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DANCE UNIT PLAN

Date: Monday, February 29 to Thursday, April 14, 2016


Grade: Six
Subject: The Arts
Unit Title: Introduction to Dance
Candidate Name: Laura Dieleman
Conceptual/Thematic Statement:
The introduction to dance unit is intended to help students develop and understanding
and appreciation of dance, as well as the ability to create works using the elements and
the choreographic forms of the discipline. Through exploring dance and movement,
students will develop an understanding of the art form, themselves, and others, and will
learn about the lives of people in different times, places, and cultures. They will develop
practical artistic skills, critical analysis skills, and a variety of communication skills. As
students engage in creating and responding to dance works for their final task, they will
develop their awareness of aesthetic issues and explore various ways a dance piece can
be interpreted. The focus of this grade six unit will not be simply learning choreographed
dances as a class; rather, students will learn about the importance and enjoyment of
creative movement and learn how to openly respect and attempt to try to dance.
Curriculum Expectations:
Ontario Ministry of Education, The Arts, Grades 1-8 (2009)
Overall Expectations
By the end of Grade 6, students will:
A1. Creating and Presenting: apply the creative process to the composition of short
dance pieces, using the elements of dance to communicate feelings and ideas;
A2. Reflecting, Responding, and Analysing: apply the critical analysis process to
communicate their feelings, ideas, and understandings in response to a variety of dance
pieces and experiences;
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of
dance forms, traditions, and styles from the past and present, and their sociocultural and
historical contexts.
Fundamental Concepts for Grade 6 Elements of Dance
Body: body awareness, use of body parts, body shapes, locomotor and nonlocomotor movements, body bases, symmetry versus asymmetry, geometric
versus organic shape, curved versus angular shape
Space: pathways, directions, positive versus negative space, proximity of dancers
to one another, various group formations
Time: tempo, rhythm, pause, stillness, with music, without music, duration (e.g.
short, long), acceleration/deceleration
Energy: effort, force, quality (e.g., flick, fold, stab, poke, flow freely)
Relationship: dancers to props/objects (e.g. in front of, inside, over, around),
meet/part, follow/lead, emotional connections between dancers, groupings

Specific Expectations
A1.1 incorporate the use of props and materials into dance pieces they create
A1.3 use guided improvisation in a variety of ways as a starting point for choreography
A2.2 analyse, using dance vocabulary, how the elements of dance are used in their own
and others dance pieces and explain how they help communicate messages and ideas
A3.1 describe, with teacher guidance, types of dances used among Aboriginal peoples in
the past and the present that express aspects of their cultural identity

Overall Learning Goals:


Students will demonstrate an understanding of what is considered dance, as well
as various dances throughout history and today, including an exploration of
aboriginal dances
Students will successfully work together in groups to learn mirroring, flocking, and
later collaborate to create a final dance routine
Students will demonstrate a consistent amount of effort and positivity throughout
the dance unit both as individuals and as dance groups
Students will develop practical artistic skills, critical analysis skills, and a variety of
communication skills
Overview
Dance lessons provide an opportunity for students of all ages to express, and be,
themselves. Dance education is valued because it offers the student a different way of
knowing, a means for thinking, and a form for expression and understanding of self and
others, issues, and events. The inclusion of dance depends upon whether the physical
educator considers it important for students to become skillful in and knowledgeable of
expressive movement. Many physical educators assume that they cannot teach dance if
they do not know dance. When physical educators begin with what they know and are
comfortable with, and engage their skills of observation, and movement analysis towards
students skill refinement, effective lessons will result (Robinson & Randall, 2014).
According to Anthoney (1979), in dance the physical educator with students transform
everyday movements into an artistic experience. This, according to Anthoney, occurs at
three levels, which provide us with a focus when we plan learning experiences for
students:
Level One: Movement for movements sake, to develop an awareness of enjoyment
in moving. Dance beginners of any age need this particular kind of focus in their
lessons.
Level Two: The concern here is with having an aesthetic experience. Our everyday
movements are transformed into a form with new meaning. A quality dance
program should give the students this level of dance experience.
Level Three: This completes the transition from every day to artistic movement.
The intention is to give form to create a structured danceto show someone
the dance (Dewar, 1980, p. 28). An arts program, rather than a PE program, would
aim to reach this level of experience with all of the students.

