10/02/24 - Unit Planning

 Planning Units:

1. Who am I instructing? 
Children with disabilities are being taught by us. 
2. What am I instructing?
mind-body link, how exercise can boost self-esteem, and how these children can utilize movement as a therapeutic tool to communicate feelings they may not be able to articulate verbally. 
3. How am I going to teach it?
by following a carefully planned curriculum that incorporates a warm-up, group exercises, creativity, a period of graditude, and a breathwork session to truly concentrate on your body. 
4. How can I tell if the pupils comprehend?
if they gain self-assurance and believe they can interact more socially with their fellow pupils. Additionally, I believe that I would be able to determine whether children improve their communication and emotional expression skills. I know I did a good job if they can move their bodies and dance to help themselves when they're struggling. 
5. What advantages does unit planning offer?

Dance students with disabilities benefit from unit planning because it allows the teacher to address each student's unique requirements while also improving the learning experience. 

By providing a structured setting and a lesson plan, planning enables pupils to know what to anticipate. In this manner, individuals can feel secure about what lies ahead and not be afraid of it. In order to ensure that every student can participate, planning enables an inclusive curriculum that can accommodate everyone's ability. With unit planning, we can also establish a goal and develop guidelines and a structure that guide us in achieving it. You may further strengthen your students' skills, incorporate collaborative, engaging, and motivating moments, and use a variety of tactics for the various types of kids in your class when you prepare a unit in advance. All of this contributes to the formation of holistic learning and the development of a sense of community in the classroom. 



1. Information about the classroom. 

Topic: Arts in the Classroom

The class profile of any children with special needs is the grade level. Their power is in their kindness. They can communicate in English. They have certain learning and physical difficulties. Members of the family have been involved. 

Environmental assessment: The room will be physically open, and we will only require a single movable smart board. In addition to a mirror, we require a dancing studio. Anyone in need of more assistance can get it from a private tutor. 

Resources for the Curriculum: 

2. Overview of the unit: 

In order to ensure that every student feels appreciated and empowered to express themselves through movement, this course focuses on building fundamental dance abilities through inclusive practices.

The goal of task analysis is to become familiar with your body. Mind-Body Connection. Body Connection. Our goal is for the children to feel more connected to their bodies and minds. 

3. Establishing the Base: 

A. Taxonomy learning habits. 

Analysis: By relating their experiences with many dance forms and valuing a range of skills, students will relate movements to feelings.

Synthesis: Students will suggest their own dancing routines, organizing modifications that let all participants, regardless of skill level, contribute imaginatively.

Evaluation: Students will forecast how well they will perform, evaluate their own development with assistance, and support one another by giving helpful criticism.

Solving Problems: Students will recognize obstacles to learning dances and work together to develop flexible solutions that increase engagement.

Thinking Flexibility: Students will modify moves to suit their individual skills, encouraging originality in their interpretation of the dance.

b. standards

every standard. 

4. Standards for studying dance

To guarantee that students gain a thorough understanding of dance literacy appropriate for their skill level, this lesson is in line with established benchmarks.

5. Learning Goals

Students will showcase fundamental dance moves tailored to their own skill levels, encouraging self-assurance and inventiveness.

Students will work together to produce a group dance that embodies a selected subject and emphasizes the value of inclusivity and teamwork.

Students will foster a good dancer community by giving constructive criticism. Since we are working with children that have difficulties, it isn't very serious.

6. Questions for Curriculum Framing

How can tales and emotions be conveyed through movement, particularly for those with disabilities?

How can we modify dancing such that everyone feels appreciated and included?

How might our motions be inspired by the cultural influences that shape our concept of dance?

7. Evaluation of Students 

Individual development will be aided by peer input, practice observations, and discussion participation.

Group performances will honor each student's individual efforts by showcasing acquired movements and concepts.

8. Having Dance Components

The goal of the project is to create a group dance that embodies a selected subject while letting each student express themselves whatever they feel most comfortable.

Research Question: How can movement convey thoughts and emotions, particularly for those with disabilities?

Practice Map: To account for different learning styles and speeds, a daily calendar of tasks leading up to the final performance will be created.

9. Unit Specifications 

a. Time Estimate: 

- every seven days. This is meant to be a good thing, so it can't be too much since then it will become overpowering. 

b. Essential Competencies: 

Really none, provided they are able to walk and stand independently. However, as long as they have a caregiver, we also encourage people who need wheelchairs. 

10. Examine:

Make sure that everyone participates and has input while creating dances and working in groups. 

After that, they ought to have some time to think, unwind, and then express gratitude. 

11. Resources: 

A safe and unobstructed area that allows all pupils to move about and ensures they won't trip over anything. There should be music, and everything should be upbeat rather than depressing. We can use props, but only later in the curriculum since we want to give them our full attention before anything else. 

12. Instruction in Accommodation and Differentiation. 

Physical accommodations are crucial because all students, regardless of their impairment, must be able to participate. 

In order for them to feel comfortable, we want to make sure that they have sensory support and that their surroundings are quieter and less noisy. Additionally, we want kids to have peer support so they can feel more at ease around others without fear of criticism. Additionally, we must be adaptable in meeting the needs of the students because unexpected circumstances may arise at any time.