SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Nicholas Plourde

SCHOOL: Rebecca M. Johnson School

DATE: 2/23/15
LESSON#: 1

TIME: 12:25-1:05 PM
FACILITIES: Gymnasium

CLASS SIZE: 22 Students

GRADE: 2
UNIT/THEME: Rhythms & Dance
GENERIC LEVEL: Precontrol/Control
EQUIPMENT: 4 Boundary Cones, 5 Red Poly Spots, 5 Blue Poly Spots, 4 Orange Poly Spots, 4 Green
Poly Spots, 4 Purple Poly Spots, 1 Laptop, 1 Projector and 1 USB Cord
FOCUS OF LESSON: Demonstrate The Sid Shuffle Dance
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + NASPE Standard(s); Task #s where
content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
(P) Perform rhythmically at least 7 out of the 9 steps to The Sid Shuffle dance by mimicking the
teachers physical demonstrations of these motions when carrying out this routine. (SHAPE (S1.E5.2);
MA CF 2.3) (Taught: Activity #1, #2, #3, & #4; Assessed: Entire Lesson)
(C) Identify at least 5 out of the 9 steps to The Sid Shuffle dance by accurately answering a series of
informal questions posed by the teacher throughout the course of the class period. (SHAPE (S2.E1.2);
MA CF 2.2) (Taught: Activity #1, #2, #3, & #4; Assessed: Entire Lesson)
(A) Follow the class rules without getting a warning during the entire class period. (SHAPE (S4.E5.2);
MA CF 2.7) (Taught: Introduction; Assessed: Entire Lesson)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1. Teach the students the proper steps needed for The Sid Shuffle dance in the correct manner by
demonstrating to them when they need to be implemented in order to successfully complete this routine
by the end of the class period.
2. Interact effectively through instruction and feedback so that a positive learning environment is
maintained.
SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
Students need to be sure to stay in their own personal space when carrying out routine. Proper attire for
physical activity (no jewelry, wearing sneakers) will be enforced at the beginning of class. If students get
tired during the class period that the teacher needs to remind them to move outside of the boundaries so
they dont get injured. The students will also be made aware of any hazardous equipment for which the
facility presents. Lastly, all students will be required to adhere to the stop/go signals for which will be
presented at the start of the lesson.

REFERENCES:

Graham, G. (2008). Teaching children physical education: Becoming a master teacher (3rd
ed.). Champaign, IL: Human Kinetics.
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching
physical education (9th ed.). New York, NY: The Mcgraw-Hill Companies.

Hasser, M. (2014, November 25). The Sid Shuffle tutorial [Video file]. Retrieved from
https://www.youtube.com/watch?v=YSIJRHFpuQw
Hopple, C.J. (2005). Elementary physical education teaching and assessment: A practical guide
(2nd ed.). Champaign, IL: Human Kinetics.

LESSON PLAN FORM

TIME

SEQUENCE OF LESSON
Opening Meet and Greet: At the door leading into the
gymnasium, the teacher will introduce himself, ask
the class, who will be standing together in a straight
line, how they are doing, and inform them that they
will be learning how to perform The Sid Shuffle
dance from the movie Ice Age: Continental Drift
during todays lesson.

0:00-3:00 min.

ORGANIZATION
Opening Diagram:
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T

Transition

3:00-4:00 min.

The teacher will provide each student with their

seating arrangement for the class period, which will
be denoted by a color (red, blue, orange, green, and
purple). This pigment will indicate the column of poly
spots in which they will be mandated to stay at
throughout the whole class period, where they must
silently stand on this designated platform to wait for
the next series of instructions regarding the first
(Warm-up) activity of the lesson. This duty will be
performed by the teacher reading off each students
name off of the class roster one by one.

Warm Up-

Transition Diagram:
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Warm Up Diagram:
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4:00-9:00 min.