Each of the three levels is a legitimate dance experience, and more or less emphasis will
be placed on each of them at different stages of learning, according to the focus of the
learning experience.

Unit Outline (According to my placement, the unit started on week 2 with two periods a
week)
Lesson Focus
Lesson 1:
Introduction to
Dance Unit (Inclass lesson)
-general
introduction of
what dance is;
analyzing
popular
Aboriginal
dances (Mens
Fancy Feather
Dance & Jingle
Dress Dance)
-how does
dance
contribute to
physical fitness
and what are
similarities
between a
dance and a
sport?

Learning Goals &


Success Criteria
Learning Goals
-students will
demonstrate an
understanding and
respect for dances
used among
Aboriginal peoples
in the past and
present
-students will
analyze the
similarities and
differences between
dance and sports
-students will begin
to learn what is
considered to be
dance and try to
avoid forming
stereotypes
regarding dance
Success Criteria
-students will
participate in the
class discussion
about dance and
show effort in all
areas of learning
-students will
display their
extension of
personal views of
what is considered
dance, and display
a respect for
Aboriginal
traditional dances

Instructional
Strategies
-word web
introduction on chalk
board of dance
(hook): what does
dance mean to you?
What words come to
mind when you see
the word dance?
dance as a girls
thing?
-chart for the unit is
handed out to record
different types of
dances analyzed
-Youtube clip: Jingle
Dress Dance
Aboriginal dance
-Youtube clip: Mens
Fancy Feather
Dance (record on
chart Aboriginal
dance)
-Venn Diagram
assignment in
partners to be
displayed at front:
how is the Aboriginal
Mens Fancy Feather
Dance similar to or
different than a sport
such as basketball?
-class discussion of
Venn Diagrams

Assessment
of/for/as Learning
Assessment for
lesson one will be
based on class
participation and
students ability to be
open to new ideas
about what is
considered to be
dance. The teacher
will evaluate, in this
first lesson, where
grade six students
are in their
knowledge about
dance. Students
should also be
assessing their
personal opinions or
stereotypes regarding
dance and decide
whether they need to
increase their amount
of respect shown.
The comparison
chart, filled out
throughout the unit
with each new dance,
will be evaluated for
completeness at the
completion of the
dance unit.

Possible similarities between the Aboriginal Mens Fancy Feather Dance & a
sport:
- Uniforms
- Playing field
- Judges
- Competition
- Highly physical
- Spectators
- Years of practice
- Part of culture
Lesson Focus

Learning Goals
and Success
Criteria

Instructional
Strategies

Assessment
of/for/as Learning

Lesson 2:
Popular Dances
Today (in gym)

Learning Goals
-students will
demonstrate a
beginning
-basic rules
understanding of the
about dance and importance of
about being in
learning dance
the gym for this -students will learn
dance unit
that dance is like a
sport in certain ways,
-why learn
and that there is a
dance?
wide range of values
typically expressed in
-values in
dance
dance? Is dance -students will work
like a sport?
together to analyze
and collaborate
-why are certain current popular
dances so
dances and why they
popular today?
are so popular
Lets try out
some of these
Success Criteria
dances.
-students will
participate in class
discussions and try
their best to dance,
as a class, according
to the two popular
dances selected
(following Youtube
clips)
-students will display
positive behaviour in
the dance lesson
even if they do not
feel like they have
experience with
dance

-individual warm-up:
five laps around gym
and sit in assigned
squads
-class discussion
while sitting in
squads (questioning
& prompting):
1. Basic rules about
the dance unit when
in gym
2. Why learn dance?
3. Values in dance?
Is dance like a sport
at all?
4. Why are certain
dances so popular
today?
-have Youtube clips
of Cha-cha slide
and Nae-Nae set
up on screen at front
of the gym, have
class spread out
around the gym and
go through these
dances as an
introduction
(encourage students
to participate and
remind them that
everyone will be
dancing and not
watching each
other)
-depending on time,
a short introduction
to a common line
dance elements:
Grapevine,
Charleston, Electric
Slide
-as a class,
determine what is
considered a line
dance

As many grade six


students are not
excited about learning
dance and do not want
to participate, they will
be reminded of their
assessment based on
particular rules for the
dance unit: following
directions, showing
respect, being
responsible,
participating actively
(enthusiasm) and
paying attention.
Students will
continually be
assessed on group
participation, effort,
and positive
behaviour. This
assessment will aid
students in learning
that they must
participate in things
when they are asked
to in school and that
respect for dance, the
teacher, and other
classmates is
essential.
Students should
continually be selfassessing where they
are in their knowledge
of dance and their
openness to new
experiences in dance
throughout the Arts
curriculum.

