MODULE 2: PHYSICAL EDUCATION LESSON PLAN ASSIGNMENT

WEEK 13 WORKSHOP SUBMISSION

1. Conceptual & Organisational Framework:

Intro:

Dance: Hoedown Throwdown, Grade 10

Aims: There are numerous purposes of teaching a class to dance. Whilst moving beyond
the purely physiological parameters, dance not only develops co-ordination but also
balance, agility and skill. This task will involve the students in co-operative dance
activities in small and large groups, therefore will encourage students to develop
interpersonal and social benefits including leadership, teamwork and co-operation.
These skills are also developed through the student-centred pedagogical approach (Den
Dunh, 1997: p.2). The lesson will aim to improve their quality and style of their
performance and will allow them opportunity to perform and observe each other. The
students will be required to develop their own rendition of the dance which will foster
creativity and imagination. Through repetition and encouragement the students will
hopefully gain confidence (Dance, 1984: p.225)
Outcomes: The outcome of teaching the Hoedown Throwdown Dance is that students
understand the correct technique and application of the dance whilst creatively free
styling and augmenting their own dance moves into the routine, developing
creativeness. The student will hopefully develop a positive attitude towards dancing
whilst evolving personal and interpersonal skill development such as leadership and
teamwork.
Pedagogies:
Both teaching pedagogies and student centred pedagogies will be used to
enable the students to learn this dance. Teaching by command will be used as the
students will be required to comply with the commands of the teacher and therefore
undertake all activities to a required standard and within a given time limit (Mosston &
Ashworth, 2010: p.79). However, this dance lesson will primarily use a student-centred
approach which aims to empower the students to initiate their own learning while the
teacher becomes the facilitator, creating situations for students to discover their own
solutions (Den Dunh, 1997: p.2). The students will be given the instructions for the
dance moves and will need to learn them either individually or in groups thus utilising
the problem solving pedagogical approach. Guidance by the teachers will be provided
where needed, therefore utilising the guided discovery approach. The problem solving
pedagogy will be used because as teachers we will provide the framework for the
learning content, however, the decision making will be placed in the hands of the
students. (Mosston & Ashworth, 2010: p.237). This is the case in which the students will
be given time to develop their own dance moves and perform their final dances back to
the class. When this behaviour is achieved the objectives intended student-learning
outcomes will be achieved.
Organisation:
Facilities indoor/outdoor
Indoors room G115A
Space size, how will it be marked out? Chairs will need to be moved to the back of
the
room to allow for maximum space
Students may spread around room when
practising
Equipment what, type (modified), number,
No equipment needed
ratio
The computers/personal laptops

Time Allocations (summary)

Class arrangements explanations,

demonstrations,
activities
Distribution/collection of equipment

will be used for the music

Introduction: 1 Minute
Warm-up: 5 Minutes
Learning Dance: 15 Minutes
Practise Whole Dance: 3 Minutes
Changing Dance Moves: 3 Minutes
Final Dance: 3 Minutes
Students will sit in a V-shape whilst they
listen to
initial instructions
Students may move around the classroom to
learn and practise the dance
The paper with the dance sequence
instructions
will be passed around the class

Safety:
-Lesson will be taught inside away from
distractions
-Inside is also better to hear instructions
-Class must be large enough for 12 people to
move freely (Dance, 1984, p. 226)
Class formations activities;
-Students will sit in a V-shape whilst they
listen
to initial instructions so that they
understand
what is required of them
-Students can spread out around the room to
practise the dance to allow for movement
(Dance, 1984, p. 226)
Student behaviour - expectations/rules; -Students must be respectful towards the
teacher
and their fellow students
-Students will need to work together to
understand the dance sequence
-Everyone must give 100% effort
Warm up;
-The lesson will begin with a moderate cardio
activity to warm up muscles
-The lesson will also begin with joint mobility
exercises to stretch the muscles and
therefore
prevent injuries
(Sports Medicine Information, 2009)
Pre-existing medical conditions/injuries -Injuries will need to be taken into
considerations?;
consideration
before beginning the session
Jewellery removed;
-Jewellery that may be of hindrance should
be
removed
Appropriate clothing/footwear
-Students should have minimum clothing to
Facilities/space;

requirements;

allow for a greater range of movement

(Dance, 1984, p. 226)
Consuming food & drinks in class eg no -No food or chewing gum should be
chewing/
consumed
eating drinks?.
whilst dancing, however, drink breaks are
acceptable

