

● A teacher demonstration of a dance position, dynamic or element, and student response in writing.

● Teacher observations of students’ understanding of historical relationship of past to present.

● Student’s ability to follow directions and work within a group. ● Student journal entries and the demonstration of examples of

movements that best convey the idea or emotion. ● Completion of Ballet and Modern timeline. ● Teacher evaluates for accuracy completion and content of the

timeline. ● Verbal responses to dance demonstrations and the correct

association to dance definitions, techniques, elements, and terms. ● Participation of stretch warm-up and discussion of the correlation

of proper, healthy, and non-injury teacher-guided exercises. ● Student’s ability to make a physical distinction between styles of

modern dance and ballet dance.

● A written assessment of the ability to differentiate the styles of each choreographer in the genre of Modern and Ballet Dance.

● Written assessments that examine the knowledge of dance terminology.

● A final discussion on images and movement. ● Completion of the combination, and a demonstration of the

understanding of the style. ● A demonstration of movements that best convey the idea or

emotion. ● Content and completion of choreographed sequence with regard to

an understanding of classical versus contemporary dance styles.

Stage 3 – Learning Plan

Instructional Strategies

● Direct Instruction ● Partner, Trios, and Small Group Work

● Targeting different senses within lessons ● Think -Pair-Share ● Journaling ● Reflection and Goal Setting Exercises ● Summarizing and Taking Notes ● Compare and Contrast ● Improvisation

Suggested Learning Activities

● Teach a combination of exercises to music (isolations). ○ Have students take a partner and teach each other the same

isolations with proper counts and usage of terms. Teacher then choreographs a dance sentence. Students identify the isolations.

● Students will observe various video presentations and discuss (such

as Alvin Ailey Revelations; Martha Graham Dance on Film; P. Tchaikovsky Nutcracker).

○ How did the dance make you feel? ○ Were the characters or dancers responsible for the

communication of the feelings? Why? ○ What role does the choreographer play in the

communication of the dance?

● Divide the class into groups and have each group develop a modern phrase of movement.

○ Students employ creative visualization to create a story that exists in their minds.

○ Students write the story into a journal. ○ Students begin the process of improvising movement that

would best convey the emotions of that story.

● Students will think about the spaces they occupy during the day. ○ What range of movements do those spaces allow?

Example- Go to a sporting event or practice and observe the movements of the athletes.

○ Write down the sequence of as many of their movements as you can in five minutes of observation.

○ Write down your estimate of the dimensions of the space they have to work in.

○ Students will work in trios and develop a movement conversation by taking turns moving and responding then choose the most interesting moments from each position.

● Students listen to a selected old “Negro Spiritual.”

○ Students learn a combination that is typical Alvin Ailey reconstructed by the teacher “Old Negro Spirituals”.

○ Students identify the style. Students re-create the style, in a group combination.

● Define classical and contemporary ballet.

○ Discuss the division and the meaning of classical as it relates to ballet and to all the arts.

● Review proper posture and placement; discuss the advantages of

muscular alignment and good posture to health.

● Teach a combination of exercises to music (adagio). ● Have students take a partner and teach each other the same

adagio with proper counts and usage of dance terms. ● Teacher then choreographs a dance sentence.

● Teach a combination of exercises using Modern technique

(Horton). ○ Have students take a partner and teach each other the same

exercise with proper counts and usage of terms. ○ Teacher then choreographs a dance sentence.

● Students will learn the Horton series Dimension exercises from

Horton technique, Falls from Graham technique, and rebound exercises from Limon technique.

○ Writing assignment: Relate the three techniques to a period in time.

● Students will receive a recipe of movement. (Ex: 4 contractions, 2 spirals, 1 Jeté, 1 fall, 5 swings) Add an emotion and a pattern.

○ Students will form groups and follow the recipe to create a dance.

○ Discussion: ■ How did the dance make you feel? ■ Were the dancers responsible for the

communication of the feelings? Why? ■ What role does the choreographer play in the

communication of the dance?

● Research articles on: ○ Dance and nutrition. ○ Dance and smoking. ○ Dance and drug abuse

○ Dance and alcohol abuse. ● Chart your own eating habits (Food Log) for one week... Write a

self reflection of the results.