The teacher will play a dance warm-up video on the

projector so that all students can follow along with the
motions presented in it to prepare their bodies for the
physical activity state it will be put in for the complete
extent of the lesson as well as familiarize themselves
with similar content that will be presented during this
time.
Warm Up Video Link: https://www.youtube.com/watch?
v=BrgPzp0GBcw

REFLECTIONS
Teacher Emotion:
- My presentation of content
to students needs to be more
enthusiastic so that these
individuals can, in turn,
become engaged in this
material to a greater degree
through their active
participation in it. I learned it
is extremely important that
my dialogue to students
contains a high level of
excitement considering it sets
the tone for how students
view the content which is
being introduced to them.
That is why I think this
absence of energy within the
instruction I provided resulted
with my learners displaying
subpar effort during the
activities that were planned
for them to partake in in the
course of this lesson based on
the fact that I did not present
them in a manner which
captured these individuals
attention. In the future, I

Transition
9:00-9:15 min.

The teacher will order the students to quietly sit down

on their poly spots to listen to the next series of
instructions that is conveyed to them.

Introduction

9:15-11:15 min.

Meeting Place: The meeting place will be established

with five columns rows of five poly spots placed in a
rectangular formation that is right in front of where
the teacher will stand to provide the students with
more a face-to-face interaction so that they can
process and retain the information that is being
expressed to them.
Boundaries: The teacher will show and tell the
students that they cannot go past the boundary lines,
which will be set up by cones. The teacher also will
tell the students that during the activities they must
keep their head up at all times. These two guidelines
are extremely important to incorporate in your lesson
because they ensure the students safety. For example,
the cones are set up so that the student stays away
from the wall or any other dangerous equipment;
while making sure that the students keeps their head
up is so that they dont run into anything.
Signals: The teacher will tell the students that they are
only allowed to move when they say, 123 go, and
must refrain from moving when they say, 321
freeze.
Student Behavior Expectations: The teacher will
explain to the students that there is no talking during
instruction as well as no horseplay throughout the
lesson. The teacher will also state that each student
will be given two warnings if they are an offender of
these rules. However, on their third offense they will
be ordered to sit and watch the lesson from outside the

Transition Diagram:
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definitely will focus on

attaching a creative theme that
goes along with each one of
these tasks which relates to
my students basic interests so
that they are then more
motivated in attempting to
successfully execute them
without exhibiting any
misbehavior throughout their
involvement in these
exercises.

boundaries and will be given a zero for the day.

The teacher will communicate to the students that the
purpose behind learning about how to establish
rhythm when dancing is because it is used in our
everyday lives. For instance, they will highlight that
dancing is a common feature at parties, events, in
addition to other organized outings. It will also be
explained to the class that dancing can be used as a
form of communication to express ones thoughts,
values, and beliefs, where people of many different
races and ethnicities in all countries throughout the
world use it explicitly for this manner.
The teacher will then ask the students to state any
examples from their own lives for when they have
taken part in dance outside of the classroom.
The teacher will then inform the students that The
Sid Shuffle dance is a fun and easy routine that
requires its performers to exhibit a great deal of
rhythm to correctly execute, but will be urged to be
silly with it when practicing it throughout the class
period.

Transition
11:15-11:30 min.

The teacher will order the students to quietly stand up

on their poly spots as they listen to the next series of
instructions given to them.

Practice

The teacher will play the students the music video for
The Sid Shuffle dance on the projector so that they
can gain a brief understanding for how the routine is
performed.
Music Video Link: https://www.youtube.com/watch?
v=uMuJxd2Gpxo
Demonstration: The teacher will briefly demonstrate
how to perform the first two steps of The Sid

Introduction Diagram:
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Transition Diagram:
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T

Teacher Wait Time:

- When the majority of
students were exhibiting offtask behavior in this lesson I
effectively was able to utilize
my teacher wait time to get
them to refrain from talking
with one another so that they
would then regain their
concentration on my
instruction. I detected that this
instructional strategy was
highly sufficient when
conveying content to students
because it expressed to them
that they were not going to be
taught any new material until
they silently placed their
undivided attention on me.
With that being said, there
were several instances
throughout this lesson where I
had to resort to this technique
in light of how my learners
were displaying boisterous
behavior as I was trying to
introduce them with new
subject matter, where on each
occasion this tactic worked to
suppress the conversations in
which were taking place

11:30-16:30 min.

