Cha Cha Cha

Sara Woodward

EDU 255: Dr. Yang

Lab C

Ms. Woodward’s Class Rules

  1. Treat everyone with respect.

  1. Keep your language clean and decent.

  1. When the teacher is talking please stay quiet and listen.

  1. Hats off and no chewing gum.

  1.  If you have a question, don’t be afraid to ask.

  1.  Positive thoughts and comments in the class.

  1.  Keep an open mind.

  1.  Have fun!

Behavior Plan:

Protocols:

With Feedback:

Safety:

Attention Moves:

Desisting:

Hierarchy of Behavior Management

1st: Use alerting to keep student on-task

2nd: Remind student of the rules and that they are not following them

3rd: Have student sit and watch the class

4th: Call Parent or Guardian

5th: Send to Principle or Disciplinary figure.

     Curriculum Planning K-12 Scope & Sequence Chart

Lab C

 

Designing Downward!

Prescription for Success! 

Curriculum Committee Members

1                                                      2                                               3

 

4                                                      5                                               6

NY State Standards - End of Unit Performance Task    (What can the students do at Commencement Level?)

 

The following activities should be sequenced and represent a progression from the end of the Unit Performance Task down to the 12th grade, then 11th grade, 10th grade etc. all the way to and

Concluding at the Kindergarten level. Activities should be developmentally appropriate at each level.                                                                                                 

Grade

Activity Description

Equipment Needed

          Rules/ Modifications

Number of players

12th

 

 

 

 

 

 

Dancing with the Stars. Pick a group of 4-5, get to choose a song to test to and optional costume syncing.

iPod, iHome, CD player, assessment sheets

Songs must be approved by teacher first and costumes must be in accordance with school dress code.

One group at a time. Other students will peer assess.

11th

 

 

 

 

 

Physical Education  Dance Mixer. Students will do the Cha Cha Cha with 5 different partners.

iPod, iHome

Act maturely, ask politely to dance, make sure that there is an even number of dancers

 

 

 Can be done with the entire class at once

10th

Introduction to Ballroom Etiquette. Students will learn to Cha Cha Cha in ballroom position, how to ask a partner to dance properly, and dress appropriately.

iPod, iHome

Make sure that students are swapping partners and aren’t always with the same people

Can be done with the entire class

9th

Partner Dancing.  Students will be Cha Cha Cha dancing in pairs. Not in ballroom position quite yet.

iPod, iHome

Keep switching partners. Maybe assign partners or a random selection

Can be done with the entire class

8th

Learning the whole Cha Cha Cha routine. 4 basics, 3 crossovers, 1/2 turn, chase, full turn.

iPod, iHome

Teacher will be in the front of class leading, let others lead the class too.

Can be done with the entire class

7th

Learning the Cha Cha Cha 1st half of the routine.  4 basics, crossovers, with 1/2 turn

iPod, iHome

Teacher will be in the front of class leading, let others lead the class too.

Can be done with the entire class

6th

Learning the Basic steps to the Cha Cha Cha. With Cha Cha Cha Tag. To unfreeze someone you must Cha Cha Cha next to them.

iPod, iHome

Make sure that there is enough space, and constraints to the tag area.

Can be done with the entire class

5th

Choreograph a locomotor skill routine with just a partner.

iPod, iHome, CD Player, assessment sheets

Make sure the music the students pick is appropriate. They have to include a minimum of 8 locomotor skills, at least 4 movement combinations (gallop, skip, grapevine)

One set of partners at a time. Other students peer assess and identify the locomotor skills used.

4th

Choreograph a locomotor skill routine with a group.

iPod, iHome, CD player, assessment sheets

Make sure the music the students pick is appropriate. They have to include a minimum of 5 locomotor skills, at least 2 movement combinations (gallop, skip, grapevine)

One set of partners at a time. Other students peer assess and identify the locomotor skills used.

3rd

Cha Cha Slide Dance-A-Long. Students will dance to the Cha Cha Slide song, and doing what they think is the Cha Cha Cha.

iPod, iHome

Students should spread out to have enough room to move to the music

Can be done with the entire class

2nd

Keeping rhythm to the Cha Cha Cha using Lummi Sticks.

iPod, iHome, CD player, Lummi Sticks

Students will listen to music and do the Slow, Slow, Quick, Quick, Slow pattern with the sticks

Can be done with the entire class

1st

Combing locomotor skills. Students will combine basic locomotor skills to create new ones.

None needed. But iPod and iHome could be used.

Tag games with new movement skills.

Can be done with the entire class

K

Basic locomotor skill practice with tag games.

None needed. But iPod and iHome could be used.