Accommodations and Modifications Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below. An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - e.g. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent practice ● Chunk the assignment - broken up into smaller units, work submitted in phases ● Encourage student to proofread assignments and tests

● Provide regular home/school communication ● Teacher checks student planner ● Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing. ● Setting: Alternate setting for assessments, small groups, screens to block distractions ● Presentation: large print, test readers, use of audio, fewer questions on each page ● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers ● Allow for retakes ● Provide study guides ● Use of reference aids such as glossary, multiplication tables, calculator ● Choice of test format (multiple-choice, essay, true-false) ● Alternate ways to evaluate (projects or oral presentations instead of written tests) ● Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors ● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their Can Do Descriptor ● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation ● Pair visual prompts with verbal presentations ● Repetition and additional practice ● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency

● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring ● Extended time ● Select text complexity and tiered vocabulary according to Can Do Descriptors ● Projects completed individually or with partners ● Use online dictionary that includes images for words:http://visual.merriamwebster.com/. ● Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: ● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work ● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities ● Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that most interests them

● Allow students to pursue independent projects based on their individual interests ● Provide enrichment activities that include more complex material

● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide students opportunities to design surveys to generate and analyze data to be used in

discussion ● Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population: ● Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions ● Provide “Realia” (real life objects to relate to the five senses) and ask questions relating to

the senses ● Role Play-students create or participate in role playing situations or Reader’s Theater ● Moving Circle-an inside and outside circle partner and discuss, circles moves to new partner

(Refer to Kagan Differentiated Strategies) ● Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of others. (Refer to Kagan Differentiated Strategies)

● Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts and rotate.

● Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements. ● Think Pair Share Write ● Think Talk Write ● Think Pair Share ● Note-taking -can be done through words, pictures, phrases, and sentences depending on

level ● KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I Learn,

learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts

● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

● Circle Map strategy- place the main topic in a small circle and add student ideas in a bigger circle around the topic. Students may use their native language with peers to brainstorm.

● Flexible grouping -as a whole class, a small group, or with a partner, temporary groups are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy.

● Jigsaw Activities -cooperative learning in a group, each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team: http://www.adlit.org/strategies/22371/.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and behaviors

Recognize the skills needed to establish and achieve personal and educational goals

Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness

Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

Identify the consequences associated with one’s action in order to make constructive choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed

Unit Plan Title Unit 2: Creation and Choreography - Jazz Dance

Suggested Time Frame

Approximately 4 Weeks

Overview / Rationale

The students will demonstrate clarity of performance and correct usage of vocabulary within choreography. Students will distinguish the styles and specific techniques and compare and contrast the principles and styles of dance from a visual presentation.

Stage 1 – Desired Results

Established Goals: New Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts 1.3.12.A.1 Integrate and recombine movement vocabulary drawn from a variety of dance genres, using improvisation as a choreographic tool to create solo and ensemble compositions. 1.3.12.A.2 Create theme-based solo and ensemble dances that have unity of form and content, conceptual coherence, and aesthetic unity. 1.3.12.A.3 Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance, clarity of choreographic intent, and efficiency of movement through the application of proper body mechanics. 1.3.12.A.4 Collaborate in the design and production of dances that use choreographic structures and incorporate various media and/or technologies. 1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. National Core Arts Standards Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.HSI A. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement. B. Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance.

Anchor Standard: Organize and develop artistic ideas and work. DA:Cr2.1.HSI A. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent. B. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement. Anchor Standard: Refine and complete artistic work. DA:Cr3.1.HSI A. Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate the impact of choices made in the revision process. B. Compare recognized systems to document a section of a dance using writing, symbols, or media technologies. Anchor Standard: Develop and refine artistic technique and work for presentation. DA:Pr5.1.HSI A. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. B. Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals. C. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (for example, use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual effect). Articulate performance goals and justify reasons for selecting particular practice strategies. Anchor Standard: Convey meaning through the presentation of artistic work. DA:Pr6.1.HSI A. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology.

B. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances. Anchor Standard: Apply criteria to evaluate artistic work. DA:Re9.1.HSI A. Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and dance terminology.

Essential Questions:

● How do we engage in clarification of the performing dance vocabulary?

● What are the similarities and differences between specific dance styles of Choreography and Improvisation?

● How do we create a dance sentence using vocabulary and dance terms?

● How do we recognize structured choreography within dance compositions?

● How do students process teacher learned choreography?

● How do life experiences define and motivate the student choreographer?

● How does journal writing allow you to review and experience choreographed dance solos, dance duets, trios, small groups, kick- lines or large groups?

Enduring Understandings:

● Self reflection can improve performance of Beginning, Intermediate, and Advanced movement combinations.

● Life experiences can motivate and influence choreography.