Shuffle dance by counting them off using wholepart-whole and mirror imaging instructional
strategies. It should be mentioned that the teacher will
first complete this series of actions by themselves to
show the class what they look like; however, each of
the succeeding demonstrations will be executed along
with the students at the lead of this instructor. These
motions will continuously be demonstrated by the
students until the teacher feels as though they have
adequately mastered them.
Skill Cues (for steps):
Step forward (with left foot) and wiggle fists
(clench hands in fists and shake them next to
head).
Step back (with left foot) and wiggle fists
(clench hands into fists and shake them next
to head).
Checking for Understanding:
1.) What are the first two steps of The Sid Shuffle
dance? (They are taking a step forward while
wiggling fists directly next to head after this
stride has been completed, then executing the
exact same sequence of motions except taking
a step backward with same foot for the
succeeding dance move.)
Activity #1: The students will perform the first two
steps of The Sid Shuffle dance with the teacher
leading this routine a total of five times without the
music. After this practice, the teacher will then tell the
students to perform the same segment of the routine
both with and without their guidance for an additional
five times using the music. While the students are
taking part in this duty by themselves, the teacher will
provide them with feedback that specifically targets
the key aspects of their performance.
Extension Up: Any students who are experiencing a

Practice (Activity #1) Diagram:

S S S S S

among these individuals. This

is why it is critical I continue
to fuse this pedagogical
practice into the guidance that
I administer to students when
communicating the key
concepts in my teaching
episodes to them because of
how it shifts their focus
towards following along with
what I am presenting about
these notions.

Teacher Phrases:
- The wording that I use

lot of success executing this routine will be asked to

attempt performing it in front of where their
classmates are standing so that these peers can watch
them in an effort to emulate their implementation of
the dance.
Extension Down: Any students who are experiencing
great struggle with executing this routine will be
asked to attempt performing it behind where their
classmates are standing so that they can watch their
peers in an effort to emulate their implementation of
the dance.

Transition
16:30-16:45 min.

The teacher will order the students to stand on their

poly spot silently to wait for the next series
instructions about the following two steps in the
routine that are going to be introduced.

Practice

Demonstration: The teacher will briefly demonstrate

how to perform the next two steps of The Sid
Shuffle dance by counting them off using wholepart-whole and mirror imaging instructional
strategies. It should be mentioned that the teacher will
first complete this series of actions by themselves to
show the class what they look like; however, the
succeeding demonstrations will be executed along
with the students at the lead of this instructor. These
motions will continuously be demonstrated by the
students until the teacher feels as though they have
adequately mastered them.
Skill Cues (for steps):
Step left and slide (to the left).
Step right and slide (to the right).
Checking For Understanding:
1.) What are the second series of two steps in The

Transition Diagram:
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within my instruction to
students is not
developmentally appropriate
for their age level due to how
some of these individuals
seemed as though they were
slightly confused when given
a particular duty to perform.
There were several instances
when I did not receive a
response from my students
after I had asked them to
execute a distinct task, which
forced me to reiterate what I
presented to them in a fashion
that they could more easily
understand. This repetition of
directions had a negative
effect on the overall
smoothness of this lesson
because it forced me to then
put a halt to the learners
performance in the activities
so that I could then go back to
clarify how these movement
assignments were supposed to
be correctly enacted by
modifying the dialogue I
articulated to them for this
instruction in a manner that
they could better comprehend.

16:45-21:45 min.

Sid Shuffle dance? (They are taking a step at

first to the left and then sliding body in the
same direction immediately after this stride,
then performing this same exact sequence for
the next motion except just stepping to the
right.)
Activity #2: The students will perform the second
series of two steps for The Sid Shuffle dance with
the teacher leading this routine a total of five times
without the music. After this practice, the teacher will
then tell the students to perform this routine from the
beginning all the way to this segment both with and
without their guidance for five additional times using
the music. While the students are taking part in this
duty by themselves, the teacher will provide them
with feedback that specifically targets the key aspects
of their performance.
Extension Up: Any students who are experiencing a
lot of success executing this routine will be asked to
attempt performing it solo in front of the class as a
demonstration for their peers.
Extension Down: Any students who are experiencing
great struggle with executing this routine will be
asked to attempt performing it with a partner who is
proficient in carrying out this dance so that they can
watch this individual when they are completing it in
an effort to try to emulate their implementation of its
steps.

Transition
21:45-22:00 min.