Replace just running with other basic locomotor skills into the tag games.

Can be done with the entire class

 

 

 

 

Cha Cha Cha General Information:        

        The Cha Cha Cha originated in Cuba.  In 1952 Pierre Lavelle visited the Latin American country and there he discovered a dance that was a combination of the mambo and rumba.  He took the dance back to the United States where he transformed the dance into the Cha Cha Cha.  The Cha Cha Cha’s culture involves bright colored, extravagant dresses and costumes.  The dance’s popularity grew in the United States after the introduction of the Hustle in the film, Saturday Night Fever.  The Hustle branched off of the Cha Cha Cha. But, the history of Cha Cha Cha has strong ties with its Latin American country, Cuba.  

        Cuba has many cultural differences from the United States.  For one, the language they speak is Spanish.  Teaching phrases from the Spanish language could either supplement the classes students are already taking, or introduce them to the new language.  They also have a different government than us.  The United States is a democracy and Cuba is a communist state.  They also have Cuban specific foods.  Many of their dishes are made with rice and beans, either red or blacks beans. The Cuban bread is made with lard instead of oil so it’s more moist.  And finally, the outfits for Cha Cha Cha performances are generally very bright and colorful.

“Teachable Ideas”:

  1. Counting the steps in Spanish. Uno Dos, Cha Cha Cha. And counting off in spanish (uno, dos, tres, cuatro)
  2. Have the students do the assessment dance in bright colors.
  3. Spanish phrases for go (empezar) and stop (parar)
  4. Days of the week in Spanish (Lunes, Martes, Miercoles, Jueves, Viernes)
  5. Play Cuban music during instant activity
  6. For high schoolers, talk about the different governments (maybe if around election time to get seniors to vote)
  7. Discuss the Cuban food as a hook (maybe what you wanted to pack for lunch)
  8. Talk about the location of Cuba. South of Florida by only 90 miles, near the Bahamas.  Tropical location.

Possible Objectives:

-  During the lesson, students will be able to perform the basic steps of the Cha Cha Cha by stepping in a slow, slow, quick, quick, slow pattern.

- At the end of the lesson, students will be able to describe the location of Cuba by naming at least two of its closest neighbor countries.

- At the end of the lesson, students will be able to correctly name the day of week in spanish.

- At the end of the lesson, students will be able to recite numbers one to ten in spanish.

- During the lesson, students will be able to dance with other classmates by switching partners after going through the routine twice.

- During the group work part of the lesson, students will be able to communicate effectively with oth

er students with positive feedback and constructive criticism. 

Visual Aid:

Student Homework Assignment:

1. Find three songs that are in 4/4 time that you could Cha Cha Cha to.  Include song title and artist name.

1.                                                                                                   

2.               

                                                                                    

3._________________________________________________

2. Name the capital of Cuba:                         3. Draw what the Cuban flag looks like:

   __________________

Activity Progression

Instructions:

One of the characteristics of effective teachers is their content knowledge. They are able to develop interesting progressions that help students learn the skills they are teaching. Use this template to create a logical progression sequence for a skill, task or activity for students of varying abilities.

The instructor will determine most complex step (or end point) for you. Devise as many steps leading to that end point as you can. These steps should be in order of complexity with the simplest element in the progression at the bottom of the page.

Once you have completed this progression, you should be able to select one or more components from it to use in developing a lesson plan

Skill(s):

MOST COMPLEX SKILL

#

Task (Extensions) The activities for the whole class

Cues (Refinements) Secrets to improve performance

Challenges (Applications) More chances to practice the same tasks

1

Go to original positioning. Do 4 basic steps, 3 crossovers, 1/2 turn, in ballroom position with a partner, one as leader, one as follower, with music playing

1, 2, Cha Cha Cha

Go through routine four times to a song

2

With the roles still reversed, do 4 basic steps, 3 crossovers, 1/2 turn in ballroom position with music playing

1, 2, Cha Cha Cha

Go through routine four times to a song

3

With the roles still reversed, do 4 basic steps, 3 crossovers, 1/2 turn in ballroom position

1, 2, Cha Cha Cha

Do routine twice through

4

With the roles still reversed, do 4 basic steps, 2 crossovers in ballroom position with music playing

1, 2, Cha Cha Cha

Go through this set twice to a song

5

With the roles still reversed, do basic steps in ballroom position with music playing

1, 2, Cha Cha Cha

Practice for 30 seconds

6

Reverse the roles, have the leader and follower switch. Do the basic steps in ballroom position

1, 2, Cha Cha Cha

Do 8 basic steps

7

Do 4 basic steps and 2 crossovers in ballroom position with a partner, one leading and one following, with music playing

1, 2, Cha Cha Cha

Dance to a song for 1 minute

8

Do 4 basic steps and 2 crossovers in ballroom position with a partner, one leading and one following

1, 2, Cha Cha Cha

Go through this set twice

9

Do basic steps in ballroom position with a partner, one leading and one following with music playing

1, 2, Cha Cha Cha

Do basic steps for 30 seconds to music while in ballroom position

10

Go back to original positions and get into ballroom position with a partner, one as leader and one following. Do the basic steps.