Knowledge: Students will know…

● The elements of a production. ● Which proper shoes are used for

specific choreographic dance combinations.

● How choreographers connect digital plots and scenery to their creative dance projects.

Skills: Students will be able to…

● Compare and contrast basic principles and styles of dance from a visual presentation.

● Choreograph structured compositions and apply selected vocabulary.

● Journal a lighting plot, prop plot, and costume plot for a specific dance technique and variety of dance styles.

● Evaluate and create a dance resume. ● Demonstrate consistent learned

principles of dance from a dance performance.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – Encouraged ● T – Taught ● A – Assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.

Income and Careers E CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness, Exploration, and Preparation

CRP9. Model integrity, ethical leadership and effective management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance productivity.

Career Preparation ETA CRP12. Work productively in teams while using cultural global competence.

Career Connections ● Dance Educator ● Choreographer ● Dancer ● Arts administration for a dance company or theater ● Marketing for dancers ● Dance photographer or videographer ● Costume or clothing designer ● Physical therapist or dance medicine specialist ● Dance Stage manager ● Dance Production Manager ● Dance Lighting Stage Manager ● Dance Manager ● Dance Historian ● Dance Author ● Dance Director ● Lighting Designer ● Dance Critic ● Dance Reporter ● Dance Artistic Director ● Dance Judge ● Dance Magazine Editor ● Dance Anthropologist

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. New Jersey Student Learning Standards for Physical Education 2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance)

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge. 8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Student Resources

Vocabulary & Terms

Beginner Jazz Jazz Walks Jazz Runs Jeté Jazz Slide Grapevine Chasse Kick Ball Change Pas De Bourree Triplets Grand Battements Fan Kicks Pivot Turns Paddle Turns Single Jazz Turn Inside Single Jazz Turn Outside Hitch Kicks Jazz Split To The Floor Falls Side & Front

Intermediate & Advanced Jazz Double Inside Turns Double Outside Turns Combination Inside/Outside Step Turn (For Arm Placement) Triplets Soutenu To Fourth Touch Turns Pencil Turns Pique Turns Step Hop In Opposition/W/Turn Jeté Straddle Drag Step Sissone Cut Hinges To The Knee Reverse Hitch Big Kicks, Front Side Back Sauté Coupe Chasse Pas De Bouree, Run Jeté

Teacher Resources

History of Jazz Dance & Luigi Jazz Dance Foundation http://www.offjazz.com/luigi/luigi.htm https://hobbylark.com/performing-arts/Luigi-Jazz-dance https://www.youtube.com/watch?v=KNRsgl671kk https://www.youtube.com/watch?v=P5f-h0hkNtQ https://www.youtube.com/watch?v=rQIPRLG4GME

https://www.youtube.com/watch?v=0p1ZLfRnUVI&list=PLDf4QZmdVGXvoAtLJ0HGLRXMTXSLWYgaB

Stage 2 – Assessment Evidence

Formative Assessments

Summative Assessment

● Journal entries and participation. ● Ability to make the adjustment that leads to improvement. ● A verbal explanation of the adjustment.

● Skills test in vocabulary. ● Successful incorporation of vocabulary into choreography. ● Usage of proper technical application of movements. ● Completion of a combination that employs vocabulary. ● Demonstration of technical progress.

Stage 3 – Learning Plan

Instructional Strategies

● Direct Instruction ● Partner, Trios, and Small Group Work ● Targeting different senses within lessons ● Think -Pair-Share ● Journaling ● Reflection and Goal Setting Exercises ● Summarizing and Taking Notes ● Compare and Contrast ● Improvisation

Suggested Learning Activities

● Students will learn Jazz dance terms and vocabulary as steps. ○ Students will combine steps to create a combination of

creative structured choreography. ○ Students will create a combination of 32 counts or 4 counts

of 8. ○ Video the students’ dance (teacher learned group

choreography).

● Students will demonstrate a Jazz progression of steps across the floor.

● Define elements of a production; choreography, story, music, dynamics, costumes, etc.

● Observe and identify the structures and forms. a) Have we succeeded? What could we have done better? b) Record thoughts into journals. c) Record day 1 rehearsal (Portfolio).

● Student will choreograph a solo or duet. The dance must employ

Jazz vocabulary and be at least one minute in length.

● Demonstrate improvement in performing movement combinations through application of verbal corrections.