The teacher will order the students to stand on their

poly spot silently to wait for the next series
instructions about the following two steps in the
routine that are going to be introduced to them.

Practice-

Practice (Activity #2) Diagram:

S S S S S

That is why it is vital in my

future teaching episodes I
speak to the students in a way
that merges ideas which most
children are familiar with by
using imagery within these
expressions in order for them
to visualize in their mind what
they are expected of by me to
carry out.

Transition Diagram:
S S S S S
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S
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Student Feedback:
- The feedback that I granted

22:00-27:00 min.

Demonstration: The teacher will briefly demonstrate

how to perform the next two steps of The Sid
Shuffle dance by counting them off using wholepart-whole and mirror imaging instructional
strategies. It should be mentioned that the teacher will
first complete this series of actions by themselves to
show the class what they look like; however, the
succeeding demonstrations will be executed along
with the students at the lead of this instructor. These
motions will continuously be demonstrated by the
students until the teacher feels as though they have
adequately mastered them.
Skill Cues (for steps):
Criss cross (make X shape with feet having
right in front of left) and mammoth (place
left hand on back of head and wiggle right
arm by extending it out at side of body).
Criss cross (make X shape with feet having
right in front of left) and mammoth (place
right hand on back of head and wiggle left
arm by extending it out at side of body).
Checking For Understanding:
1.) What are the third series of two steps in The Sid
Shuffle dance? (They are criss cross feet by
making an X step with right foot in front
while placing left hand on back of head and
wiggling right arm by extending it out at the
side of body so it is parallel to the ground, then
performing this same exact sequence of actions
for the next motion with arms positioned in the
opposite manner.)
Activity #3: The students will perform the third series
of two steps for The Sid Shuffle dance with the
teacher leading this routine a total of five times
without the music. After this practice, the teacher will
then tell the students to perform this routine from the

Practice (Activity #3) Diagram:

S S S S S

to the students was adequate

in relation to specifically
highlighting key components
of their performance in a
positive manner with which
they were doing a good job of
carrying out. I discovered that
this practice was extremely
helpful for motivating the
students to put in maximum
effort into their execution of
the activities within this
lesson through the praise for
which I fused in these
instructional statements.
Additionally, one observation
that I made from using these
comments of admiration when
pinpointing certain learners
performance to the entire
class is that they prompted
their peers to work harder at
refining their own
undertakings of the same task
in order to also have their
achievements get noticed by
me. It is greatly important that
I continue to walk around the
sides of the teaching space to
scan the students with my
back to wall when they are

beginning all the way to this segment both with and

without their guidance for five additional times using
the music. While the students are taking part in this
duty by themselves, the teacher will provide them
with feedback that specifically targets the key aspects
of their performance.
Extension Up: Any students who are experiencing a
lot of success executing this routine will be asked to
attempt performing it with their eyes closed.
Extension Down: Any students who are experiencing
great struggle with executing this routine will be
asked to attempt performing alongside the teacher so
that they can watch them carrying out the dance in an
effort to try to emulate their implementation of its
steps.

Transition
27:00-27:15 min.

The teacher will order the students to stand on their

poly spot silently to wait for the next series
instructions about the last three steps of the routine
that will shortly be introduced.

Practice

Demonstration: The teacher will briefly demonstrate

how to perform the final three steps of The Sid
Shuffle dance by counting them off using wholepart-whole and mirror imaging instructional
strategies. It should be mentioned that the teacher will
first complete this series of actions by themselves to
show the class what they look like; however, the
succeeding demonstrations will be executed along
with the students at the lead of this instructor. These
motions will continuously be demonstrated by the
students until the teacher feels as though they have
adequately mastered them.
Skill Cues (for steps):

Transition Diagram:
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completing these exercises in

light of how this proceeding
played a major role in
ensuring that every single one
of these individuals was
within my realm of vision at
all times in both of these
sessions so that I could offer
them with accurate verbal
evaluations of recognition on
their consummation in these
movement assignments.

