Lesson Plan Checklist

Component
Header
Purpose/Key Idea
Learning Objectives (LO)
State Standard
State Grade Level Standard

Description
Ms. Nehri Gonzales Cha Cha Slide Dance Unit Class size: 25 Grades 5
Students will develop physical, and cognitive skills through dance.
Students will learn the sequences in the Cha Cha Slide and demonstrate an understanding that theyre several stages in
the creative process. This activity provides an opportunity for students to move expressively to a variety of sounds and
music. Students will gain a good understanding of their personal space of performance area.
Standard 1 NAPSE; A physically educated person demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities
Standard 2 NAPSE; A physically educated person demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical activities.
Grade 6 (1.7) Perform folk and line dances (1.8) Develop, refine and demonstrate routines to music. (2.10) Identify
steps and rhythm patterns for folk and line dances

Prerequisites

Basic understanding of movement and listening to instructions.

For advanced or non-advanced students, you can invite them to create or modify the dance moves to their needs. More
advanced students can add a twist or improve the steps if they wish. Students with disabilities can participate by
performing what they are able to. E.x: students in a wheelchair can do the arm movements and move wheelchair back
and forth instead of moving feet.
Speaker, internet connection or CD. Students and it can be facilitated in a gymnasium, outside or any room with enough
space to move.
Space student in which they will not touch anyone. Ensure that they have enough space in which they can move freely
without bumping into another peer. No safety equipment necessary. Instruct the rules; Dont get hurt and pay attention
to your surroundings
Introduction of lesson: 2 minutes
Warm up: 3 minutes
Cha Cha Slide dance steps instruction: 5 minutes
Performance together as a class: 5 minutes
Cool down: 3 minutes
Students will learn how to create movement sequences based on patterns. Students will move safely in both personal
space and general space during dance activities. Students will move in time to a variety of rhythms, metres and tempi.
Students will learn performance skills and develop self confidence.

Modifications for Inclusion

Equipment, Materials &
Facilities
Safety
Time

Task Presentation (learning

experience & skill analysis)
Class Organization

Feedback (FB) &

Instructional Cues
Assessment

Will ask the students if they understand how Im explaining how to do the steps or if they need more clarification. If
theyre not understanding then ill inquire on what they dont get and Id do my best to help clarify it.
Psychomotor- Students will move expressively in response to a variety of sounds, music and combinations of

Closure

movement. Students will repeat and vary movements to create sequences and respond to music for create a dance
sequence. Students show proficiency when varying movements(loco motor and non-loco motor ) in response to
differences in rhythmic pattern, metre and tempo.
As the instructor I will check for understanding by observing my students movement to see if they did understand the
step. If the students have not understood I would go over the steps again and we would do it together. Children learn
differently. Students do you think you are able to do the dance now? What steps dont you understand? How could it be
easier for you to do? At the end of the lesson ask if the children had fun and would like to do it again.

Lesson Plan Cover Page

Name:

Ms. Nehri Gonzales

Grade/School Level:

Unit:

Dance

Lesson # & Title:

Grades 5
Cha Cha Slide

Class Size:

25

Class Length (min.):

20

Purpose or Key Idea of Lesson: Students will develop physical, and cognitive skills through dance
Learning Objectives (LO; California PE Content Standards): Upon completion of this lesson, students will be able to
Psychomotor: Grade 6 Standard 1- Students demonstrate the motor skills and movement pattern needed to perform a variety of physical
activities.
1. (1.7) Perform folk and line dances
2. (1.8) Develop, refine and demonstrate routines to music.
3. (1.9) Combine relationships, levels, speed, direction and pathways in complex individual and group physical activities.
Cognitive: Standard 2 -Students demonstrate knowledge of movement concepts, principles, and strategies that apply the learning and
performance of physical activities.
1. (2.3) Analyze and correct errors in movement patterns
2. (2.10) Identify steps and rhythm patterns for folk and line dances.
Prerequisites: Basic understanding of movement and listening to instructions.
Modifications for Inclusion: For advanced or non-advanced students, you can invite them to create or modify the dance moves to their needs. More
advanced students can add a twist or improve the steps if they wish. Students with disabilities can participate by performing what they are able to. E.x:
students in a wheelchair can do the arm movements and move wheelchair back and forth instead of moving feet.
Equipment (including quantities): Music, the song Cha Cha Slide by DJ Casper on CD or via internet available and a speaker.
Safety: Space student in which they will not touch anyone. Ensure that they have enough space in which they can move freely without bumping into
another peer. No safety equipment necessary. Instruct the rules; Dont get hurt and pay attention to your surroundings

Lesson Plan
Time
(min.)

Task Presentation
Class Segment
Introductory
Activity

Good afternoon students! Today we

will be doing the unit of Dance. We
will warm up by stretching our body
a bit so we cant be ready to dance.

The students will stretch their arms and

legs. The stretch exercise should take
about 2-3 minutes .

How are you guys feeling class?

Are you ready to dance ?

Explain to the students that we will

be doing the Cha Cha Slide and that
we will start by doing the dance
moves step by step.

Students are looking at instructor to see

how to do the dance moves and
practicing themselves.

Do you guys think you can do it?

How are the moves class? Does
everyone have this or do we need
more practice?

This is where we perform the dance

as a whole class and not step by step.
We do the dance together.

Students are participating as a group and

are executing the dance at the best of
their abilities.

Hows it going class? Is it fun?

Stop the music and have the class

cool down. Ask the students to relax
and sit down and stretch sitting
down.

Students are sitting on the floor relaxing

stretching their legs. Cooling down.

OK, class how was the activity ?

Explain to the class how well they

did and praise them on their effort
and participation.

Student are discussing what they did or

didnt enjoy about the dance.

Ask students for feedback on how

it could have been better.

Transition
Skill
Development

(This is a 5-8 min. activity

connected to the LO above
to SPECIFICALLY
address the unit of
learning)

Transition
Lesson Focus

10

(This is the time that all

instruction for the specific
skill takes place, where
you tell the students HOW
to do the skill. The
information from the
rubric is here demonstration of the skill,
practice time for the skill
while you watch and FB
about performance. Once
you are sure that the
students can perform the
skill, send them into drills
or stations to continue to
practice the new skills.)

Transition
Closing Activity
(This is a 3-5 minute gross
motor activity used to
lower the bodys core
temperature and stretch
muscles & joints used
during activity.)

Transition
Closure

FB/Instructional Cues

(What will you do/say to students?

How will you convey the new info to
them?)

(Set Induction and a 3-5

minute gross motor
activity used to raise the
bodys core temperature so
the activity will be more
effective. It must be
connected to the LO
above.)

Structure
(Organization/Management)

(This is the time where

you review student
performances and reiterate
the focus of the lesson so

(What are the students doing during this

time?)

(What cues and feedback (FB)

statements will you use in
response to the students actions?)

Assessment

the students know what