KIN 447 D.

Martin

Names: Laura Martinez, Kathleen Campbell, Lydia Raya

ELEMENTARY RHYTHMS/DANCE EDUCATION LESSON PLAN

GRADE LEVEL & NUMBER OF STUDENTS: 5th, 26 students

TIME: 20-30 mins

EQUIPMENT: Boom box, music cd and/or ipod

OBJECTIVES:

Cognitive
The student will practice active listenining, and demonstrate this capacity by acting out the lyrics of the song
and coordinating movements with the theme. This will be practiced during the Introductory and Lesson Focus
portions of the class, after demonstration from the instructor.

Psychomotor
The student will perform continuous fitness activity during the fitness portion of the class, using form
demonstrated by the instructor.

Affective
The student will accomodate individual differences in others physical abilities in small-group activities during
the Closing activity as directed by the instructor.

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CALIFORNIA GRADE 5 DANCE and/or PE STANDARDS CONTENT STANDARDS

Part 1. Introductory Activity:

PE standard 1.18 Design/perform a creative dance, combining locomotor patterns with intentional changes in
speed and direction.

Part 2. Lesson Focus:

Dance standard 1.1 Demonstrate focus, physical control (e.g., proper alignment, balance), and coordinations in
performing locomotor and axial movement.
Dance standard 2.6 Demonstrate cooperation, collaboration, and empathy in working with partners and in
groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing).

Part 3. Closing Activity:

Dance standard 1.3 Demonstrate a greater dynamic range in movement utilizing space, time, and force/energy
concepts. Dance standard

PART 1: INTRODUCTORY ACTIVITY (2-5 mins) CHA-CHA Slide

Activity
Procedure:
Pass out the Cha-Cha slide lyrics to each
student, so they know each step to the dance.
Go through each step with the students
before playing the song.
Go through each step one more time
with the students before doing the dance with the
song. Show students a clip from you tube of the
Cha-Cha slide.
Teaching Hints
Cha Cha Slide is on CD #1
Use scatter formation activity
Remind the students, that this is an activity they
have previously learned, but go over steps, to
refresh their memory. May only have time to run
through it one time. The student will be advised
that they will perform the activity to the best of
their ability and can modify the steps in case they
are unable to criss cross successfully.

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Ask students, What steps are needed in

order to do the Cha-Cha slide?
Have students create a line facing us.
Have students follow our lead as we do the
dance to the song.
o Take it to the left! or Take it to the right!
(This is a grapevine step with a touch.) Step
to the side with the left (right) foot, step across
left (right) foot with the right (left), step to the
side with the left (right) foot, touch the right (left)
foot beside the left (right).
o Take it back now! (This is simply three steps
to the back with a touch.) Step back with the left
foot, step back with the right foot, step back with
the left foot, touch right foot beside left.
o One hop this time! (Number of hops will
vary.) Hop forward with both feet.
o Right (Left) foot lets stomp! Stomp right
(left) foot in front. (Add your own personality
with your arms.)
o Now, Cha-Cha! (This step is actually from
the Latin dance from, the Cha-Cha. It is simply a
jazz square.) Cross the right foot over the left,
step back with the left foot, step to the right with
the right foot, step forward with the left foot.
o Turn it out! or Lets Go to Work! (Begin a
grapevine step with a slight turn.) Make a slight
turn to the left, step to the right with the right foot,

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step across right foot with the left foot, step to the
side with the right foot, touch the left foot beside
the right.
o Clap your hands! Clap your hands (fast) to
the beat.
o Criss Cross! Jump both feet out, jump and
cross right over left, jump both feet out, and jump
both feet together.
o Slide to the left! Step to the left with the left
foot, slide right foot to meet the left. Slide to the
right! Step to the right with the right foot, slide
left foot to meet the right.
o Reverse, Reverse! Do the slide to the
opposite side.
o How low can you go? (This is the classic
limbo step.) Lean back toward the floor,
bending down as low as you can go.
o Bring it to the top! Pull yourself back up to a
standing position, waving your arms above your
head.
o Hands on your knees! With your hands
crossing from knee-to-knee, bend your knees and
bounce to the beat.
o Charlie Brown! (This is a running man
step) Rock forward on right foot while kicking
left foot back.
o Freeze! Freeze and strike a posewith
attitude!

