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Bachata Lesson Plan 3

This lesson plan focuses on teaching 2nd grade students the bachata dance move 'step tap' while exploring its cultural significance. Students will engage in various activities including watching a tutorial, practicing in groups, and providing peer feedback. The lesson incorporates differentiated instruction to accommodate diverse learning needs and includes assessments to evaluate student understanding and collaboration.

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jrodriguez189
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77 views4 pages

Bachata Lesson Plan 3

This lesson plan focuses on teaching 2nd grade students the bachata dance move 'step tap' while exploring its cultural significance. Students will engage in various activities including watching a tutorial, practicing in groups, and providing peer feedback. The lesson incorporates differentiated instruction to accommodate diverse learning needs and includes assessments to evaluate student understanding and collaboration.

Uploaded by

jrodriguez189
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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LESSON NAME: Understanding a “Step tap”​ ​ ​ DATE: May 28th - May 31st

YOUR NAME: Justine Rodriguez


GRADE/LEVEL OF STUDENTS: 2nd grade, beginners
Lesson # 3 of 6
​ ​ ​ ​
UNIT OF STUDY: Bachata

Blueprint Standards:
●​ Dance Making: develop skills and techniques, perform
●​ Dance Literacy: apply dance vocabulary, terminology, and symbols
●​ Making Connections: understanding dance history and social and cultural significance of
dance; connect dance to other arts and disciplines.
NYS Standards
●​ DA:Pr5.1.3: Utilize fundamental dance skills to coordinate with other dancers to safely
change directions; Recall movement sequences in group dances; Apply constructive
feedback from teacher and peers to improve dance skills
●​ DA:Pr4.1.3: Perform movements that follow the rhythmic pattern of the accompaniment.
●​ DA:Re9.1.3: Demonstrate and discuss the characteristics of the movement elements used in
various genres, styles, or cultural movement practices

LEARNING OBJECTIVES: Students will be able to:


●​ understand the origins and history of bachata.
●​ learn the bachata movement “step tap”
●​ understand the footwork patterns and rhythm of bachata.
●​ work collaboratively in groups

LEARNING TARGET: I can learn a move called “step tap” in Bachata.

VOCABULARY: Bachata, basic in place, basic side to side, forward & back basic, step tap, dance
pattern

ESSENTIAL QUESTION: How is dance meaningful to a person’s culture?

INSTRUCTIONAL MATERIALS, RESOURCES AND TECHNOLOGIES: Smartboard,


Google Slides, Clave sticks, Bachata Beginner Basic Steps Tutorial - Demetrio & Nicole -
Bachata Dance Academy , Bachata Rehearsal Music [with counting], Odio - Romeo Santos feat
Drake (Instrumental Cover)

LEARNING SEQUENCE:
Motivator: First, ask the class what they’ve learned so far. Next, students will watch a brief video
of the bachata step they will learn.
Lesson:
●​ After watching the video, ask the class to share what they noticed from the video. (1 min)
●​ Next, I will call on a student to read the learning target aloud (English and Spanish), and
students will identify what they will learn from the learning target. (1 min)
●​ I will introduce the vocabulary word “dance pattern.” (1-2 mins)
Warm-Up: Students will be guided into a warm-up consisting of isolations, stretches, and
weight-shift exercises. (4-5 mins)
Activity:
●​ (I do) I will briefly teach the step tap, then demonstrate it in the dance sequence they will
practice (2 mins)
●​ (We do) Students will follow along with me. (3 mins)
●​ (You Do) Students are counted off into small groups to practice what they learned. (8-10
mins)
○​ Two basics in place
○​ Two basics side to side
○​ Two forward & back basics
○​ Step tap (8 counts)
Students will be reminded to listen, count, and follow the bachata rhythm.
Dance Culmination:
●​ After practicing in groups, each group will take turns demonstrating and observing one
another. Students will provide feedback (grow and glow) after each group performs. (6-8
mins)
Cooldown: The teacher will lead the class into a cooldown consisting of breathing exercises and
stretching. (2 mins)
Share-out: Students will reflect and share their learning from today’s lesson and be asked the
essential question -T.J.P.S (students are given a circle map worksheet with sentence stems/starters
for support) (3-5mins)

ASSESSMENTS OF LEARNING OUTCOME/OBJECTIVES:


Informal: Questions (class discussion), teacher observation, teacher and peer feedback, share-outs
Formal: Dance Rubric, Collaboration Rubric

DIFFERENTIATION:
●​ Some students have trouble focusing and need redirection (verbal reminders and proximity
control. The teacher will walk around and address as required.
●​ For classes with ELL students, I will also translate some phrases, directions, questions, and
feedback into both languages (English and Spanish); listening with focus
●​ Sentence stems/starters will be given to struggling writers during T.J.P.S. and feedback
protocols to help students think and communicate effectively.
●​ Struggling students who need additional visual support before participating will observe in
the observation zone as a learning tool.
●​ Addressing different learners (auditory, kinesthetic, and visual):
o​ dancing to varying tempos of music (auditory),
o​ using counts and words when learning steps (auditory),
o​ the teacher demonstrates the movements, and students repeat (visual and
kinesthetic).

BEHAVIORAL MODIFICATIONS:
Observation Zone:
●​ First warning: Student sits and observes in their spot until they show they are ready
to participate.
●​ Second warning: Repeat the first warning
●​ Third warning: Students will sit in an observation zone chair and will be given work
to complete while observing the lesson.
(Observation Zone will also be for students who cannot dance due to an injury or is not
wearing proper dance attire.)
Dance Collaboration Rubric

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