1, 2, Cha Cha Cha

Do 8 basic steps in ballroom position

11

With roles reversed, do basic steps while holding hands to music

1, 2, Cha Cha Cha

Practice for 30 seconds with music playing

12

Reverse the roles, leader and follower switch positions and do basic steps holding hands

1, 2, Cha Cha Cha

Practice for 30 seconds

13

Do 4 basic steps, 3 crossovers, 1/2 turn, while holding hands with a partner, across from each other, one as leader, one as follower with music playing

1, 2, Cha Cha Cha

Do routine twice with music playing

14

Do 4 basic steps, 3 crossovers, 1/2 turn, while holding hands with a partner, across from each other, one as leader, one as follower

1, 2, Cha Cha Cha

Go through routine twice

15

Do basic steps holding hands with a partner across from each other, one as leader, one as follower with music playing

1, 2, Cha Cha Cha

Do basic steps to music for 30 seconds

16

Do basic steps holding hands with a partner, across from each other, one as leader, one as follower

1, 2, Cha Cha Cha

Practice for 30 seconds

17

Do 4 basic steps, 3 crossovers and 1/2 turn facing a partner, one as leader and follower with music playing

1, 2, Cha Cha Cha

Do routine to music for 1 minute

18

Do 4 basic steps, 3 crossovers and 1/2 turn facing a partner, one as leader and follower

1, 2, Cha Cha Cha

Go through the pattern twice

19

Do basic steps facing a partner, one as leader, and the other as follower, with music playing

1, 2, Cha Cha Cha

Do basic steps for 30 seconds of a song

20

Do basic steps facing a partner, one as leader, and the other as follower

1, 2, Cha Cha Cha

Do 8 basic steps

21

Do basic steps in follower ballroom position by yourself with music playing

1, 2, Cha Cha Cha and stand tall

Practice position for 30 seconds of a song

22

Do basic steps in leader ballroom position by yourself with music playing

1, 2, Cha Cha Cha and stand tall

Practice position for 30 seconds of a song

23

Do basic steps in follower ballroom position by yourself

1, 2, Cha Cha Cha and stand tall

Do 8 basic steps in ballroom position

24

Do basic steps in leader ballroom position by yourself

1, 2, Cha Cha Cha and stand tall

Do 8 basic steps in ballroom position

25

Perform 4 basic steps, 3 crossovers and 1/2 turn with music playing

1, 2, Cha Cha Cha

Continue practice for 1 minute of a song

26

Perform 4 basic steps, 3 crossovers and 1/2 turn without teacher in front

1, 2, Cha Cha Cha

Practice through twice

27

Perform 4 basic steps, 3 crossovers and 1/2 turn with teacher in front

1, 2, Cha Cha Cha

Practice through twice

28

Do 3 crossovers into a 1/2 turn

1, 2, Cha Cha Cha then turn, turn, back-to-center

Practice pattern 4 times

29

Do 1 crossover into a 1/2 turn

1, 2, Cha Cha Cha then turn, turn, back-to-center

Practice pattern 4 times

30

Do 4 basic steps, 3 crossovers as follower

1, 2, Cha Cha Cha

Practice 3 times

31

Do 4 basic steps, 3 crossovers as leader

1, 2, Cha Cha Cha

Practice 3 times

32

Stand and do two crossovers, one to each side without the teacher in front

Cross, Center, cha cha cha

Practice the crossover for 30 seconds

33

Stand and do two crossovers, one to each side with teacher in front

1, 2, Cha Cha Cha or Cross, Center, cha cha cha

Practice crossover 6 times

34

Do basic steps with teacher in front with music playing as follower

1, 2, Cha Cha Cha

Basic steps for 30 seconds

35

Do basic steps with teacher in front with music playing as leader

1, 2, Cha Cha Cha

Basic steps for 30 seconds

36

Do the basic steps without teacher in front as follower

1, 2, Cha Cha Cha

Basic steps for 30 seconds

37

Do the basic steps without teacher in front as leader

1, 2, Cha Cha Cha

Basic steps for 30 seconds

38

Face the teacher and perform basic steps as follower

1, 2, Cha Cha Cha

Complete 8 basic steps

39

Face the teacher and perform basic steps as leader

1, 2, Cha Cha Cha

Complete 8 basic steps

40

Clap out the rhythm

1, 2, Cha Cha Cha

Clap out the rhythm for 10 seconds

LEAST COMPLEX SKILL

Name: Sara Woodward

Teacher Candidate(s): Sara Woodward

Skill(s):  Cha Cha Cha Ballroom Dance           

 

Day 1:

 

Theme: Reviewing the Basics

 

Intro: Brief the class in what is going to happen the next few days in class. 