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Closure: Do you think you will perform this

dance anywhere else? What should you know in
order to perform this dance? What is your favorite
step in this dance?

PART 2: FITNESS DEVELOPMENT ACTIVITY-teacher leader exercises (8-12 mins):

Activity Teaching Hints
Have about ten stations, four exercise stations and Materials Needed:
6 activity stations, based on what have learned
4 exercises that the students are familliar with. We
over the last few weeks set up in the gym for the
use Fitdeck cards at the exercise stations.
students when they come in. We have a short
(www.fitdeck.com) The activity stations can be
discussion about character. We use the definition
whatever skill/activity you have been working on
that it is who you are when no one is looking. We
in class.
then discuss its relevance to Standard 5 and then
we tell them we will be assessing their fitness
character. Usually the students do not ask for
clarification about fitness character. We assign
partners and send them to a station.

As the students rotate through the stations we

observe their behavior at the exercise stations. We
look to see if they are doing the exercise correctly
the whole time. Do they ask to use the bathroom,
do they just watch other students at the other
station, or do they just exercise halfheartedly at
the station? We assign them a rubric score of 1 to
4 based on their behavior at the stations. After the

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students go through all the stations we gather for

discussion.

We explain to them that fitness character is also

who you are when no one is looking. When they
get older no one is going to tell them to exercise.
What will they do when they have an hour of free
time? Will they take a nap, eat some chips, watch
television, or exercise. We discuss how if they do
not stay fit as they get older they will be able to
do less and less of the activity stations they enjoy
so much.

We then explain to them that we were observing

their exercise character at the four exercise
stations. We assign them a score of 1 to 4 based
on their behavior at the station. When we discuss
Assessment Ideas:
their score with them individually most students
Rubric:
know what level of fitness character they
displayed during class. It is one of our most 4 Student was fully engaged in all four exercise
impactful lessons. stations for the whole time they were there.

3 Student was fully engaged in all four exercise

stations for the majority of time they were there.

2 Student was engaged in some of the exercise

stations for part of the time they were there.

1 Student exhibited minimal engagement at the

exercise stations.

0 Student showed no engagement at the exercise

stations.

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PART 3: LESSON FOCUS (20-25 mins) WAKA-WAKA

Activity Teaching Hints
Part I - Lydia Use CD labled Waka Waka This Time for Africa
Remind Students to stay one foot away from all
furniture and walls; when we dance we speak with
our bodies, not our mouths; exercise spacial
awareness by giving your self plenty of personal
space, so you dont run into each other; when the
music stops, you stop; do not run into each other.

(18 seconds in)

Stationary Position

(12 seconds, OHHHHHH!!!) 1 & 2 & 3

(Instrumental)
(Step) Forward-2-3-4
(Fist Pump)-2-3-4
(Step) Back-2-3-4
(Fist Pump)-2-3-4
(Step) Left-2-3-4
(Fist Pump)-2-3-4
(Step) Right-2-3-4 (Students should be back in
their original stationary positions)
(Fist Pump)-2-3-4

Youre a good soldier

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(Straighten posture and salute)

Choosing your battles
(Air Punch) Left-Right-Left-Right
Pick yourself up
(Bend your knees, Stand back up straight)
Dust yourself off
(Dust Left shoulder, and then Right)
Get back on the saddle
(Bend Low to Wide Position, Saddle and Lasso)

Part II- Kathleen start walking clockwise and start following in

Youre on the front line 1-2-3-4 line the person in front of you to make a large
Moving out of the grid pattern, start walking to circle
the beat of the music in a circle using freestyle
hand and body movements counting under your add your own personality with arm movements
breath while stepping counter clockwise in a circle
Everyones watching 2-2-3-4 Freestyle formation.
stepping in circle 7 counts of eight stepping clockwise in a circle
You know its serious were getting closer On 8234 Stop an
3-2-3-4
This isnt over 4-2-3-4
The pressures on 5-2-3-4
You feel it 6-2-3-4
But you got it all 7-2-3-4
Believe it 8-2-3-4 Stop and face the middle of
the circle
When you fall get up, oh oh
9-2-3-4 Hands up to the right: Shoo the Fly

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If you fall get up, eh eh

10-2-3-4 Hands up to the left: Shoo the Fly
Tsamina mina zangalewa
11-2-3-4 Join hands with your neighbors
Cause this is Africa
12-2-3-4 Step in, step back in position, step out.