Why learn dance? Dance can increase sensitivity, respect and co-operation; dance
gives joy; dance improves concentration, responsibility, and self-discipline; dance is a

part of real life so it should be a part of school life; dance develops self-expression, selfconcept, confidence, and leadership; dance unites the physical, mental and spiritual;
dance helps us to be healthy; dance provides opportunities for experimentation, creative
problem-solving and imagination; dance is an alternative form of communication; dance
satisfies our need for beauty; and dance is an important means of understanding and
expressing culture (Lake, 2013).
Lesson Focus

Learning Goals
and Success
Criteria
Lesson 3:
Learning Goals
Introduction to
-students will begin
Flocking (in gym) to use guided
improvisation in a
What is flocking? variety of ways as a
starting point for
What does it
choreography
mean to mirror a
-students will learn
partner?
what it means,
through a warm up
How well can you exercise, to listen
listen to
to, repeat, and
directions and
follow directions,
complete them?
sometimes
accordingly and
sometimes the
opposite
-students will begin
Flocking
to explore what it
involves a group
means to mirror a
of dancers who
partner in dance
have alternate
using slow
leaders
movements and all
depending on
the space around
who is in the front them
as the group
changes facings
Success Criteria
and directions.
-students are able
to demonstrate an
introductory
Demonstration: understanding of
https://www.yout mirroring and then
ube.com/watch?
flocking with a
v=OvwBVbu_73o larger group of
students
-students complete
and participate in
the warm up
exercise with a
large amount of

Instructional
Strategies

Assessment
of/for/as Learning

-Youtube clip in
classroom before
entering gym of
flocking: What do
you notice? Who is
the leader of the
group? (The leaders
change according to
the direction)

Students will
continually be
assessed, on the
teachers checklist,
for class participation
and effort week by
week throughout the
dance unit.
They will be assessed
on their ability to
follow directions and
work independently
with a partner to
practice mirroring.
Students should be
able to understand
and generally
participate in flocking
by the end of the
lesson. In lessons to
come, students will
have to self-evaluate
and evaluate others
in their group for their
short flocking
presentation.
Assessment of
learning, for learning,
and as learning are all
evident throughout
this introductory
lesson to flocking.

-warm up exercise in
gym: Jump In, Jump
Out students will
repeat and follow
directions either
doing/saying exactly
what I say or the
opposite (involves
movement and
following directions)
-divide class into
partners to try
mirroring slowly with
a partner, through
the optional use of
objects (balls, cones,
etc.)
*focus on use of
space*
-have two groups of
partners
demonstrate quickly
in front of class,
comment on
movements being
slow and smooth
-divide class in half,

effort
-students
demonstrate
positive behaviour
and actively
participate in
learning about
flocking

Lesson Focus

Learning Goals
and Success
Criteria

one on each side of


gym to try flocking
(appoint four leaders
in each half)
-after a variety of
students have a turn
being a leader, bring
class together as a
whole to try flocking
all together

Instructional
Strategies

Assessment
of/for/as Learning

Lesson 4:
Exploring
Flocking (in
gym)
A further
exploration of
flocking.
How can we use
dance warm up
games to move
our bodies?
How can simple,
everyday
gestures be
abstracted and
extended to
create dance
movements?

Learning Goals
-students will
continue to learn
how to use guided
improvisation in a
variety of ways as a
starting point for
choreography
-students will begin
to explain dance
techniques and use
them to convey
information and
feelings
-students will identify
the elements of
dance that are best
suited for conveying
a specific theme in
dance
Success Criteria
-students will
demonstrate
understanding of
some of the
principles (e.g.
contrast, harmony)
involved in the
structuring of works
in drama and dance
-students complete
and participate in the
warm up exercise
with a large amount
of effort
-students continue to
demonstrate positive
behaviour and
actively participate in
learning about
flocking

-warm up exercise in
gym: Jump In, Jump
Out- students will
know how this
exercise works from
the last lesson but
continue practicing
their listening and
movement skills
-divide class in half
and complete
exercise #2:
Number Dance.
Each student will
create their own
short dance
movement to go
along with their
number. The first
time, when their
number is called
they perform their
movement with their
number. As the
game moves
forward, everyone
needs to recognize
their own and each
others movements
without calling any
numbers

Students will continue


to be assessed for
class effort and
participation. They
know that a final
dance routine
assignment will be
given for a final project
so they should
continue to be selfassessing where they
feel they are in their
background knowledge
of dance and
knowledge of a variety
of dance movements.
Students will be
assessed, as the
teacher observes, on
their introductory
ability to participate in
flocking. Furthermore,
they will be reminded
to keep each other
accountable, as they
will be filling out a
peer assessment form
for their final dance
routine.

