Lesson Plan Template

Name: Charles Hunter Date: 17SEP2018 Lesson #: 1

Lesson/Unit Focus: Dance Grade: 9th-10th Class Length: 50 min. Class Size: 25

 STANDARDS/BENCHMARK/GLE’s:
Standard: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
GLEs: 1. HS1-2 Demonstrate competency in activity-specific skills in at least one non-traditional physical activity (yoga, aquatics, rock
climbing, geocaching, disc golf, dancing, fishing, camping, canoeing, archery, etc.)

Standard: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
GLEs: Identify the challenges of learning a new activity

Standard: The physically literate individual exhibits responsible personal and social behavior that respects self and others
GLEs: HS1-2.1 Demonstrate skills such as communication, problem solving, and critical thinking while working with others in a physical
activity setting

 TEACHER OBJECTIVES
Cognitive: TTW learn the names of all the students by the end of 2 lessons. (lesson 1 of 2)
Affective: TTW will be patient and understanding with the students who are apprehensive about learning dance.
Psychomotor: TTW make 5 laps around the gym with my back to the wall by the end of the lesson.

 LESSON OBJECTIVES: (TLW)

Cognitive: TLW be able to know the positions of the square dance and be able to identify calls during a square dance.
Affective: TLW be able to identify the start and stop cues, the check for understanding cues, and the class rules after being instructed
on these rules by the end of today’s lesson.
Psychomotor: TLW be able to step to the squaring dancing calls Allemande, do si do, and ladies’ chain.

 ASSESSMENT/EVALUATION:
Cognitive: TTW give a pre-test to the students about square dancing at the beginning of the lesson.
Affective: TTW observe crews that are displaying fair-play and are following the rules and regulations during the lesson and make
them a positive example.
Psychomotor: TLW complete the Allemande, do si do, and ladies’ chain during the lesson.
  INTEGRATION:
US.2.1 Evaluate the social, political, and economic antagonism that occurred between ethnic and cultural groups as a
result of westward expansion.

Talk about how music is a part of social aspects of many cultures across America. Ask students to name a few dances that they know of that are from
different areas of the US that are directly related to culture.

 EQUIPMENT/TEACHER MATERIALS:
Item: Amount:
Speaker 1
Music
Folders 4
 ACCOMODATIONS & MODIFICATIONS

Injured or students with disabilities will do the routines to the best of their abilities but will play a major role in the choreographing and
management of the crews. Music can be slowed down if students are having trouble keeping up with the calls. Moves will be made more
complex for students that are exceling

 LESSON PROCEDURES/ACTIVITIES:

Time Instant Activity/Task Organization Criteria to move on Skill/Teacher Cues

5 Instant Activity Instruction: After 2 mins of the Cues: Remind students of
mins The students will be split into 3 groups of 8. In selected song playing, the the roles of the crews and to
their 3 groups of 8 split into 2 teams of 4. The keep an eye out for who is
students will be given a song to create an original taking charge and what roles
dance using a clap, walk, jumping jack, and dab would suit what member.
given. SAFTEY AT BEGINING

Goal: For the students to get

used to the other students in
their crews, the students can
start to think about what
crew member will be in
what position, and for the
students to move around and
get the creativity flowing for
the lesson.
 Time: 5 sec Transition:

Time Introduction/Set Induction & Organization Criteria to move on Skill/Teacher Cues

Behavior Focus
5 Introduction: Teams: After the introduction I Cues:
mins  Introduction of: who I am, why I am here, 1. (8) people will split the students into  Intro
what we are going to be doing. “I am a. Choreographer x2 their perspective teams. I  Management
Charles Hunter and I am Health and b. Fitness Trainer x2 will then address the  Behavior
Physical Education candidate in the college c. DJ x2 folders and jobs.  Students get assigned
of Human Sciences and Education. I am d. Reviewer/critic x2 to their crews
here to teach a 10-lesson unit on dance in 2. (8) people  Crew Talk (hand out
an effort to become a more confident a. Choreographer x2 folder)
teacher. Like I said we are doing dance and b. Fitness Trainer x2
with this unit we will be using the sports c. DJ x2 Goal: To have the students
education model and at the end of the unit d. Reviewer/critic x2 understand their roll in the
we will have a dance off. 3. (8) people sports education model and
 Now I will go over management items a. Choreographer x2 the classroom.
“When you address me it will be as Mr. b. Fitness Trainer x2
Hunter. My start and stop cues for the most c. DJ x2
part will be the music when the music d. Reviewer/critic x2
starts you can begin, when the music stops
you stop and if you have equipment I goes
on the ground. When I say roger after I
give instruction and you understand you
say dodger back. If you do not understand
raise your hand and I will answer your
question to the best of my ability”
 How Sports Education works and what is
expected “You will be split into 3 teams of
8. Each team will have a set of jobs:
Choreographer, Fitness Trainer, DJ, and
Reviewer/critic/ Master of ceremony. The
folders that you get from me every
morning after you dress out will contain
what we are doing today, and the
equipment needed. You and your team will
be responsible for your folders for each
 lesson. Each team will have a home court
where they will practice.

