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
X

1 min.

1 min.

X
X

X
X

X
X

X
X

X
X

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

X
X

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

11/12/14

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
General space
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

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?