9/9 Dance Curriculum
Action Plan
The students will know what is expected of them and how their behavior is important in order to help them in their performance.
Beliefs
We believe dance should be fun and every student starts with a clean slate that can be tarnished but can always be fixed with good behavior.
One Classroom Rule
Respect
We will always respect each other's personal space, well-being, and opinions.
Class Procedures Minute to Minute
Monday
9-9:30 am – class starts; stretching; warm up
9:30-10:30 – learning new dance moves; showing moves that you want to teach the class
10:30-10:45 – snack/water break
10:45-11:45 – learning recital routine
11:45 – 12:45 – lunch
12:45-1:45 – more learning recital routine
1:45- 2:45 – game/activity of the day
2:45- 3:00 – stretching/meditation of the day
10 Most Important Classroom Procedures
Entering the classroom — Enter quietly and politely; don’t interrupt other students when they are sharing what they want to learn next; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class).
Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help learning the steps, help him or her if you are able; if someone needs help with understanding, tell him or her to ask me for help; never put down another student who asks for help.
Guests in the classroom — When guests enter the room, let the designated classroom “host” or “hostess” greet them; when the host or hostess speaks, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, “Welcome to our class, __________”; remember, most guests are here to watch you learn or teach you, so be ready to explain what you are working on; treat guests respectfully.
Participating in group lessons — Do not bring anything with you unless I ask you to; politely find a window where you can do your best learning; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
Signals for attention — When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
Using the drinking fountain or sink — When I am not teaching the whole group, you may get a drink; take only a three-second drink; you may bring a water bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe up any water you spill.
Exiting the room — Tell the teacher where you are going; exit the room discreetly in order to not disrupt other students while learning, do not run or play in the hallways or restrooms
Taking out/putting away/caring for supplies — Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.
Using the bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
Throwing away trash — You may throw away trash whenever you need to if I am not teaching the whole group; do not play basketball with your trash; make sure all trash lands in the can; pick up trash even if it isn’t yours.
We will use all of these procedures daily, except for procedure #3 which is “Guests in the Classroom” because we won’t have guests in the classroom most days.
Motivation: positive reinforcement system (tickets, rewards), Student of the week on a paper plate award.
Choose what game we play. Ex- Ships and sailors or get in groups and make up a dance to perform for the class using moves learned during the session.
Consequences: Sitting out, placement in the dance (back of the dance), call home, and no game at the end of class.
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