This article illustrates the author's discovery that the key to any successful dance unit is finding ways for students to make connections and want to dance. While reflecting on the purpose of dance in the curriculum, the author identified important skills and concepts he wanted his students to master, such as rhythm, balance, and coordination----skills that could be taught in a variety of contexts. Examples include dribbling a basketball, which requires a sense of rhythm, or jumping rope, a great fitness activity that helps develop coordination and balance and can also be used to teach sequencing patterns to the beat of a song. In teaching dance, the author decided he needed to uncover similar connections to present to his students. The connections presented themselves in a few, probably obvious, forms: the selection of music, acknowledgment of new and current fads, and giving students ownership. The article includes an outline of how the author presents the dance unit, using it mainly for grades 3-5, but also incorporating pieces of the strategy in grades K-2.