Accommodations and Modifications Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below. An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - e.g. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of assistive technology (as appropriate)

● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent practice ● Chunk the assignment - broken up into smaller units, work submitted in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing. ● Setting: Alternate setting for assessments, small groups, screens to block distractions ● Presentation: large print, test readers, use of audio, fewer questions on each page ● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers ● Allow for retakes ● Provide study guides ● Use of reference aids such as glossary, multiplication tables, calculator ● Choice of test format (multiple-choice, essay, true-false) ● Alternate ways to evaluate (projects or oral presentations instead of written tests) ● Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors ● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their Can Do Descriptor

● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts through multi sensory forms such as with body language, intonation

● Pair visual prompts with verbal presentations ● Repetition and additional practice ● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring ● Extended time ● Select text complexity and tiered vocabulary according to Can Do Descriptors ● Projects completed individually or with partners ● Use online dictionary that includes images for words:http://visual.merriamwebster.com/. ● Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: ● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work ● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities ● Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that most interests them

● Allow students to pursue independent projects based on their individual interests ● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide student opportunity to design surveys to generate and analyze data to be used in

discussion ● Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population: ● Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions ● Provide “Realia” (real life objects to relate to the five senses) and ask questions relating to

the senses ● Role Play-students create or participate in role playing situations or Reader’s Theater ● Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies) ● Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of others. (Refer to Kagan Differentiated Strategies)

● Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts and rotate.

● Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements. ● Think Pair Share Write ● Think Talk Write ● Think Pair Share ● Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

● KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts

● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

● Circle Map strategy- place the main topic in a small circle and add student ideas in a bigger circle around the topic. Students may use their native language with peers to brainstorm.

● Flexible grouping -as a whole class, a small group, or with a partner, temporary groups are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy.

● Jigsaw Activities -cooperative learning in a group, each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team: http://www.adlit.org/strategies/22371/.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

X Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed

Unit Plan Title Unit 3: Performance - Musical Theatre Dance

Suggested Time Frame

Approximately 4 Weeks

Overview / Rationale

Students distinguish the similarities and differences between a variety of dance works and dance careers. Students will analyze and discuss the thematic content or feeling in a dance study or dance performance and correctly accomplish the production aspects and formations of each dance. Students will define and distinguish between the various dance magazines, dance journals, dance job websites, and resources that are available to research the dance careers in the performing arts.

Stage 1 – Desired Results

Established Goals: New Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts 1.3.12.A.1 Integrate and recombine movement vocabulary drawn from a variety of dance genres, using improvisation as a choreographic tool to create solo and ensemble compositions. 1.3.12.A.2 Create theme-based solo and ensemble dances that have unity of form and content, conceptual coherence, and aesthetic unity. 1.3.12.A.3 Demonstrate dance artistry with technical proficiency, musicality, stylistic nuance, clarity of choreographic intent, and efficiency of movement through the application of proper body mechanics. 1.3.12.A.4 Collaborate in the design and production of dances that use choreographic structures and incorporate various media and/or technologies. 1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. National Core Arts Standards Anchor Standard: 1. Generate and conceptualize artistic ideas and work. DA:Cr1.1.HSI A. Explore a variety of stimuli for sourcing movement to develop an improvisational or choreographed dance study. Analyze the process and the relationship between the stimuli and the movement.

B. Experiment with the elements of dance to explore personal movement preferences and strengths, and select movements that challenge skills and build on strengths in an original dance study or dance. Anchor Standard: Organize and develop artistic ideas and work. DA:Cr2.1.HSI A. Collaborate to design a dance using choreographic devices and dance structures to support an artistic intent. Explain how the dance structures clarify the artistic intent. B. Develop an artistic statement for an original dance study or dance. Discuss how the use of movement elements, choreographic devices and dance structures serve to communicate the artistic statement. Anchor Standard: Refine and complete artistic work. DA:Cr3.1.HSI A. Clarify the artistic intent of a dance by manipulating choreographic devices and dance structures based on established artistic criteria and feedback from others. Analyze and evaluate the impact of choices made in the revision process. B. Compare recognized systems to document a section of a dance using writing, symbols, or media technologies. Anchor Standard: Develop and refine artistic technique and work for presentation. DA:Pr5.1.HSI A. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. B. Develop a plan for healthful practices in dance activities and everyday life including nutrition and injury prevention. Discuss implementation of the plan and how it supports personal performance goals. C. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (for example, use video recordings of practice to analyze the difference between the way movements look and how they feel to match performance with visual affect). Articulate performance goals and justify reasons for selecting particular practice strategies. Anchor Standard: Convey meaning through the presentation of artistic work. DA:Pr6.1.HSI A. Demonstrate leadership qualities (for example commitment, dependability, responsibility, and cooperation) when preparing for performances. Demonstrate performance etiquette and

