Hip Hop Adventure: Toprock

Overview

In lesson 3 of the unit, students are introduced to toprock in breaking and practise a small set of safe, clear movements to a slow tempo hip hop track. Students build on lesson 2 by using rhythm and controlled body positions to perform together.

Learning intentions

• WALT identify toprock as a starting movement in breaking.
• WALT copy and practise 2–3 basic toprock moves with control and safe body awareness.
• WALT respond to music cues (steady beat, start/stop) to perform in time.
• WALT work respectfully with a partner and group during practice.

Success criteria

• I can show what toprock means by using a simple description (for example: “starting steps in breaking”).
• I can perform the class toprock sequence with good control (feet placement, arms, and posture).
• I can start and stop when the music cue changes without moving unsafely.
• I can follow instructions and give kind feedback to a partner.

Curriculum links

• Dance — Movement learning: learn and practise basic dance movements and sequences, focusing on control, body use, and space.
• Dance — Music and rhythm: respond to beat and rhythm in dance, using timing and coordination.
• Dance — Communicating and interpreting: share ideas about dance (what toprock is, how it looks/feels).
• Key competencies: Managing self (focus and safety), Relating to others (co-operate), Participating and contributing (take part in group practice), Using language/symbols (describe movements).

Lesson structure (30 minutes)

1. 0–3 min · Welcome and warm-up talk. Teacher greets students, revisits the unit goal (“Hip Hop Adventure: move safely, in time, together”), and explains today’s focus: toprock as the starting steps in breaking. Students stand ready and answer one quick question: “What do we do at the start of dance—freeze or move?”

2. 3–8 min · Body warm-up (rhythm + safety). Teacher leads a simple routine: march on the spot to the beat, add shoulder rolls, then gentle arm pumps, reminding students about personal space. Students follow, then practise a “freeze” on a teacher count while staying balanced.

3. 8–12 min · Visual introduction: what toprock is. Teacher shows a clear “toprock” demonstration using two short phrases:

• Phrase A: stepping forward/side with an arm swing (choose one or two directions only)
• Phrase B: a short bounce/pose with a head/upper-body follow-through (small and controlled) Teacher points out: “Toprock is what you do to get ready—starting movement—then you can go into other moves later.” Students mirror the teacher once, then try the moves without travelling.

4. 12–18 min · Teach the class sequence (slow tempo). Teacher breaks the sequence into chunks on counts:

• Move 1: step-step (or step-side)
• Move 2: arms swing in a matching pattern
• Move 3: small bounce + controlled pose Teacher models slowly, then repeats with students counting together (teacher counts aloud; students match). Students practise each chunk, then join chunks into a 4–6 count sequence.

5. 18–22 min · Group movement game: "Freeze and Move." Teacher plays a slow hip hop beat and calls out “Move!” or “Freeze!” Students dance the toprock sequence when moving and freeze in a pose when called. This encourages listening skills, control, and fun group interaction.

6. 22–26 min · Guided practice to music (start/stop control). Teacher plays a slow tempo hip hop song and signals: “When the music starts, we dance; when it stops, we freeze.” Students perform the class toprock sequence together in their space, moving only as taught (no running, no pushing). Teacher circulates for safe form and timing.

7. 26–28 min · Partner feedback (kind and specific). Teacher sets pairs and gives a feedback script on the board:

• “I noticed ___.”
• “Next time, try ___.” Examples: “I noticed your freeze.” “Next time, keep your arms controlled.” Students swap roles (one performs for a short round while the other watches, then switch).

8. 28–30 min · Cool-down + stretching routine. Teacher leads a short cool-down: slow walking around the room, shoulder rolls, gentle neck stretches, and deep breaths. Teacher asks two questions: “What is toprock?” and “Show me one move with control.” Students respond by demonstrating one movement and stating the meaning in a sentence or short phrase.

Resources

• Teacher audio speaker and a slow tempo hip hop track (instrumental if possible)
• Visual cards or drawings showing the class toprock steps (Move 1, Move 2, Move 3)
• Cones or floor markers to indicate personal-space boundaries
• A simple partner feedback sentence-starter display
• Optional: mirrors or wall space for students who benefit from visual checking
• Safety reminder signs (freeze on cue, personal space)

Assessment

• Teacher observation checklist during practice (control, timing, safe movement, start/stop response).
• Formative questioning during the music phase: “What do we do when it stops?”
• Partner feedback quality using the sentence starters (kind, specific, next-step language).
• Quick exit check: students demonstrate one toprock move and state what toprock means.

Differentiation

• Support: provide sentence starters for partner feedback; offer extra visual cues (arrow directions) and reduce the sequence to only Move 1–2 for students needing it.
• Support for motor planning: allow slower practice at a guided pace with the teacher counting; focus on one quality at a time (freeze, arm control, or feet placement).
• Extension: invite students who are ready to add a small variation that still matches the class beat (for example, a different arm level) while keeping the safe freeze.
• EAL/SEN: keep instructions short and consistent; demonstrate before speaking; use gestures and visual step cards; allow students to respond with a non-verbal sign (for example, pointing to the toprock card when asked “what is it?”).