Christopher Ngo

Tiger PRIDE

11/12/14

GRADE LEVEL:
4rd Grade
CLASS SIZE:
22 students
LESSON LENGTH:
30 minutes
UNIT:
Dance
LESSON #:
1 of 1
LESSON FOCUS:
Line Dancing (Thriller)
PREVIOUSLY LEARNT SKILLS:
Spatial awareness, personal space, general
space
FACILITITES:
Blacktop/Grass
EQUIPMENT:
Music

Student Learning Outcomes (SLOs):

Psychomotor: SWBAT perform the cues of the skill for the thriller line dance. SWBAT
demonstrate the proper movements for each 8 step count.
Cognitive: SWBAT discuss the strategies they implemented as individuals to remember
the cues of the skill. SWBAT explain what an 8 step count is and why it is important.
Affective: SWBAT include positive attitudes and spatial, as well as body awareness
concepts in this lesson in order to effectively accomplish the task(s). Effective traits can
include: smiling, high-fives, positive dialogue, encouragement, positive feedback for
strategies for dance!
Health-related: SWBAT recognize the physiological responses to exercise and will be
engaged in MVPA for at least 50% of the lesson time.

Instant Activity: Dancing 8 counts

Time: 1 minute
Have students spread out into personal space and explain to them an 8 count. Students can
stomp to it, clap to it, snap to it, kick to it, march to it, etc.

Time: 4 minutes.

Christopher Ngo

Tiger PRIDE

11/12/14

Body of Session: Thriller Line Dance : 21 minutes

Activity
Group Practice
#1
Time
21 minutes
Set up
X
X
X
X

1 min.

1 min.

Activity/COTS
Refinement
Demo: Students will be instructed
in 4 different segments on each 8
count.

Explain to the students that they

will practice 4 different parts of
the dance and we will break them
down. Introduce the 1st part.
1 min. Students practicing
30 sec

Organization
Semi-circle

Key Words:
Semi-circle
Diagonal
bodies, around teacher
step, wave, forward,

Teacher movement:
reinforce Affective
objective
1 min. Regroup: introduce 2nd part. Cues: Reinforcing Affective
30 sec
Clap above head, slide with arms objective
out, step with arms down, shrug,
look left, look forward. Student
demo.
2 min.
Students practicing.
Teacher movement:
reinforce Affective
objective
2 min
Transition/Re-group:
quick Key words/cues: step,
discussion about the cues of the wave, together,
skill and introduce doing the two
together.
Clap, slide, stomp,
arms,
2 min.
Students practicing
Reinforce Affective
objective, high fives
for great form,
correct bumps, good
sets
1 minute Regroup: Introduce 3rd part. Cues: Zombie arms,

General
activity space
Students
in
General Space
facing forward

Students
in
General Space
Semi-circle

Whole class in
GS

Christopher Ngo

Tiger PRIDE

Zombie walk. Zombie arms. Walk, step right, knee left,

2, 3, knee left, knee right, knee step right, knee right.
left, walk 2, 3, knee right, knee
left, knee right.
2 min
Students practicing
Reinforce Affective
objective: positive
constructive feedback
th
1 minute Introduce 4 part. Knee swings Cues: Knees swing
and half turn
side to side, right
hand on hip, left hand
on thigh or knee and
step, step, step, step
in circle.
th
5 min. Practice on 4 8 count then
and 30 incorporate entire dance.
sec
30
seconds

Return to home base

11/12/14

General space

Encourage hustle and

returning
to
Homebase in timely
manner

Closure: 4 minutes
Class reviews what skills we learned today: Thriller Line Dancing and Rhythm
Time: 2 minutes.
Class discusses strategies to keep good personal space and go over the cues of the skill
for each section of the line dance
Time: 1 minute.
Discuss what students will be doing next class period and how what they learned in
your lesson will transfer into the next.
Time: 1 minute
Class ends with high-fives on exit.

Christopher Ngo

Tiger PRIDE

11/12/14

Assessment:
In addition to the systematic observations that will assess motor differences, time
spent in physical activity; you should spend this session assessing the affective skills
of your students and cultural differences you may see emerge. Take notes on the
following and include in your reflection journal:
- What languages did you hear the students speak?
- Who did the students partner with if given a choice?
- During down time who did the students socialize with?
- Were the students able to work effectively and without conflict with their
partners/teams? If not, what factors seemed to be causing conflict?
- What evidence of teamwork/communication did you see? (e.g. high fives etc)
- Did the students request any activities/sports? If so, what were they?
- What role does Maria play? How do the students respond to her? Does their
behavior change when she is around?
- Did you learn anything about the students home life/background? If so, what?