Skill Focus: Square Dancing

Behavior Focus: The behavior focus will be on

personal and social responsibility of uplifting and
supporting your fellow classmates. “This is a
judgment free zone. I will not tolerate any sort of
bullying, torching, roasting, flaming. We are here
to learn, including me. Be patient, understanding,
and helpful.”

Time: The students will be instructed to go back to their home courts, we will then discuss reasons why dance is hard, and what are some
3mins hurdles we have to overcome to ensure that dance will remain a lifetime activity. Talk about what made it easier or harder for the
crews to create a dance (communication talk). Talk about responsible communication Clear, Concise, Consistent.

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

10 mins Task: Square Dance Basics Review When the students Cues:
Positions of Dancers: Head Couples and Side have a grasp on  Social aspect of
Couples home position and dance
Numbers of Positions positions of the  Positions
Home Position dance we will  Home
Hand Placement move to stepping  Hand placement
Head couples – couples with back or front to with the beat (give them option for
music hover hand)
Side couple – couples with side to music  Couples (head, side,
Positions – 1 back to music, 2 left shoulder to Male, Female)
music, 3 front to music, 4 right shoulder to
music
Home position – going back to where couple
number 1 is in their original spot. Goal:
Hand placement – Left dances hand under For each student to know
right dancer’s hand. their roles in a square dance
“square” and for them to be
Teams will get into position after the able to return to the home
explanation of the basics of square dancing, position after I call “home”.
 and positions of dancers. When in position the
students will be asked to spread out in the
general space of the gym and when instructed
go to their home base and set up the proper
square dance square. I will come by and check
each team positions. I will then call out a
couple’s number and ask them to switch with
another couple only using numbers.

Extension:

Refinement: stop class go over positions of

the couples and

Time: 3 Transition: Review the positions, students will stay at their home courts for the integration and culminating activity and talk about
mins how music is a part of social aspects of many cultures across the globe. Ask students to name a few dances that they know of that are
from different areas of the world, or here in the US that are directly related to culture.

Time Task/Skill Organization Criteria to move on Skill/Teacher Cues

10 mins Task: Square Dance Basics After the class Cues:
Do Si Do completes 3 rounds  Basics
Allemande Right/ Left of calls with music  Count steps
Ladies Chain we will move on to  Move your feet to the
closure beat
Teams will all be in a place where they can see  Do Sa Do
me instruct. I will use a team as the example  Ladies Chains
team. I will explain stepping with the beat by
walking in a circle left then right while the Goal: To have students in
music plays and let the students practice with step with music and calls of
their teams near forward and back and Do Sa
Do
Do Si Do – partners will listen for the call of
Do Si Do. When the call of face your partner is
given couples will face each other, pass right
shoulders, slide back to back, pass left
shoulder and return to facing their partner.

Allemande Right /Left – Corners face and take

 left/ right hand. Walk around each other own
position.

Ladies chain – Ladies, designated by caller,

walk to each other and take right hands. Pass
by dropping hands and give left hands to the
Lady’s Partner in his left hand. Gents place
their right arm around the lady’s waist and
turns her counter-clockwise to face the other
Couple. Ladies Chain back the same way.

Extension: Have the students make a

variation or a twist with the do sa do, have
them add some pazza to the calls.

Refinement: Stop and go over the positions

and couple names, numbers, and letters.

Time: 30 Transition: have the students get water and come back to their home courts
secs

Time Culminating Activity Organization Criteria to move on Skill/Teacher Cues

3 mins Activity Instruction: When the song Cues:
Teams will wait for music to start and we will expires, after  Make Calls
put together all the calls that we learned to completing the  Remind students of
today. check of following beat
understanding.  Have them switch
Check for understanding: Go over positions directions
and calls and get them prepared for closure

Goal: To have the students

Purpose/skill used: Square Dance Positions put together the calls and
and two basic calls (Forward and Back, and Do have a basic understanding
Sa Do) of square dance

Assessment:
• Cognitive: name the positions
 • Psychomotor: have a couple
demonstrate the Do Sa Do
• Affective: have the crew members
shake hands

Time: 30 Transition: have the students get their folders meet me in the middle of the class for closure.
seconds

Time Closure: Organization Criteria to move on Skill/Teacher Cues

5 mins Have the crews grab their folders and go to All folders are Review:
their assigned home court turned in and Crew Remind them about picking
Have the students remove the sheet label Name worksheets up their folders every
“Crew Name” and come up with a name for are turned in. Each morning before the lesson
their crew. crew says their starts and meet up with their
Have them assigning members to jobs crew name and teams
Have them come up with a cheer/catch phase chant/ phrase.
associated with their crew name.

POST LESSON REFLECTION: What were the most successful components of this lesson?
Why were they successful?
What needs improvement in the lesson?
How can you improve the identified areas?
What do students need more work with?
Did I reach my lesson objective, why or why not?