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\n\"Move\n\n
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\nCurated OER\n
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\nMove It Line Dance\n

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\n\nFor Teachers\n\nK - 5th\n
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\nThe upbeat song \"I Like to Move It\" from the movie Madagascar is just the ticket! Get your younsters up and moving. The basic steps in this dance are the grapevine, side step, squat, back step, jumps, jumping jacks, and marching in...\n
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\n\"5,6,7,8\n\n
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\nCurated OER\n
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\n5,6,7,8 Line Dance\n

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\n\nFor Teachers\n\n4th - 11th\n
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\n5,6,7,8 Line Dance is a very simple, but very fast-paced line dance. It is comprised of the grapvine steps, moving forward and backwards, moving diagonally, jumping, and clapping. There is a repeating section of the dance which calls for...\n
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\n\"Fun\n\n
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\nFun Dance\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\n\"Fun Dance\" is a 32-count dance of some very basic dance moves. Walking forward, walking backward, grapevines left, grapevines right, some punching arm moves, and some swimming arm moves. Put on some upbeat music and get movin'.\n
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\n\"Flip\n\n
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\nCurated OER\n
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\nFlip and Flop: An Adaptation Through Dancing Echoes with Shapes and Locomotor Movement\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nDancers practice echoing through dance. They listen to a story \"Flip and Flop\" and then are put into pairs. One partner is Flip, while the other is Flop. Flip creates a shape by dancing, and Flop, the other student, echoes that shape by...\n
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\n\"Dancing\n\n
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\nDancing Polygons and Non-Polygons with Patterns\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders study movements. In this dance lesson, 2nd graders draw patterns selecting one to represent through movement with their body.\n
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\n\"Dance\n\n
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\nCurated OER\n
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\nDance Sequences and Phrases\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nA series of lessons about dance would be a great addition to your physical education class. Straightforward as well as creative, it teaches the basic skills of dance movement. A rubric helps guide the dancers to let them know what steps...\n
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\n\"Opposite\n\n
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\nOpposite Grapevines\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nThere are really only four basic moves in this line dance. Those dance moves are: grapevine, slide, marching, and then dipping and clapping. Each 8-count is repeated twice, for a total of a 64-count dance. The unique addition to this...\n
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\n\"Dance\n\n
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\nHawaiʻi State Department of Education\n
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\nDance Critic\n

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\n\nFor Teachers\n\n5th\n
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\nWhat do writing and dance have in common? They both have a six-trait rubric for assessment. Just like a good story, a good dance must have a hook, beginning, middle, end,  logical sequence, and a climax. Learners use a...\n
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\n\"Changing\n\n
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\nChanging Energy: Landforms and Dance\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders choreograph a dance to represent the changes in nature. In this dance and nature lesson plan, 3rd graders use sharp quick movements to demonstrate changes.\n
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\n\"Exploring\n\n
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\nExploring and Using Shapes to Make a Dance\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders use their bodies to create various shapes to make a dance when given various music and beats. In this shapes and dance lesson plan, 2nd graders create lines, curves, twists, and angles with their bodies.\n
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Unit Plan
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\n\"Dance\n\n
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\nNew York City Department of Education\n
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\nDance and Text\n

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\n\nFor Teachers\n\n5th - 7th\n\nStandards\n
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\nUse texts and dances to teach inequalities and equations. A sixth-grade unit covers using variables in equations and inequalities to solve problems. Learners show what they know at the end of the unit using two performance tasks, one...\n
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\n\"Dancing\n\n
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\nDancing Fast, Medium and Slow\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders practice dance using different speeds of music and types of movement. In this dance lesson, 2nd graders view a clip of tap dancing and analyze the speed of music in coordinating with the speed of dance movements. Students...\n
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\n\"Dance\n\n
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\nDance Showing Science Contexts of Movement: States of Matter\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders dance in different ways to show movement of states of matter. For this matter lesson plan, 5th graders make connected shapes with a partner, make flowing movements, travel rapidly, and more. \n
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\n\"Patterns\n\n
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\nPatterns in Dance and Math\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents analyze how repeated body movements and shapes can represent and extend patterns. In this pattern analysis lesson plan, students discuss patterns in dance, math, and everyday living. Students demonstrate a dance using a sequence...\n
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\n\"Cool\n\n
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\nCool Line\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nThis dance activity focuses on lots of arm movements. Arm circles, raise-the-roof, swinging arms, and clapping are the main arm movements. There is movement stepping right and stepping left as well as steps forward and steps backward. It...\n
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\n\"Beyond\n\n
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\nCurated OER\n
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\nBeyond the AB Pattern in Dance\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents demonstrate various patterns using dance. In this expressive arts lesson plan, students are led in a warm-up to demonstrate the AAB pattern, which includes spinning and jumping. Students are broken up into groups and perform...\n
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\n\"Day\n\n
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\nDay 4: Folk Dance\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nDay four of this dance lesson teaches the steps to a Mexican folk dance. It uses chunking and dance to aid them in memorizing the steps. Note: This lesson appears incomplete.\n
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\n\"La\n\n
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\nLa Raspa, Mexican Hat Dance, and Cinco De Mayo Celebration\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nLearn two dances that your class can perform at a Cinco De Mayo school celebration. This is really an outline and would be better used if there were plans for how to teach the dance steps. The idea is good to teach the cultural...\n
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\n\"Dance\n\n
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\nDance and Writing\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders use dance moves to perform narratives. In this dramatic performing lesson, 4th graders use strong and soft movements to show what character's voice is portraying. Students also use movement to show the feelings in the...\n
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\n\"Larger\n\n
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\nLarger than Life Line Dance\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents are encouraged to enjoy dance, feel comfortable dancing, and perform a few simple moves to the beat of the music\n
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\n\"The\n\n
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\nThe Tango\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders explore the music of Buenos Aires as they hear and then dance the Tango. They practice basic Tango rhythm, learn to sing the song, \"Any Turkey can Tango,\" then practice a few Tango-riffic dance steps with a partner....\n
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\n\"Dance\n\n
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\nDance Production\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents go through the experience of creating a dance. They use the correct vocabulary when creating the dance in writing. Students choreograph the steps needed to perform the dance in sequence. Then they perform the dance for final...\n
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\n\"Tunes\n\n
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\nTunes for Bears to Dance to: Questioning Strategy, Discussion Web\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nReaders of Robert Cormier's Tunes for Bears to Dance to are asked to consider the morality of the central character's actions\n
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\n\"Tunes\n\n
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\nTunes for Bears to Dance to: Vocabulary Strategy\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nTo prepare for a reading of Robert Cormier's Tunes for Bears to Dance to, kids research vocabulary drawn from the novel and share their findings with their groups.\n
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