performance practices during class, rehearsal and performance. Post-performance, accept notes from choreographer and apply corrections to future performances. Document the rehearsal and performance process and evaluate methods and strategies using dance terminology and production terminology. B. Evaluate possible designs for the production elements of a performance and select and execute the ideas that would intensify and heighten the artistic intent of the dances. Anchor Standard: Apply criteria to evaluate artistic work. DA:Re9.1.HSI A. Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and dance terminology.

Essential Questions:

● What technical devices or equipment can be used to improve a dancer’s experience in a production?

● What websites are useful to recognize various career options related to dance and performing arts?

● What technology is used in dance videos? How to build a dance resume?

● When should a student start the portfolio process?

● What inspires your music selection? ● How do students begin the process

of choreographing?

Enduring Understandings:

● Technical devices/equipment can improve a dancer's experience in production.

● Websites can be useful to research career options related to dance and performing arts.

● Technology is used to enhance dance videos.

● The process of choreographing is integral to dance.

● Well written resumes aid in dance employment.

Knowledge: Students will know…

● Various dance magazines, dance journals, dance job websites, and resources that are available to the research of careers in the performing arts.

● Cultural and historical influences in dance and how each interacts.

Skills: Students will be able to…

● Demonstrate clarity in performing

specific dance techniques. ● Identify basic principles of anatomy,

physiology, and kinesiology. ● Create movement studies using themes

that have unity of form and content. ● Experience and discuss theatre dance as

a dance form driven by plot and story.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are: ● E – Encouraged ● T – Taught ● A – Assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.

Income and Careers E CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness, Exploration, and Preparation

CRP9. Model integrity, ethical leadership and effective management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.

Career Exploration CRP11. Use technology to enhance productivity.

Career Preparation ETA CRP12. Work productively in teams while using cultural global competence.

Career Connections ● Dance Educator ● Choreographer ● Dancer ● Arts administration for a dance company or theater ● Marketing for dancers ● Dance photographer or videographer ● Costume or clothing designer

● Physical therapist or dance medicine specialist ● Dance Stage manager ● Dance Production Manager ● Dance Lighting Stage Manager ● Dance Manager ● Dance Historian ● Dance Author ● Dance Director ● Lighting Designer ● Dance Critic ● Dance Reporter ● Dance Artistic Director ● Dance Judge ● Dance Magazine Editor ● Dance Anthropologist

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. New Jersey Student Learning Standards for Physical Education 2.5.12.A.1 Explain and demonstrate ways to apply movement skills from one game, sport, dance, or recreational activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2.5.12.A.3 Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships (creative, cultural, social, and fitness dance).

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.1.12.E.2 Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Student Resources

Vocabulary & Terms Dance Audition Dance Conventions Dance Workshops Swing Dance Aesthetics Dance Stage Positions Headshots/Pictures Body or Dance full body pictures Resume Dance Career Dance & Performing Arts Career Websites www.Danceorbust.com www.Dance.net www.dancenyc.org www.dancenj.org www.backstage.com www.stagedooraccess.com www.playbill.com www.starbound.net www.careertransition.org Stage Lighting for Students http://www.stagelightingprimer.com/index.html?slfs-dance.html&2 Dance resume builder www.dancehelp.com

Teacher Resources

Audience behavior/Stage etiquette http://www.highlandslittletheatre.org/faq/theatre-etiquette/ https://www.independent.co.uk/arts-entertainment/theatre-dance/features/audience-etiquette-theatre-concerts-cinema-english-national-opera-coliseum-a8353901.html

Production, Stage technology https://interestingengineering.com/how-does-technology-transform-stage-performances Introduction to Dance Lighting Design http://www.onstagelighting.co.uk/lighting-design/dance-lighting-introduction/ https://www.danceadvantage.net/basics-dance-lighting/ Stage Make-up and Costumes https://makeup.lovetoknow.com/History_of_Theatre_Makeup

Stage 2 – Assessment Evidence

Formative Assessments

Summative Assessment

● Observation and demonstration of Performance concepts. ● Memorization of warm-up. ● Participation in class. ● Identification of the components of lighting. ● Identification of the components of sound. ● A demonstration of quick memorization skills regarding movements

during an audition.

