Sample Lesson Plan (AUSVELS Levels Foundation to 10)

Practicum Lesson Number

Time of Lesson

Topic and Focus

Dance Creating Own Movement

Learning Focus:

What will the students learn and how does it relate to curriculum documents?

AUSVELS Strands Level:

3&
4

Duration of lesson

45 mins

Year Level

Supervisor

3&4

Class Size

25 - 30

Domains

Dimensions

Key elements of standards to which lesson is focussed

Health and Physical Education

Health and Physical

Education

Health and Physical Education

During gymnastics or dance sessions students learn, reproduce and choreograph more complex
movement sequences.

Movement and Physical Activity

Health and Physical

Education

Health and Physical Education

They create and perform coordinated movement sequences that contain a variety of motor skills
and movement patterns.

Assessment Criteria and Method of Evaluation

How will you identify what they have learnt and how will you record or note this

Standards

Assessment Criteria (Ability to: )

Evidence How will you identify what they have learnt and how will you record or note this

Create and perform

coordinated movement
sequences.

Create and perform basic dance movements and sequences.

Observations

Reproduce and
choreograph movement
sequences.

Choreograph dance sequences.

Observations

Students Background Knowledge

What is your starting point what do the students already know, what have they done before, how does this connect to or build on their existing knowledge?

Students would have done some basic dance lessons at school providing exposure to the ideas creating movement. Some may do dance lessons outside of school which
would influence their knowledge base to choose moves from.

Resources and Materials

What materials and resources will you need to have prepared?

Music, iPod, music player

Student Teacher Focus

What will you concentrate on yourself eg; classroom management, lesson flow, voice, positioning, engagement etc?

Lesson flow, management of students, time management

Stage of lesson

Tasks

Stage 1 Introduction
How will you engage and
stimulate the interest of the
students?
Include possible questions
that you may choose to use
Demonstrations etc

Take roll and ask students about what they will do for the
first five minutes of every PE lesson (ball handling skills).
Have short discussion about expectations for the ball
handling skills and trying to develop consistency.

Stage 2 Body of lesson

Describe each distinct task
in the order to be
undertaken. Start a new task
each time the teacher or
students behave in a
different manner. State an
estimated length of time for
each task.
Ensure that there is some
form of prompt or
reinforcement available for
students
What preparations have you
made for early finishers of
each task so that they will
be extended in a relevant
and interesting way?

Ball Handling Skills: Students are given a down ball to

practice their ball handling skill. Can be individual, partner
or group work.

Time

5 mins

Student action

Teacher action

What will students be doing?

Explain how the students are
expected to work.

What will you do during this time? What prompting questions may you
need to prepare? How will you monitor student progress and needs?
What preparations have you made for early finishers so that they will
be extended in a relevant and interesting way?

Listen to instructions
and participate in
discussion.

Explain ball handling skills component of lesson.

What are ball handling skills? What are we looking to
develop with our ball handling skills?
Ensure students are sitting properly, listening and
participating in discussion.

Simon Says: Students spread out in hall. Game of Simon

Says is played with the teacher being Simon. The
difference in this version is that when students get out
they do not sit out but rather grab a sash and continue
participating in the movements but cannot win the game.
Follow the Leader: Students get into groups of five or six.
A leader is chosen in each group and the rest of the group
members must follow the leaders movements as they
move around the room to music. When the whistle is blown
the leader goes to the back of the line and next person
becomes the new leader.
Routine Creation: Students stay in groups of 6. In each
group students take it in turns to do one dance move
for example a turn around. Every time a student
introduces their move it is added onto the previous
students moves so by the end all of the students
movements will be joint together to form a small
routine. Explain to students that they can use
movements completed in previous activities in lesson.
At the end each group will perform routine to other
groups.

5 mins

10 mins

10 mins

10 mins

Using the balls

responsibly by practising
their skill.

Listening to instructions
and acting responsibly.

Listen to instructions,
follow and complete
movements of each
leader. Act
responsibly.
Listen to instructions,
form groups quickly and
create a movement that
is stationary and is
sensible.

Students needs will be monitored when walking around,

observing and asking about their skill. Provide feedback to
help them achieve consistency.
What is your skill? How could you practise this skill to make
it consistently achievable?
Observe students behaviour, movements and determine when
someone is out. Shout loudly the instructions throughout
activity.
Face all students have them face you and ensure all students
are participating.
Students needs will be met by walking around and observing
students dancing. Blow whistle every so often so all students
in the group get a turn of being leader. Encourage groups to
keep moving even if they feel unsure. Any sort of movement
is allowed in this activity.
Explain instructions clearly, manage creation of groups,
provide students with guidance if they need help creating a
move and help students to remember previous movements in
order to join them together. Encourage them to stay in time
with the music as well as providing positive feedback when a
dance is created or previous movements are remembered.
Students needs will be monitored by walking around and
observing students whilst completing activity which allows for
support to be provided when a situation is observed that

requires it.

Stage 3: Conclusion
How will you draw the
findings of the lesson
together so that the students
can evaluate what they have
learnt?
Stage 5: Closure
Do you need to prepare the
students for handing over to
another teacher, or another
subject

Have group discussion and ask if they enjoyed lesson:

what they liked or what they didnt like.