Jump jump (leap forward two times with

arms raised parallel to head, elbows flexed at
shoulders, and palms simultaneously pushing
up towards ceiling/sky).
Shake your rump (sway hips back and forth
to the side).
Walk it like granny (hunch back with right
hand clenched in a fist out at the front of
body while slowly turning self to the left).
Checking For Understnading:
1.) What are the last of three steps in The Sid
Shuffle dance? (They are jump jump, which is
leaping forward two times with arms raised
parallel to head, elbows flexed at shoulders,
and palms simultaneously pushing up towards
ceiling/sky, shake your rump, which is swaying
hips back and forth to the side, and walk it like
granny, which is hunching back with right
hand clenched in a fist out at front of body
while slowly turning self to the left.)
Activity #4: The students will perform the final three
steps for The Sid Shuffle dance with the teacher
leading this routine a total of five times without the
music. After this practice, the teacher will then tell the
students to perform the entire routine five times both
with and without their guidance using the music.
While the students are taking part in this duty by
themselves, the teacher will provide them with
feedback that specifically targets the key aspects of
their performance.
Extension Up: Any students who are experiencing a
lot of success executing this routine will be asked to
attempt performing it by leading the entire class in a
run-through of the full dance by counting off all of the
steps.
Extension Down: Any students who are experiencing

27:15-32:15 min.

Practice (Activity #4) Diagram:

S S S S S

great struggle with executing this routine will be

asked to attempt performing it in a designated location
within the activity area in their own personal space so
that they can practice the dance as many times as they
want without music until they can effectively carry it
out.

Transition

32:15-32:30 min.

The teacher will order the students to stand on their

poly spot silently to wait for the next series
instructions about the final (Cool Down) activity of
the lesson.

Transition Diagram:
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Cool Down

32:30-37:30 min.

The teacher will lead the students in three upper and

lower body stretches of their choice in which must
each be held for a total of 10 seconds in an effort to
physically bring these individuals back to their
normal resting state.

Transition

37:30-37:45 min.

The teacher will order the students to sit down on

their poly spots silently to wait for the series of
questions that will be posed to them during the
closure of the lesson.

Closure At the designated meeting place, the teacher will

thank the students for listening and cooperating during

the lesson; however, this will only be done if they did
behave respectfully.
The teacher will then ask the students the following
questions:
1.) What movie is The Sid Shuffle dance originally
from? (Ice Age: Continental Drift.)

Cool Down Diagram:

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37:45-39:45 min.

2.) What is the purpose for learning about

establishing rhythm when dancing? (That it is
used in our everyday lives.)
3.) What were the examples that the teacher used to
explain how dancing is a common leisure activity
in our everyday lives? (It is a typical feature
included at parties, events, as well as other
organized outings.)
4.) What can dance express when used as a form of
communication? (Ones thoughts, values, and
beliefs.)
5.) What countries around the world use dance as a
mode for conveying this information? (All of
these nations.)
To conclude the lesson, the teacher will tell all of the
students to stand up on their poly spots and
demonstrate only the skill cues of The Sid Shuffle
dance in front of them so that they can watch their
execution of these motions for one last time.

Transition39:45-40:00 min.

The cooperating teacher will tell each of the

students one by one their grade for the day out of
five by shouting it out to them so that they can then
go to stand in the dismissal line by the door of the
gymnasium to wait for their regular instructor to
arrive so they can then leave.

Miscellaneous Information of Lesson

Assessment: The teacher will assess the students

performance for achieving the lessons objectives by
visually observing them throughout the full duration
of the class period.
Teacher Positioning: During the entire the lesson,
the teacher will re-position themselves throughout
each of the instructional activities when they are not

Transition Diagram:
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presenting content by scanning the gymnasium with

their back to the wall to provide the students with
necessary feedback regarding their performance.
Modifications/Accommodations:
An instructional aide will be provided to any student
with an identified learning disability in an effort to
provide these individuals with one-on-one guidance
for each instructional activity within the lesson.
All ELL students will be given a translator, which will
be performed by other bilingual students in the class,
so that they can successfully take part in the lesson.
Any chronicled IEP criteria will be complied with
throughout the course of the entire lesson for students
in need of such support.

Closure Diagram:
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Transition Diagram:
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Key:
S -

Students

Teacher

Moving Straight Ahead

Moving Right

Moving Left

Boundary Cone

Red Poly Spot

Blue Poly Spot

Orange Poly Spot

Green Poly Spot

Purple Poly Spot

Laptop

Projector

USB Cord