 

Warm-up: Cha Cha Slide

 

Lesson focus: Begin the Dance Unit with the Cha Cha Cha. And to review steps we learned in Middle School.

 

Fitness component:  Students will be getting their heart rate in the warm up dance.

 

Closure:  Debrief the class by reviewing cues and task that was learned today in class.

 

Day 2:

 

Theme: Adding to the Review

 

Intro: We are going to gradually adding on the basics that we have down now

 

Warm-up: Cha Cha Cha Tag

 

Lesson focus: Reviewing the crossover and 1/2 turn, and the New Yorker.

 

Fitness component:  Students will be working on agility from staying quick on their feet and swift dance moves.

 

Closure:  Debrief the class by reviewing cues and task that was learned today in class.

  

 

Day 3:

 

Theme: Chasing

 

Intro: We are going to be adding more on to the Cha Cha Cha with some more complex steps.

Warm-up: Zumba to Cuban music

 

Lesson focus: To add to the routine that the students already know.  The test sequence is starting to come together.

Fitness Component: Zumba will get the heart rate going and coordination skills developed.

Closure: Debrief the class by reviewing cues and task that was learned today in class.

Day 4:

 

Theme: The Whole Routine

 

Intro: Today is going the day we put the whole routine together.

 

Warm-up: Dance Dance Revolution

 

Lesson focus: Getting lots of practice getting the sequence of the dance down so that we can work with partners next class.

Fitness component: The warm up will get the heart rate going and students will be working on muscle endurance with the dance routine.

Closure:

We will be working in partners next class.

 

Day 5:

Theme: Partners

 

Intro:  Talk about respect for each other and personal space.

 

Warm-up: Trust Falls

 

Lesson focus: Get use to working with partners with progressions from standing next to each to ballroom position

 

Fitness component:

Muscle endurance will be achieved from repetitive dance motions

 

Closure:

Debrief the class by reviewing cues and task that was learned today in class.

Day 6:

Theme: More Pairings

 

Intro: We are going to working with partners more today

 

Warm-up: Zumba to Cuban Music

 

Lesson focus: Get a lot of practice in by switching partners a lot and dancing through the whole routine.

Fitness component:  Students will get their heart rate from the dance.

Closure:

Next class dress nicely for the social dance mixer.

Day 7:

 

Theme: Dance Party 

Intro: Follow rules for asking someone to dance and be polite.

 

Warm-up: Cha Cha Slide

 

Lesson focus: Students will be dancing to several songs and switching partners 4 to 5 times.

 

Fitness component: Students will get the heart rate up while dancing.

Closure:

Think about songs and a group of 4 to do the Dancing with the Stars with.

 

Day 8:

 

Theme: Perfect Practice makes Perfect

 

Intro: We will be doing Dancing with the Stars in the future class so we are going to do review today

 

Warm-up: Cha Cha Tag, unfreeze with ballroom position Cha Cha Cha.

 

Lesson focus: Getting lots of practice so that students will be prepared for the Dancing with the Stars assessment.

 

Fitness component: Heart rate will be up from the warm up and practice.

 

Closure:

Debrief the class by reviewing cues and task that was learned today in class.

 

Day 9:

 

Theme: Group Practice

 

Intro: You will be getting into your groups to practice your dancing with the stars routine.

 

Warm-up: Zumba

 

Lesson focus: Students will be getting into their groups for the Dancing with the Stars and will get an opportunity to synchronize their routine.

 

Fitness component: Zumba will get the student’s heart rate up.

 

Closure: Debrief the class by reviewing cues and task that was learned today in class.

 

Day 10:

 

Theme:  Dancing with the Stars

 

Intro: Today is Dancing with the Stars so we need to get in our groups

 

Warm-up: Go through the routine twice to a teacher’s song.

 

Lesson focus: Students will be performing in groups of 4 and other students will watch and peer assess, and the teacher will be assessing as well.

 

Fitness component: the dancing will serve as the fitness component.

 

Closure: Mention that it has been a fun unit to watch and how everyone improved.