-remainder of class:
practice flocking this
time in assigned
squads of four with
music playing in the
background; have
two squads perform
a short
demonstration in
front of the class

Processing Points for Flocking:


What did you notice about being the leader of the group? What were some of the
characteristics of being a good leader?
What did you notice about being a follower? What were some of the skills you had
to use to be a good follower?
How did we work together as a group during this activity?

Why is it important to be a good leader and a good follower? How do we take these
skills and characteristics of leading and following and apply them to how we work
together as a classroom of learners?

Lesson Focus
Lesson 5:
Introduction to
the Elements of
Dance & Folk
Dances (in-class
lesson)
What are the
elements of
dance? How can
we use the
elements of
dance to describe
dances of other
cultures
(specifically folk
dances)?
What are
characteristics of
folk dances in
general?
Elements of
Dance
Body body
awareness, body
parts, body
shapes,
symmetry vs.
asymmetry
Space
pathways,
directions,
positive vs.
negative space,
group formations
Time tempo,
rhythm, pause,
with music,
without music,
duration,
acceleration vs.

Learning Goals
and Success
Criteria
Learning Goals
-students will learn
how to apply the
critical analysis
process to
communicate their
feelings, ideas, and
understandings in
response to a
variety of dances
pieces and
experiences
-be able to use the
elements of dance
to analyze and
describe a folk
dance from the
country/region of
choice
Success Criteria
-students will
demonstrate an
understanding of
the five different
elements of dance,
and show their
ability to use them
in describing and
interpreting other
dances
-students will begin
their short research
project/presentation
on a folk dance from
a country of their
choice using the
elements of dance
-students will
analyze, as a class,
the Russian
Kalinka folk dance
and understand that
dances have the

Instructional
Strategies

Assessment of/for/as
Learning

-interactive
Powerpoint
presentation to
begin; have
students take notes
in their duotangs
-introduce the five
elements of dance
and what they each
consist of and the
importance of
learning the
elements of dance
-explain what a folk
dance is and
general
characteristics of a
folk dance
-Youtube clip of a
specific folk dance:
Russian Kalinka:
https://www.youtub
e.com/watch?
v=OANzLIuxhNo
-class discussion:
how are the
elements of dance
reflected in the
Russian Kalinka
folk dance?

Students will be
assessed of learning
and understanding of
the elements of dance
through their in-class
assignment
(Powerpoint
presentation). It will be
evident in their
presentations whether
groups understand
what each element of
dance means and how
to properly reflect upon
and analyze other
dancers through the
use of those elements.

-assignment for the


rest of the class
period and next
class period: create
a short slide show
about a specific folk
dance from a
country of your
choice
-use the elements
of dance to analyze
the folk dance of
your choice

Assessment for
learning will take place
as students will learn
the importance of
thoroughly knowing
and understanding the
elements of dance.
Through the
assessment of their
presentations, students
will be pushed to put
effort into the creation
of their presentations
as they are required to
speak about their folk
dance in front of the
class. This also
involves assessment as
learning, as students
and the teacher will
learn more through the
process of assessment
about themselves,
their knowledge of
dance, and how
accepting they are of

deceleration
Energy effort,
force, quality
(e.g. fold, flow
freely, etc.)
Relationship
dancers to
props/objects
(e.g. in front of,
inside, over,
around),
meet/part,
follow/lead,
emotional
connections
between dancers,
groupings

ability to express
aspects of a
regions cultural
identity

*see next page with


assignment written
out*

Your Task
In-Class Dance Assignment
Grade Six
Fessenden Elementary Public School
With a partner you will be creating a
small Powerpoint presentation

dances from other


cultures.
*The next two class
periods will consist
of a work period and
class presentations*