2. Teaching Plan:
* Lesson introduction (title, year level, preview of outcomes and aims); 1
Minute
Students seated within a 45OC angle
Chelsea:
Welcome everyone to todays dance class where you, our year 10 PE class will be learning
the Hoedown Throwdown from the Hannah Montana movie which is a country dance.
This dance session should encourage you to initiate your own learning through challenging
your:
Problem solving skills
Creativity
Teamwork
Co-operation
Perhaps learn a skill that you havent tried before.
By the end of this session:
Learnt the Hoedown Throwdown dance steps
Created some of your own dance steps
Pedagogies:
Command Teaching Initial Instructions
Problem Solving Work out the dance steps and make up new ones in groups
Guided Discovery Teacher may help guide you to discovering the dance step
Before

we start:
Are there any injuries or medical conditions that I need to know about?
Please remove any jewellery that may be of hindrance
Please put any chewing gum in the bin as it is a choking hazard

* An appropriate student centred warm up (moderate cardio & joint

mobility); 5 Minutes
Olivia:
Moderate Cardio:

Hoedown Throwdown Musical Statues gets students familiar with the song and words whilst
warming up their muscles

Encourage students to be as creative as they can with their dance moves

Joint Mobility
In groups of 3, everyone lead an upper and lower body stretch
* Introductory activities related to the new skill(s)/concept(s); - 15 Minutes
Divide into two groups: Number students as a 1 or 2 to segregate them into 2 groups
Give each group dance instructions
Group

1 (Chelsea) learn and practice part 1 of dance, Group 2 (Olivia) learn and practise part 2
Learn moves from instructions
Practise together without music
Practise together with slow music
Repeat practising until confident

Partner up with someone from the opposite group and teach them your part
Learn moves from instructions
Practise together without music
Practise together with slow music
Repeat practising until confident

* Questions and challenges eg what are we trying to do?; what are the key
aspects of the skill/activity? how can we do it better?;
Get students to gather close to listen
Questions:
What could help you to remember a dance move or sequence?
1. Practise
2. Relate move to something e.g. Put your hawk in the sky Make wings with your arms
as if it were a hawk, Countrify it Imagine you are a cowboy and tuck your fingers into
your imaginary belt
What makes a good dance?
1. Listen to the words, do it in time with the rhythm Dont do the actions too fast or too
slow
2. Make sure youre doing the same thing as the person next to you
3. Do every move with purpose, not half-heartedly e.g. Pop it Imagine you are
punching the air in front of you, Shuffle in Diagonal Imagine your arms are stuck
between 2 walls

* Activities to enable the students to enhance the new

skill(s)/activity(ies)/concept(s) - integrate class
discussion points related to your skill, knowledge & attitude outcomes
where appropriate 3 Minutes
Practice entire dance altogether to the slow song version

* Further questions and challenges and activities (as deemed appropriate)

3 Minutes
In original partners, change at least 2 dance moves develop creativity and imagination, cater
for diversity within skills

* An appropriate applied /concluding activity (eg game/dance/sequence) and

warm down; - 3 Minutes
Everyone perform dance together
* Lesson conclusion (review of outcomes - Question to ask and planned
observations).

What helps you to remember a dance move/sequence?

What makes a good dance?

Hoedown Throwdown Part 1

Boomboomclap,boomdeclapdeclap: Clapalongintimewiththemusic.
Pop It: Hold your left hand out straight in front of you, at shoulder height, with your fist closed
Lock It: Drop down to your right, bending your knees. At the same time, hold your elbows out from
your body - almost like you're pretending to have chicken wings!

Polka Dot It: Shuffle to the left, taking two steps. As you shuffle, point the index finger on your right
hand and waggle it from side to side, in time with your shuffling

Countrify it: Tuck your thumbs into your imaginary belt. Straighten your right leg and tap your right
heel to the floor, then repeat on the left leg

Hip-Hop it: On "hip," cross your arms straight out in front of you and kick your right leg out in front of
you. On "hop," pull your leg and arms back in and place your hands on your hips. Hunch your
shoulders forward and bend your knees on "it."

