Objectives (5-7 minutes)

1. Introduce students to the world of ballroom dancing, giving them an understanding of how these dances are a form of cultural, social, and recreational expression. This will be done through the presentation of videos and images of different ballroom dances, contextualizing them in their respective historical and cultural contexts.

2. Develop perception and respect for different rhythms and styles of ballroom dance. The teacher will discuss the importance of respecting and valuing differences, both in dance and in everyday life. This will be done through practical activities where students will be encouraged to experience different rhythms and dance styles.

3. Encourage active student participation in dance activities, promoting socialization, cooperation, and mutual respect. The teacher will emphasize the importance of teamwork in ballroom dancing and how this skill can be applied to other areas of life.

Secondary objectives:

• Develop body awareness and balance through dance activities.
• Stimulate creativity and personal expression through dance.
• Encourage physical activity in a fun and enjoyable way.

At this stage, the teacher will share the lesson objectives with the students, ensuring that everyone understands what will be covered and what the learning expectations are. In addition, the teacher may also ask students to share their expectations and interests in relation to the subject in order to personalize the lesson according to the needs and interests of the class.

Introduction (10-15 minutes)

The teacher will begin the lesson with a brief review of the concepts of dance and the importance of body movement for health and well-being. They can recall the different types of dance that have been studied previously, highlighting the dances that involve a partner and are more common at parties and social events.

1. Problem situation 1: Where and how is ballroom dancing done? The teacher can start the lesson by proposing a reflection to the students on where and how they have seen or heard about ballroom dancing. They can ask students to share their personal experiences, whether they have ever danced on any occasion or if they have ever attended a performance.

2. Problem situation 2: What is the importance of ballroom dancing in today's society? The teacher can ask students to think about the importance of ballroom dancing in today's society. They can ask if they think ballroom dancing is still relevant today and why.

3. Problem situation 3: How can ballroom dancing contribute to personal development? The teacher can also ask how ballroom dancing can contribute to personal development. They can ask students to reflect on what skills can be acquired or improved through the practice of ballroom dancing.

Next, the teacher should contextualize the importance of studying ballroom dance, explaining that besides being a form of cultural and artistic expression, ballroom dance also promotes socialization, mutual respect, discipline, motor coordination, body awareness, among other benefits.

To capture students' attention and arouse their interest in the subject, the teacher can present two curiosities about ballroom dancing:

1. Curiosity 1: The teacher can say that ballroom dancing, as it is known today, originated in Europe in the 16th century, and that at that time it was common for people to dance in halls, castles, and palaces, hence the name "ballroom dance".

2. Curiosity 2: The teacher can also share that ballroom dancing is considered a complete physical activity, which can burn up to 400 calories in an hour of dancing, in addition to improving posture, motor coordination, and flexibility.

At the end of the Introduction, students should be curious and motivated to learn more about ballroom dancing.

Development (20-25 minutes)

1. Activity 1: Dancing with chairs (10-12 minutes)

   • The teacher will organize the classroom into rows of chairs, leaving an aisle in the center. Each row should have a maximum of 5 chairs.
   • In each row, the teacher will assign a ballroom dance rhythm. This could be samba, tango, salsa, waltz, among others.
   • Students will stand behind the chairs, each on a chair, facing the center aisle.
   • The music corresponding to the dance rhythm of each row will start, and the students will dance freely, but respecting the space of the chairs.
   • With each change of music, the students will move to the next chair, so that at the end of the activity, everyone will have danced the different rhythms.
   • During the activity, the teacher will circulate around the room, observing the posture, movement, and respect for the space of the other students.

2. Activity 2: Creating the choreography (10-12 minutes)

   • After the first activity, the teacher will select a ballroom dance rhythm for the whole class.
   • The students will be divided into groups of 5 and will be given the task of creating a small choreography for the selected rhythm.
   • Each group will have 5 minutes to discuss and plan the choreography, taking into consideration the basic steps of the rhythm, the posture, the movement in space, and the interaction between the dancers.
   • After the planning, the groups will rehearse the choreography for another 5 minutes. The teacher will circulate around the room, assisting the groups as necessary.
   • At the end of the time, each group will present their choreography to the class. The teacher and the other students will observe and comment, valuing creativity and personal expression.