● Written paper and research on career opportunities in dance.

Stage 3 – Learning Plan

Instructional Strategies

● Direct Instruction ● Partner, Trios, and Small Group Work ● Targeting different senses within lessons ● Think -Pair-Share ● Journaling ● Reflection and Goal Setting Exercises ● Summarizing and Taking Notes ● Compare and Contrast ● Improvisation

Suggested Learning Activities

● Students listen to a selected musical piece. ○ Students employ creative visualization to create a story

that exists in their minds.

○ Students write the story into a journal. ○ Students begin the process of improvising movement that

would best convey the emotions of that story.

● Students watch Rent The Musical ○ Students are taught a combination from the stage

choreography. ○ Students will read the lyrics of the song, and express the

story through the movement. ○ Students will chart performance areas of a stage with

regard to lighting plots.

● Students will research a variety of music selections and create a visualization to create a story that exits in their everyday life.

○ Student will submit a costume plot. ○ Student will create a rehearsal schedule. ○ Students create mock audition and teach the combination

in 15 minutes.

● Students will research a specific dance career and complete a teacher guided questionnaire.

○ Students will construct and research a professional dancer’s resume.

○ Create a resume that is appropriate for a dance audition.

Accommodations and Modifications Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below. An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations

● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - e.g. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent practice ● Chunk the assignment - broken up into smaller units, work submitted in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing. ● Setting: Alternate setting for assessments, small groups, screens to block distractions ● Presentation: large print, test readers, use of audio, fewer questions on each page ● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers ● Allow for retakes ● Provide study guides ● Use of reference aids such as glossary, multiplication tables, calculator ● Choice of test format (multiple-choice, essay, true-false) ● Alternate ways to evaluate (projects or oral presentations instead of written tests) ● Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors ● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their Can Do Descriptor ● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation ● Pair visual prompts with verbal presentations ● Repetition and additional practice ● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring ● Extended time ● Select text complexity and tiered vocabulary according to Can Do Descriptors ● Projects completed individually or with partners ● Use online dictionary that includes images for words:http://visual.merriamwebster.com/. ● Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: ● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions

● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work ● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities ● Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that most interests them

● Allow students to pursue independent projects based on their individual interests ● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide student opportunity to design surveys to generate and analyze data to be used in

discussion ● Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population: ● Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions ● Provide “Realia” (real life objects to relate to the five senses) and ask questions relating to

the senses ● Role Play-students create or participate in role playing situations or Reader’s Theater ● Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

● Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music. Group discusses topic and responses on paper. Groups rotate twice to see comments of others. (Refer to Kagan Differentiated Strategies)

● Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts and rotate.

● Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements. ● Think Pair Share Write ● Think Talk Write ● Think Pair Share ● Note-taking -can be done through words, pictures, phrases, and sentences depending on

level ● KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I Learn,

learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts

● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

● Circle Map strategy- place the main topic in a small circle and add student ideas in a bigger circle around the topic. Students may use their native language with peers to brainstorm.

● Flexible grouping -as a whole class, a small group, or with a partner, temporary groups are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy.

● Jigsaw Activities -cooperative learning in a group, each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team: http://www.adlit.org/strategies/22371/.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

X Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed

Unit Plan Title Unit 4: Dance History

Suggested Time Frame

Approximately 4 Weeks

Overview / Rationale

Students will demonstrate fluency in communicating concepts using dance terminology. Students will provide examples of cultural and historical influences in dance. Students will compare and contrast the thematic content and feelings of several dance compositions.

Stage 1 – Desired Results

New Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts 1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. 1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. 1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. National Core Arts Standards Anchor Standard: Select, analyze, and interpret artistic work for presentation. DA:Pr4.1.HSI C. Connect energy and dynamics to movements by applying them in and through all parts of the body. Develop total body awareness so that movement phrases demonstrate variances of energy and dynamics. Anchor Standard: Develop and refine artistic technique and work for presentation. DA:Pr5.1.HSI A. Embody technical dance skills (for example, functional alignment, coordination, balance, core support, clarity of movement, weight shifts, flexibility/range of motion) to retain and execute dance choreography. C. Collaborate with peers to establish and implement a rehearsal plan to meet performance goals. Use a variety of strategies to analyze and evaluate performances of self and others (for example, use video recordings of practice to analyze the difference between the way