(around six slides) on a folk dance of your choice. Everyone in the class will
be choosing a particular country/region to cover and you will be selecting
your particular folk dance from that place. It is very important that you
include in your presentation how the elements of dance relate to your
particular folk dance. Go through each element of dance and explain how it
is displayed in the folk dance. Make sure to include a short clip of the
performance of the folk dance to show the class in your presentation.
You will be marked on the following:
The ability to complete and present a short Powerpoint presentation on a
folk dance
The creativity and organization of your presentation
The inclusion of the five elements of dance in your presentation and how
they each relate to your folk dance
Including a title, pictures, and short clip of the folk dance
Your ability to analyze the folk dance, what you particularly like about it
as a group, possible costumes used, and why it is considered a folk dance
*Please email me your presentation or share it with me on Google slides*

Lesson Focus

Learning Goals
and Success
Criteria

Instructional
Strategies

Assessment
of/for/as Learning

Lesson 6:
Teaching space
& movement
through drama
bags (in gym)
An exploration
of what it means
to use the space
around you
while flowing
freely in a
drama bag.
How can props,
such as drama
bags, be used to
enhance the
structure of a
dance as a
whole? Does it
make a
difference when
we cant see the
dancers faces
or clothing?

Learning Goals
-students will learn
to explore and think
about the concept of
space in their dances
-students will learn
how to properly work
with drama bags and
understand how they
may enhance the
unity or form of a
group of dancers

-before entering the


gym, explain to
students particular
safety rules which
must be followed
when using the
drama bags (socks
instead of shoes, no
running, putting
them on carefully,
listening to
instructions)

Success Criteria
-students will
demonstrate the
ability to incorporate
the use of props and
materials (drama
bags) into dance
pieces they create
-students will
successfully
participate in
mirroring exercises
as well as flocking as
a group while inside
the drama bags
-students will
demonstrate positive
behaviour and
participation and
follow all rules of
safety with the
drama bags

-after entering gym,


have the class form
partners, and assign
one partner from
each group to put on
a drama bag
-each partner with a
drama bag on will be
the leader of a
mirroring exercise;
the other partner
will mirror
everything they see
(*slow movements
are necessary)
(background
relaxing music is
playing)
-have partners
switch, and later
have both partners
in the dance bags
-divide class in half
and try flocking on
either side of the
gym with the dance
bags on (put music
on with a variety of
tempos)

Continuing assessment
of learning will take
place as seem to
demonstrate an
understanding of the
important use of props
and materials into
dance creations:
How could you use a
drama bag as an
extension of your body
to make shapes,
pathways, and lines to
emphasize or extend
movement?
-students will have
opportunities to show
understanding of
flocking and mirroring
as they use drama
bags
-assessment for
learning will take place
as students are
continuing to learn
what concepts in
dance they need to
address more
individually, as well as
which elements of
dance they dont fully
understand

-students will be given


the rubric for their
final creative dance
routine at the end of
this class
-students are
encouraged to
demonstrate the
-class discussion:
effective use of all
positive use of
elements of dance in
drama bags to
their final creative
enhance dances as a dance rountines
whole?
-explanation of final
dance routine

assignment (which
they are free to use
drama bags for)

DANCE ASSESSMENT RUBRIC


Grade 6 Fessenden Elementary School
Criteria
Creative
Dance
Routine

Exceeds Expectations
Develops a dance sequence
that is creative, complete
and displays lots of effort
and practice.

clearly

demonstrates a high,
low, fast, and slow
movement in routine

each group

Fully Meets
Expectations
Develops a dance sequence
that is creative, complete
and displays some effort and
practice.
Demonstrates a high, low,
fast, and slow movement

in routine
Most group members
contributed a movement

Meets Expectations
(minimal level)

Not Yet Within


Expectations

Develops a dance sequence


that is not very creative,
incomplete and displays
little effort and practice.
Students did not seriously
complete the task.
Demonstrates less than
all four required
movements (high, low,

Develops a dance sequence


that is uncreative,
incomplete and displays no
effort or practice. Group
members do not seriously
complete the task.
OR
Does not develop a dance
sequence.

Group
Work

member contributed to
at least one movement

displays many
elements of body and
space awareness,
qualities and
relationships

sequence is
consistent all of the
time
Works very well with their
group all of the time.

contributes lots of ideas

contributes suggestions
for modification

listens to others

displays patience

motivates other group


members

Participation
and
Safety/Overall
Behavior in
Dance

Always participating and


listening actively to group
instruction. Shows respect
to the instructor and
genuinely tries to participate
in the dance unit.

