Unit Assessment Plan

Unit Assessment Plan
Subject: Dance Topic: Choreography

Grade: 9 Length: 5 classes (70 minutes each)
Stage 1 – Desired Results
Established Goals (GOs):
GENERAL OUTCOME A
Students will acquire skills through a variety of developmentally appropriate movement
activities, dance, games, types of gymnastics, individual activities, and activities in an
alternative environment, e.g., aquatics and outdoor pursuits.
GENERAL OUTCOME C
Students will interact positively with others.
All outcomes are achieved through active and safe participation in physical education.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the  What are some skills that you can
outcomes improve upon for better technical
 Dance allows for creativity and success?
exploration of personal interests.  How can choreography reflect creative
Students will be able to choreograph and design and personal interests?
create individually and with a group.  What roots does your chosen style stem
 Dance is an activity that exemplifies from? What relevance does it have to
sportsmanship and etiquette that can be the creation process?
carried over and demonstrated
elsewhere, in and out of sports.
Specific Learning Goals (SOs):

Students will be able to…
Basic Skills: Dance

 A9-8: create, refine, and present a variety of dance sequence (jazz, novelty, hiphop)
 A9-9: choreograph and perform dance sequences using the elements of movement and
basic dance steps and patterns
Fair Play
 C9-5: develop practices that contribute to teamwork
Teamwork
 C9-6: identify and demonstrate positive behaviours that show respect for self and
others
Prior understanding… Where does this lead? (Future outcomes in
 Students have had to refine movement skills the same course, following grade-level
and concepts in a variety of environments to classes, etc.)
improve personal performance.  Students will be able to advance
 Previously, in grade 8, students have further in grade 10 and progress into
incorporated simple and complex dance more advanced technical skills and
techniques into choreography. aspects of dance.
 Students have employed sport-specific  Students will be able to use complex
terminology, etiquette and fair play practices choreography strategies and apply
in all units leading up to choreography them to all dance styles.
creation.  Students can collaborate and work
 Students have worked on demonstrating with others in a sporting context.
sportsmanship during all stages of the  Students will appreciate their genre
previous lessons; learning the appropriate of dance and learn more about the
behaviors conducted during the context of history.
various sports, games and activities.
Stage 2 – Assessment Evidence
Pre-Assessment:
Inquire about prior knowledge in relation to dance
Formative Assessments: Observation during in-class activities

End of class discussions:
 1: Main takeaway discussion with the group (intro to the concept)
 2: Basic technique (how do we structure choreography with counts)
 3: Levels (basic demonstration of the 3 levels)
 4: Choreographic devices
 5: Blocking
Summative Assessment(s):
 Self-reflection
 Choreography piece performed in groups
 Attendance
Other Evidence (observations, work samples, dialogues):
 Observation of group cohesion and participation
 Can students answer the questions, and do them with clarity
 Listening to students communicate when playing and strategizing
Learnin
g
Outcom Title In-class End of
Inquiry
es Observati class Final
of Attendan
on/ discussion Reflecti
Knowled ce
participati (continuo on
ge
on us)
Type
(Formative/Summa F F F S S
tive)
Weighting 15% N/A N/A 35% 50%
Basic Skills: Dance

A9-8: create, refine, and present
a variety of dance sequence
(jazz, novelty, hip-hop)
x x
Basic Skills: Dance

A9-9: choreograph and perform
dance
x x x
Fair Play:
C9-5: develop practices that x x x
contribute to teamwork
Teamwork:
C9-6: identify and demonstrate
positive behaviours that show x x x
respect for self and others
Based on stage 2 listed above:

Assessment Brief Description Assessment Assessment
Tool FOR OF
Learning Learning
At the beginning of the unit, we will inform

students that this can contribute to the
summative mark for the week. Open class x
discussion surrounding what students
Inquiry of
already know about choreography and
Knowledge
dance. The teacher gets an understanding of
how knowledgeable the students are
surrounding the skills, creation, execution,
etc.
This is the time for the teacher to walk

In-class around and observe what is going on. During x
Observation this time, you can stop and answer student
questions and guide conversations.
End of class (Informal) End of class discussions
discussion surrounding the main takeaways from that x
(continuous) lesson (skills, example of proper form), use
of choreographic devices.
Attendance
Students will receive marks for coming to
class prepared and in the proper dance attire. x
Final Students will reflect on their experience

Performance during the choreography lessons and
participating in the creation of a 30 second
routine. They will create with a group a x
structured routine incorporating
choreographic devices used in the previous
lessons (levels, blocking, poses). The student
and teacher, following the performance will
discuss the overall participation for the unit,
which has been reflected / discussed prior in
other formative assessment strategies.

Unit Assessment Plan - g9 Dance

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Subject: Dance Topic: Choreography

Specific Learning Goals (SOs):

Basic Skills: Dance

Formative Assessments: Observation during in-class activities

Basic Skills: Dance

Basic Skills: Dance

Based on stage 2 listed above:

At the beginning of the unit, we will inform

This is the time for the teacher to walk

Final Students will reflect on their experience

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