Вы находитесь на странице: 1из 2

TEACHER: Ms.

/Coach Delgado DATE:


OBJECTIVE: Students will learn how to GRADE LEVEL: 7th grade
dance the line dance of the song
Copperhead Road.
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish
TEKS: §116.23. Physical Education, Grade 7. (b) 1.D “perform selected folk, country, square, line,
creative, and/or aerobic dances.”
KID FRIENDLY: Students will learn the line dance to the song Copperhead Road.

Materials/Resources/Equipment Needed:
-Speakers to play song
-Gym
-Little papers with different emoji faces
-pencils

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)
-I will present this lesson in a combined of direct instruction and small group. I will teach my
students the line dance by me presenting it to them and them watching and memorizing the dance
moves. I will then separate them in small groups, so they could work together.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you
use to focus students on the lesson for the day?)
-I will put the song “Copperhead Road” on the speakers of the gym and tell the students if
they have heard and danced the song to go to the right side of the gym and those who have
not heard it, to go to the left side of the gym. ( This will allow me to see who has prior
knowledge of the song)

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.
-I will have the students from the side who is familiar with the song show the me (teacher)
how they have danced the song.(They may all dance it the same way or have different ways of
dancing it) The students who are not familiar with the song will also dance the song. (They will
copy the students who are familiar with the song) Afterwards, I will have my students dance
the song again, however this time they will put it their own style to it. (They can do whatever
they want, add an extra step or a spin.) In doing this, my students will know that there are
multiple ways to do things in the real world. This will help them become open minded and not
believe that the way they know is not the only way. ( I will tell my students this)

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)

-I will first have my students stand in an oval-like shape with me (teacher) in the center and
explain that they will learn how to dance the song in a new way.
-I will demonstrate how the new dance for the song goes. (Me facing them)
-I will ask them what they think of the new dance. (I will ask students instead of having them
volunteer)

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)


-I will count off my students (1,2, and 3) and they will form groups according to their number.
(1=leader, he or she will make sure students are paying attention and not fooling around)
-I will then break down the steps and have students shadow me.
-I will break the dance step by step and have them practice one step at a time
-I will show them the first part of the song, have them practice it with me, then have them
practice it alone.( I will walk around and make sure they understood) This step will repeat until
the students learn the song.

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective – FORMATIVE.)
After students have learned to dance the song, each group will dance the song, the rest of the
groups will peer evaluate them and afterwards tell them what they did right and what they did
wrong. (Each group will have the chance to evaluate and perform the dance)

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)
-Students will do a “Exit Ticket”.
Exit Ticket: Students will circle an emoji that describes how they felt about the class.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)