Individual Performance, and Rhythms-6th-7th Grade 4 In addition to scoring 3.0 performance, the student Learning Targets and demonstrates in-depth inferences and application that go Activities Success Criteria/Critical Elements: beyond the target. 3 Students: 3A-I am learning how to Keeping rhythm with the music while maintaining spatial awareness 3A- Create and perform correct rhythm and demonstrate correct Performing with the correct steps within a sequence while transferring pattern for a different form from among folk, rhythm and patterns weight social, creative, line, and world dance. (S1.M1.7) while dancing. Performing the dance combination /sequence with proper form and examples may include but not limited to: (Cupid technique Shuffle, Electric Slide, Tush-push) 2 Students: 2A- Rhythm is only maintained some of the time throughout the dance sequence (eg. Offbeat from music cadence, completing a different movement out of sequence) Demonstrates the understanding of special awareness, but not applying the concept Performing the dance combination/sequence with inconsistent form and technique (eg. Hands in pocket, facial expressions, body language) Demonstrates the understanding of transferring weight back and forth, but have a difficult time applying the concept (eg. not on the correct foot, weight on heels, stomping, not rocking) 1 Student performance reflects insufficient progress towards foundational skills and knowledge.
Individual Performance, and Rhythms-6th-7th Grade 4 In addition to scoring 3.0 performance, the student demonstrates in-depth inferences and application that go beyond the target. Learning Targets and Activities 3 Students: 3A- Create and perform correct rhythm and pattern for a different form from among folk, social, creative, line, and world dance. (S1.M1.7) examples may include but not limited to: (Cupid Shuffle, Electric Slide, Tush-push) 3A-I am learning how to demonstrate correct rhythm and patterns while dancing. 2 Students: 2A- Rhythm is only maintained some of the time throughout the dance sequence (eg. Offbeat from music cadence, completing a different movement out of sequence) Demonstrates the understanding of special awareness, but not applying the concept Performing the dance combination/sequence with inconsistent form and technique (eg. Hands in pocket, facial expressions, body language) Demonstrates the understanding of transferring weight back and forth, but have a difficult time applying the concept (eg. not on the correct foot, weight on heels, stomping, not rocking) 1 Student performance reflects insufficient progress towards foundational skills and knowledge. Success Criteria/Critical Elements: Keeping rhythm with the music while maintaining spatial awareness Performing with the correct steps within a sequence while transferring weight Performing the dance combination /sequence with proper form and technique
17-18_middle_school_curriculum_guide_pe.docx