movements look and how they feel to match performance with visual effect). Articulate performance goals and justify reasons for selecting particular practice strategies. Anchor Standard: Perceive and analyze artistic work. DA:Re7.1.HSI B. Analyze the use of elements of dance in a variety of genres, styles, or cultural movement practices within its cultural context to communicate intent. Use genre-specific dance terminology. Anchor Standard: Interpret intent and meaning in artistic work. DA:Re8.1.HSI A. Select and compare different dances and discuss their intent and artistic expression. Explain how the relationships among the elements of dance, use of body, dance technique, and context enhance meaning and support intent using genre specific dance terminology. Anchor Standard: Apply criteria to evaluate artistic work. DA:Re9.1.HSI A. Analyze the artistic expression of a dance. Discuss insights using evaluative criteria and dance terminology. Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. DA:Cn11.1.HSI A. Analyze and discuss dances from selected genres or styles and/or historical time periods, and formulate reasons for the similarities and differences between them in relation to the ideas and perspectives of the people from which the dances originate.

Essential Questions:

● How do we compare and contrast the thematic content and feeling of several dance compositions?

● How do we discuss the history of dance?

● What are dance compositions? ● How do we research the history of

dance?

Enduring Understandings:

● Positive commentary is an important criteria to evaluate work.

● Dance history includes cultural and historical influences in dance.

● Dance compositions create cohesion. ● Thematic content and feelings are

components of dance compositions. .

Knowledge: Students will know…

Skills: Students will be able to…

● Criteria to evaluate appropriate dance criticism.

● Dance expression throughout the world.

● African influences on dance within the research of dance history.

● Demonstrate fluency in communicating concepts using dance terminology.

● Demonstrate knowledge of specific dancers and choreographers with regards to their genre of dance, and their contributions to the dance world.

● Solve basic movement problems through the use of critique.

● Recognize expressive body movements that occur in the human experience using dance terms and vocabulary.

● Analyze reasons for differences in dance expressions throughout the world.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are: ● E – Encouraged ● T – Taught ● A – Assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee.

X Income and Careers E CRP2. Apply appropriate academic and technical skills.

Money Management CRP3. Attend to personal health and financial well-being.

Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason.

Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions.

Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and Protecting CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness, Exploration, and Preparation

CRP9. Model integrity, ethical leadership and effective management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.

X Career Exploration CRP11. Use technology to enhance productivity.

Career Preparation ETA CRP12. Work productively in teams while using cultural global competence.

Career Connections ● Dance Educator ● Choreographer ● Dancer ● Arts administration for a dance company or theater ● Marketing for dancers ● Dance photographer or videographer ● Costume or clothing designer ● Physical therapist or dance medicine specialist ● Dance Stage manager ● Dance Production Manager ● Dance Lighting Stage Manager ● Dance Manager ● Dance Historian ● Dance Author ● Dance Director ● Lighting Designer ● Dance Critic ● Dance Reporter ● Dance Artistic Director ● Dance Judge ● Dance Magazine Editor ● Dance Anthropologist

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts NJSLSA.SL1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. New Jersey Student Learning Standards for Social Studies: 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Technology Integration

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge. 8.1.12.A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources.

Student Resources

History of Modern Dance https://www.danceus.org/modern-dance/modern-dance-history-movements-styles-dancers-competitions/ History of Ballet http://www.dancefacts.net/dance-history/history-of-ballet/

History of Musical Theatre https://us.humankinetics.com/blogs/excerpt/origins-of-musical-theatre-dance History of Tap Dance https://ums.org/2019/06/21/from-margins-to-mainstream-tap-dance-history/ History of Jazz Dance https://www.britannica.com/art/jazz-dance History of Lyrical Dance http://www.danceconnectionrochester.com/dance/lyrical-dance History of Contemporary Dance http://www.dancefacts.net/dance-types/contemporary-dance/ History of Modern Dance http://www.smithsonianeducation.org/spotlight/dance.html History of Hip Hop Dance http://pchs.psd202.org/documents/btaylor/1510925048.pdf Revelations, Alvin Ailey https://www.alvinailey.org/performances/repertory/revelations Fall River Legend, Dance Theatre of Harlem https://www.nytimes.com/1983/02/05/arts/dance-harlem-troupe-with-fall-river-legend.html https://www.youtube.com/watch?v=qMixdqA96zo

Push comes to Shove, Twyla Tharp https://www.youtube.com/watch?v=wg8dG_uhezQ

Romeo and Juliet, New York City Ballet https://www.youtube.com/watch?v=pS3uuaAOhlo https://www.youtube.com/watch?v=0aZDN-GLukc

