unit plan

1. Unit Title: Celebrating Community through La Plena
Grades: K-1
Unit Abstract: In this unit, students, will explore the unique attributes of their identities in relation to the classroom community through interactive activities based in the cutlural dance and musical elements of La Plena.
Standards:
NJ Arts Standards: NCAS Standards: Social Justice Standards: Other Standards - ELA, etc. (Please specify, optional): Comprehensive Health and Physical Education Standards
1.1.2.Pr5e. DA:Pr4.1.1 Identity 4- ID.K-2.4: I can feel good about myself without being mean or making other people feel bad. CHPE-2.1.2.E.1: identify basic social and emotional needs of all people
1.1.2.Re7a. DA:Pr6.1.1 Diversity 6- DI.K-2.6: I like being around people who are like me and different from me, and I can be friendly to everyone. CHPE-2.1.2.E.3: explain healthy ways of coping with common stressful situations experienced by children
1.1.2.Cn11a. DA:Cn10.1.1 Diversity 8- DI.K-2.8 I want to know about other people and how our lives and experiences are the same and different.
1.1.2.Re7b. DA:Cn11.1.0
Essential Questions
Dance Social Justice
How can we express ourselves through
the dance of La Plena?
How can dance help us understand
ourselves and each other?
How can we connect rhythm and
movement?
How can dance celebrate people's
differences?
Enduring Understandings
Dance Social Justice
La Plena is a community dance from Peurto Rico that goes with music of the same name
Celebrating differences makes a community strong
In many dances of the world, rhythm and movement are connected
Community dance is a way for people to celebrate and support each other
SEL Competencies
Self-Awareness 3 “Recognize one’s personal traits, strengths and limitations”
Relationship Skills 9 “Demonstrate an awareness of the differences among individuals, groups and others’ cultural backgrounds”
Pre-Requisite Knowledge
Describe the minimum basic knowledge and skills students should have to be successful in this unit.
rhythm, basic fine/gross motor skills, basic coordination skills, basic verbal communication skills
How will you 'catch' students up if they do not have this pre-requisite knowledged?
scaffolding concepts (rhythmic, motor-related, or coordination related) so that we begin at the most basic level and
progress the skill over time
visual aids/supports for language skill