3. Activity 3: Dancing the choreography (5-7 minutes)

   • After all the presentations, the teacher will choose one or two choreographies for the class to learn and dance together.
   • The teacher will demonstrate the steps of the selected choreography, and the students will follow, repeating the steps.
   • The music corresponding to the rhythm of the choreography will start, and the students will dance the choreography together.
   • During the dance, the teacher will circulate around the room, observing and correcting the steps as necessary.

These activities aim to allow students to experience different rhythms and styles of ballroom dance in a fun and enjoyable way. In addition, the group activities promote socialization, cooperation, and mutual respect, essential skills in ballroom dancing. By the end of the Development, students should have a deeper and more practical understanding of ballroom dancing, in addition to having developed skills in motor coordination, body awareness, respect for space, and creativity.

Feedback (8-10 minutes)

1. Group discussion (3-4 minutes):

   • The teacher will call each group to present the choreography they created. Each group will have up to 2 minutes to share.
   • During the presentations, the teacher will encourage the other students to make constructive comments about the choreography presented, valuing the creativity and effort of their classmates.
   • The teacher will also ask directed questions to each group so that they can share the difficulties they encountered during the creation process and how they overcame them.

2. Connection with theory (2-3 minutes):

   • After all the presentations, the teacher will make a brief summary of the lesson, recalling the different ballroom dance rhythms that were explored and the characteristics of each one.
   • The teacher will then make the connection between theory and practice, explaining how the basic steps of each rhythm were used in the creation of the choreographies and how posture, movement, and interaction between the dancers were considered.
   • The teacher will also highlight the skills that were developed during the lesson, such as motor coordination, body awareness, respect for space, and creativity.

3. Individual reflection (3-4 minutes):

   • To conclude the lesson, the teacher will propose that the students reflect individually on what they have learned. They will ask questions such as:
     1. Which ballroom dance rhythm did you enjoy the most and why?
     2. What were the main difficulties you encountered when creating the group choreography?
     3. How can ballroom dancing contribute to personal development?
   • Students will have one minute to think about each question. After the reflection, the teacher will invite the students to share their answers, if they wish.
   • The teacher will value all the answers, emphasizing the importance of reflection and self-knowledge for the learning process.

This Feedback stage is essential for consolidating learning and for students to reflect on the skills and knowledge acquired. In addition, the group discussion and individual reflection allow students to express their opinions and feelings, strengthening the connection with the content and stimulating self-confidence and self-esteem.

Conclusion (5-7 minutes)

1. Summary (2-3 minutes):

   • The teacher should begin the Conclusion by making a brief summary of the main points of the lesson. They can recall the different ballroom dance rhythms that were explored, the characteristics of each one, and the main skills that were developed during the activities, such as motor coordination, body awareness, respect for space, and creativity.
   • They can also recapitulate the curiosities and historical information presented at the beginning of the class, reinforcing the cultural and social importance of ballroom dancing.

2. Connection between theory, practice, and applications (1-2 minutes):

   • Next, the teacher should emphasize how the class connected theory, practice, and applications. They can highlight how the basic steps of each dance rhythm were applied in the creation of the choreographies, and how the group activities promoted socialization, cooperation, and mutual respect, skills that can be applied in different life situations.
   • The teacher can also mention how ballroom dancing, besides being a form of cultural and artistic expression, is also a complete physical activity that brings benefits for health and well-being.

3. Complementary materials (1 minute):

   • To complement the learning, the teacher can suggest some additional study materials. They can indicate books, documentaries, websites, and online videos that deal more deeply with different ballroom dance rhythms, the history of ballroom dance, and the techniques and basic steps of each rhythm.
   • In addition, the teacher can also suggest that students practice the basic steps of the ballroom dance rhythms they enjoyed the most at home, by watching video tutorials or following dance playlists on YouTube or music apps.

4. Importance of the subject (1-2 minutes):

   • Finally, the teacher should emphasize the importance of studying ballroom dancing. They can argue that besides being a fun and healthy way to exercise, ballroom dancing promotes socialization, mutual respect, discipline, motor coordination, body awareness, creativity, among other benefits.
   • The teacher can also highlight that ballroom dancing is an important cultural and artistic manifestation, which reflects the history and cultural diversity of different peoples and regions. Therefore, understanding and valuing ballroom dances is also a way of valuing and respecting cultural diversity.

The Conclusion of the lesson is an important stage for consolidating learning, reinforcing the connection between theory and practice, and motivating students to continue studying and practicing the subject. Moreover, by suggesting complementary materials and emphasizing the importance of the subject, the teacher stimulates students' interest and deepens their understanding of the relevance of ballroom dancing.