5 mins

Listen and participate in

discussion.

If they finish early tell them to keep practising until all

group members know it off by heart so they can provide
classmates with the best performance of the routine.
Ask questions and listen to responses and feedback provided.
What did you enjoy/not enjoy about the lesson? What sorts
of movements did you learn?
Ensure students are sitting properly, listening and
participating in discussion.

Reflection on Student Learning

What did you observe about student learning?
Students learnt that there are many movements that can be put to music and into a dance routine. Students who were feeling unsure about dance learnt to break out of their conform zones and try movements and perform
things they werent unsure of but by the end activity students participated with confidence as the previous activities helped them realise that there are no limits and can express themselves however they wish.

Comments on Future Lesson Directions

Are there areas you need to go over or move beyond?
Ensuring students perform movements in time with the music. This lesson it wasnt the focus as the children had only just learnt and tried to remember the different movements. Once the movements had been recited
students could work on putting those moves to music to make it an authentic dance routine.

Reflection on Lesson
How was the timing or the flow of the lesson? What other observations did you make?
The timing was better this lesson than previous ones. The flow from one activity to another was efficient and influenced the effectiveness of managing the students during and between each activity.

Reflection on Student Teacher Outcomes

Did you meet your own focus objectives? Could you still improve in that area? Were there other areas you feel you could concentrate on in the future? What were the positive points of
your lesson?
I used a loud voice, positioned my body so all students could be seen and all students could see me, as stated above my timing of the lesson and management of students was better in this lesson. An area of
improvement would be that when conducting activities that require students to move around the space, to make it easier to manage use a certain part of the space so I do not have to travel so far to speak to all groups
and to ensure children are closer in range to you. Also when getting groups to perform to each other maybe have the groups sitting together like an audience with the performing group facing them. This could reduce the
talking as the students can see the performance better.
Supervisor Evaluation
Lesson 7 and 8 - Dance - 3M and 3N
You needed to collect the students from the line up area and bring them to the hall, settle them in and mark the roll. You did all of this really well. It is especially difficult when they have first come in after recess and are a
bit excitable. They did become a little boisterous initially but you also calmed this.
It was great to see you establishing your expectations of the ball handling skills again, and then after this giving the students feedback as to how you thought they worked at this time. On occasions it may also be
necessary to speak to students individually if they are not meeting expectations, but generally it ran well.
Activity 1 - Simon Says
A good start to our dancing unit. Asking the students if they knew what the game was, was a good strategy, I would follow that up getting someone just to verbalise the rules to ensure even those who are concerned about
saying they don't know the game, are then aware of the expectations.
The game was really great as well as it was still inclusive regardless of whether students were out or not, by using the sashes to identify those who had not followed the instructions. It promoted movement, and was a
great warm up. The students were engaged and participated well.
You display a wonderful ability to manage student organisation into groups or whole class activities. The students worked well in the space you gave them, for some activities you may need to give more spatial
parameters, but this wasn't the case for this activity.
Activity 2 - Follow the leader
In the second part of this lesson you once again grouped the students really well, and have demonstrated over your practicum placement that you use various approaches to this.
I have been really impressed that even throughout your last few lessons you have become increasingly aware of time management, ensuring that lessons are structured effectively and all outcomes can be achieved.

For this activity, as you noted when the boys began just running, I may have limited the space they had to move in, forcing them to be more aware of those around them, as well as ensuring safety. By limiting the space, it
also ensures that you are closer to all groups, and can get to them more easily, and in this case also have easy access to the sound system. This is only a very minor organisational aspect though.
Looking at the students they absolutely loved the activity, and were able to perform a range of different movements in the time. I really like the way you give feedback after each activity. It helps you continually build a
rapport with the students as you indicate you are clearly watching what they are doing, appreciate this, and also it gives them a sense of accountability as they know they are being noticed.
Activity 3 - Routine building
This was another really great idea for an activity, building a dance by each student adding a new element. It also fits in really well with descriptors from the curriculum where it states "They create and perform coordinated
movement sequences that contain a variety of motor skills and movement patterns."
Your management of this activity was really good as you moved to each group to see how they were working, which if needed would make your assessment of this task very manageable.
Second Session Changes
It's fantastic to see you continually respond to suggested changes and give them a go. It's not that anything has gone wrong in previous sessions, but as you have seen Jackie and I do, we change up things when we
think things can work better, and you do this really well.
You show great confidence when working with the students, and it was great to see you pulling some boys into line early in this session when they hadn't met your expectations. It was brief, clear, firm and fair.
I think the change in space for the second session worked well and didn't seem to hinder their ideas and movements.
In this session you just happened to get one group who weren't going work quite as smoothly as the others, whilst this won't always happen, it might be an idea to wait a couple of minutes before going to work with groups
just to see how they have begun. This way you can also see which group will be the best to start working with, as some will be much better at working independently. This is always going to be easier when you know the
students and see them more regularly.
It was really good to get some students to share their dances too. In the next session I think if you tell them that they will share their dance this also gives them some more accountability.