Choreographed
Sequences /
Overall
Performance

Performs complete dance


with lots of confidence and
enthusiasm, making few
errors.

performs all sequences


from memorization

rarely needs to follow a


leader in the group

always demonstrates
enthusiasm by showing
energy in movements
and giving their best

Comments:

displays some elements


of body and space
awareness, qualities and
relationships
sequence is consistent
most of the time

Works very well with their


group most of the time.
contributes some ideas
listens to others most of
the time / when agrees
with what was being said
displays impatience at
one time
displays frustration with
others at times

fast, and slow)

displays few elements of


body and space
awareness, qualities and
relationships

sequence is often

inconsistent

unclearly demonstrates
some steps for washing a
car and uses less than 40
beats
no attention to elements
sequence is different each
time

Works very well with their


Did not work well with their
group some of the time.
group.

contributes few ideas

contributes no ideas

listens to others

remains quiet
sometimes

refuses to practice

displays impatience
OR
more than once

contributes ideas

requires teacher

refuses to listen to others


assistance to refocus and
& their ideas
remain in group

commands others to listen


and follow demands
Mostly participating and
Sometimes participates in
Hardly ever/never
behaving in class; is
the dance unit. Is often
participates in the dance unit
attempting to be interested
reminded to continue trying
and is regularly told to keep
in learning dance and shows and to stay on task.
participating; behavior is not
respect to the instructor.
Behavior needs to be
positive.
Generally behavior is
worked on.
positive.
Performs complete dance
Performs complete dance
Performs complete dance
with some confidence and
with little confidence and
with no confidence or
enthusiasm, making some
enthusiasm, making many
enthusiasm, making
errors.
errors.
constant errors.
performs most sequences
performs some sequences OR
Does not perform complete
from memorization
from memorization
dance.
sometimes needs to

mostly needs to follow a

unable to perform any


follow a leader in the
leader in the group
sequences from
group

rarely demonstrates
memorization
sometimes demonstrates
enthusiasm by showing
always needs to follow
enthusiasm by showing
energy in movements and
the leader in the group
energy in movements and
giving their best

never demonstrates
giving their best
enthusiasm

Student Checklist
Introduction to Dance Unit Grade 6 (Fessenden Elementary)
P = Participation
B = Behaviour
Week 1

Week 2

Week 3

Week 4

Week 5

NAME

TOTAL
P

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28

# of Checkmarks

Assessment

10
8-9
6-7
5 or less

Exceeds Expectations
Fully Meets Expectations
Meets Expectations (minimal level)
Not Yet Within Expectations

Self and Peer Assessment

o
o
o
o
o
o
o
o
o

listened actively and respectfully to the teacher and classmates


worked cooperatively and effectively with others
willingly participated with a positive attitude
followed rules, routines and procedures
was a kind, friendly and supportive classmate to others
worked hard to learn the dance routine
performed the dance movements with few errors
felt confident when performing different dance sequences and steps
tried my very best

Group Dance Sequence:


Group Member #1: ____________________
a) contributed equally to the creation of the dance
b) worked cooperatively with other group members
c) learned and was able to perform the created sequence

YES

NO

YES

NO

YES

NO

YES

NO

Group Member #2: ____________________


a) contributed equally to the creation of the dance
b) worked cooperatively with other group members
c) learned and was able to perform the created sequence
Group Member #3: ____________________
a) contributed equally to the creation of the dance
b) worked cooperatively with other group members
c) learned and was able to perform the created sequence
Group Member #4: ____________________
a) contributed equally to the creation of the dance
b) worked cooperatively with other group members
c) learned and was able to perform the created sequence

Rarely/Never

Sometimes

During this unit, I

Mostly

Date: ___________________
Always

My Name: ____________________

PEER FEEDBACK

Partners Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________
Wish:

________________________________________

_____________________________________________
-------------------------------------------------------------------------------------------------------PEER FEEDBACK

Partners Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________
Wish:

________________________________________

_____________________________________________
-------------------------------------------------------------------------------------------------------PEER FEEDBACK

Partners Name: ___________________________________________

__________________________________________

_____________________________________________

__________________________________________

_____________________________________________
Wish:

________________________________________

_____________________________________________

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