Put your Hawk in the Sky: Step your feet apart and fold your arms on top of one another so that
your hands almost touch opposite elbows, and hold them slightly away from your body. Clap the
backs of your hands together to make a wings shape and kick your left foot out straight in front of you,
then bring your hands back down to the arms-folded position

From Side to Side: Bend at your hips to the left, then bend to the right, maintaining the arms-folded
pose

Jump to the left: Brush your right foot out to kick with your right leg, and let the small jump turn you
to the left, landing with your feet hip-width apart and parallel

Stick it: Step your left foot so that your feet are together
Glide: Hold your right arm straight out, palm facing forwards, and drag your right foot backwards until
it touches your left

Hoedown Throwdown Part 2

Zig-Zag: Place your right foot in front of your left to "zig," then step your right foot to the side so your
feet are apart to "zag." Lift your right foot behind you and touch your foot with your left hand

Across the floor: Take two steps to the right

Shuffle in Diagonal: Face slightly towards the left and step backwards diagonally two times, then
turn to face slightly to the right and step backwards diagonally two times.

While doing this, hold your arms out to your sides, bent at the elbows so your hands reach up to the
sky. Each time you step rotate your arms at the elbows so your hands point down to the ground and
then back up again.

When the Drum hits: kickoutwithyourleftfootandpunchoutwithyourrightarm.Then

repeat,thistimekickingwithyourrightfootandpunchingwithyourleftarm.

Hands on your hips: Lift your arms out and up to complete a circle, ending with your hands on your
hips

Do a one-footed 1800 Twist: Pivot on your right foot, with your hands on your hips, so that your back
is to the audience. Lift your left leg with your knee bent, and hold your arms up, bent at the elbows.
Hop twice on your right leg as you turn back the way you came to face the audience, ending in a
neutral stance with your arms at your sides

Zig-Zag: Repeat the zig-zag step

Step and slide: Step your left foot to the side and drag your right foot together

Lean it left: Punch slightly to the left with your left hand, then your right hand. Face to the left and
throw your head backwards and bend your right knee so only your toes are touching the floor like
below. Lastly click with your your left hand.

Clap 3 Times: Clap your hands three times, beginning straight out in front of you, and then lift to clap
at shoulder height, then lift your hands again to clap over your head

Shake it out, head to toe: Turn to the right and shake your hands, arms, or shimmy your shoulders
any way you like, completing the circle turn to face the audience

Throw it all Together: Lift your right hand behind your neck and throw it gently out in front of you as
you step your left foot behind your right

Thats how we Roll: Step your left foot forward so that your feet are parallel and hip-width apart, and
lift your arms up, bent at the elbows

References:
'Dance' 1984, in Dodd, Graham D (ed.), Daily physical education. Level 7,
ACHPER Publications, Adelaide, pp. 219-354.

Den Dunh, N. (1997) Game Sense. Australian Sports Commission, ACT:

Belconnen, pp.1-28

"Learning Objectives | Dance Program". Danceprogram.duke.edu. N.p., 2016.

Web. 1 June 2016.
Ministry of Education (2016) The Online Learning Centre,Wellington, New
Zealand. [Online, accessed 10 Mar, 2016,
http://www.tki.org.nz/r/health/sport_studies/approaches/index_e.php#mosston]
Mosston, M & Ashworth, S. (2002) Teaching Physical Education; 5th Edn; San
Fran: Cummings. [Internet site: First Online edition 2010, accessed 4 Feb, 2016:
http://www.spectrumofteachingstyles.org/pdfs/ebook/Teaching_Physical_Edu_1st_
Online_old.pdf]
Sports Medicine Information (2009) Importance of Warming Up before Sports:
Sports Injury Prevention; UK [Internet site: Online, Acessed 06 Apr, 2016; URL:
http://www.nsmi.org.uk/articles/injury-prevention/warming-up.html]
wikiHow. (n.d) How to do the Hoedown Throwdown. California: Palo Alto.
[Internet Site: Accessed 4 Jun, 2016: http://www.wikihow.com/Do-the-HoedownThrowdown]