Part III - Laura

After the Cause this is Africa! verse, randomly
dance for 2 counts of 8.

1 count of 8: one crisscross one foot in front of

the other.

Two, Three, 180 degree turn to the left

(modifications can be made). The students will then be told to dance at random
in scattered formation for 2 counts of 8 after they
Four, CLAP (just once). have succesfully finished shouting the verse
Cause this is Africa!. They will be encouraged
Five, Six, Seven, Eight, move elbows side to to move at random for the 2 counts and then asked
side (while keeping hands in clapping or praying to face forward at the end of the counts.
position)
Once the students are facing forward, They will
Repeat the same movements again, going to the immediately move to the left or right (preferebly
right side. left side first) and place one foot in front of the
other, in order to crisscross their feet moving
1 count of 8: one crisscross one foot in front of towards the left side horizontally leading to a 180
the other. degrees turn (this will take place during the first
count of 4)

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Two, Three, 180 degree turn to the right
(modifications can be made).
Four, CLAP (just once).
Five, Six, Seven, Eight, move elbows side to
side (while keeping hands in clapping or praying
position)
Next: 2 counts of 8
1st count of 8: One, Two, Three, Four take
steps moving forward and stop.
Five, Six, Seven, Eight Fist is up and cheer
while jumping.
2nd count of 8: One, Two, Three, Four take
steps moving backwardr and stop.
Five, Six, Seven, Eight Fist is up and cheer
while jumping.
Repeat dance from the top.
KIN 447 D. Martin
Once they have turned, the student will clap once
and proceed to the next step. That is placing both
hands together (like in a praying position) and
move their arms side to side for the remaining 4
counts (students are doing this while maintaining
the praying position)
***The student is required to perform the same
movements for 2 counts of 8. Performing the first
count of 8 to the left and the second count of 8 to
the right (same steps one time each in each
direction).***
Towards the end of the 2 counts of 8, the students
will then take take 4 counts moving forward, stop
in place and cheer with their fist in the air for 4
counts. They will repeat this move again this time
moving backwards.
After they have completed the last steps, the
teacher will then move forward with the dance
from the very beginning following the same steps
from beginning to end.
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PART 4: CLOSING ACTIVITY (2-5 mins) Identifying Musical Beat Count:

Activity Teaching Hints
Identifying the Musical Beat Count the beats of Remind students to always keep personal space
this song with me: 1, 2, 3, 4, 1, 2, 3, 4. Walk to around themselves. Never touch anyone else, the
the beat of the music. Walk on every beat; do not walls, or the steps unless they are asked to. When
go faster or slower. March to the beat. Skip, the music stops, you must freeze!
gallop, slide, crawl, army crawl, etc. Walk on
every beat but the threes, 1, 2, hold on 3, 4, 1, 2,
hold on 3, 4. Give students rhythmic challenges:
move on every other beat; freeze on every second
count; walk twice as fast as the beat in the music;
walk up high for four counts, then low for four
counts; turn for two counts, jump for two counts.

Optional - Modifications for students with disabilities:

1. Motor Dyspraxia: Motor Dyspraxia is a cognitive disability, which can be described as someones
brain knowing how it wants to move, but is unable to make the precise connection (if at all) with the
neurotransmitters in the body. Visible signs can be described as clumsiness, awkward movements, and
the inability to mimic anothers motions.
a. With this in mind, we will make and allow for modifications to simplify certain movements to
encourage movement that works for the student.
2. Sensory Overload: Sensory Processing Disorder (SPD) is a cognitive disability, which can be described
as the brain being oversensitive or undersensitive to certain sensory input, which in turn makes the pain
receptors react. For instance, some students will find claps to be literally painful, as the sound sends a
rattling vibration through the spine, which in turn may lead to a meltdown or a breakdown.
a. With this in mind, noise-cancelling earmuffs and ear plugs (whichever will not bring the student
sensory issues) will be offered to students who may be oversensitive to sound.
b. If a meltdown is inevitable--or, for any other reason, a retreat is called for--we will have a Safe
Haven ready for a student in need to break off from the group.

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