Teacher Resources

Dance History Timeline https://www.danceconsortium.com/features/dance-resources/dance-timeline/ https://dancepoise.com/dance-styles-timeline How to Analyze Dance https://prezi.com/2q6kx0muyrmj/2-how-do-we-analyse-dance/ Modern dancers/choreographers https://www.liveabout.com/dance-choreographers-biographies-1007078 https://www.azcentral.com/story/entertainment/arts/2016/11/02/pioneers-modern-dance/91372636/ Concert and choreography observation and feedback https://artsconnection.org/observing-describing-dance/

Stage 2 – Assessment Evidence

Formative Assessments

Summative Assessment

● Study of choreographers and dancers. ● Assessment of student ability to differentiate different styles of dance

throughout history.

● Research project of a professional dance company (such as Dance Theatre of Harlem, Robert Battle Dance Company, Philadanco Dance Company. Paul Taylor Dance Company, Alvin Ailey Dance Theatre, Sharron Miller Dance Academy).

Stage 3 – Learning Plan

Instructional Strategies

Suggested Learning Activities

● Direct Instruction ● Partner, Trios, and Small Group Work ● Targeting different senses within lessons ● Think -Pair-Share ● Journaling ● Reflection and Goal Setting Exercises ● Summarizing and Taking Notes ● Compare and Contrast ● Improvisation

● Students will research dance historians and philosophers. ○ Observation and critique of:

■ Revelations, Alvin Ailey ■ Fall River Legend, Dance Theatre of Harlem ■ Push comes to Shove, Twyla Tharp ■ Romeo and Juliet, New York City Ballet

● Students choreograph a group dance sequence that will communicate

one single emotion (such as angry shoppers, happy children) ○ Students perform their sequence and classmates will

determine if the meaning was communicated. ○ The choreographers will take the improvement suggestions

and make specific changes. ○ The group will present the dance with the changes and the

critics will cite the improvement.

● Research local dance companies that preserve their culture through dance.

○ Students write a persuasive essay that supports the following statement with examples; “All styles of dance has its roots in the past and is constantly being re-invented, re-designed and renewed”.

Accommodations and Modifications Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below. An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - e.g. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent practice ● Chunk the assignment - broken up into smaller units, work submitted in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner

● Provide student with clear expectations in writing and grading criteria for assignments (rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing. ● Setting: Alternate setting for assessments, small groups, screens to block distractions ● Presentation: large print, test readers, use of audio, fewer questions on each page ● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers ● Allow for retakes ● Provide study guides ● Use of reference aids such as glossary, multiplication tables, calculator ● Choice of test format (multiple-choice, essay, true-false) ● Alternate ways to evaluate (projects or oral presentations instead of written tests) ● Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors. ● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors ● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their Can Do Descriptor ● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi sensory forms such as with body language, intonation ● Pair visual prompts with verbal presentations ● Repetition and additional practice ● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins

● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring ● Extended time ● Select text complexity and tiered vocabulary according to Can Do Descriptors ● Projects completed individually or with partners ● Use online dictionary that includes images for words:http://visual.merriamwebster.com/. ● Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure: ● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their answers ● Support organizational skills ● Check daily planner ● Encourage the student to proofread work ● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving: Extension Activities ● Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that most interests them

● Allow students to pursue independent projects based on their individual interests ● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals

● Conduct research and provide presentation of appropriate topics ● Provide student opportunity to design surveys to generate and analyze data to be used in

discussion ● Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population: ● Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions ● Provide “Realia” (real life objects to relate to the five senses) and ask questions relating to

the senses ● Role Play-students create or participate in role playing situations or Reader’s Theater ● Moving Circle-an inside and outside circle partner and discuss, circles moves to new partner

(Refer to Kagan Differentiated Strategies) ● Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of others. (Refer to Kagan Differentiated Strategies)

● Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts and rotate.

● Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements. ● Think Pair Share Write ● Think Talk Write ● Think Pair Share ● Note-taking -can be done through words, pictures, phrases, and sentences depending on

level ● KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I Learn,

learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts

● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

Recognize the impact of one’s feelings and thoughts on one’s own behavior

Recognize one’s personal traits, strengths and limitations

Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

Understand and practice strategies for managing one’s own emotions, thoughts and behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

X Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making

Develop, implement and model effective problem solving and critical thinking skills

Identify the consequences associated with one’s action in order to make constructive choices

Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed

NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent

60 Neptune Blvd. Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019