K 224: Teaching of Dance Lesson Plan

TEACHER NAME: Bryce Fish DATE: 03/01/18

TARGET
AUDIENCE/GRADE: 3rd-5th
grade

Warm Up – 2-3minutes

NAME OF DANCE: Wobble

NATIONAL PE STANDARDS (Must write out full standard and sub-standard related to dance)
Include 1 for each standard if possible.

 Standard 1 [E5.3-5] Performs teacher-selected and developmentally appropriate dance

steps and movement patterns (3); Combines locomotor movement patterns and dance
steps to create and perform an original dance (4); Combines locomotor skills in cultural as
well as creative dances (self and group) with correct rhythm and pattern (5).
 Standard 2 [E2.3-5] Recognizes locomotor skills specific to a wide variety of physical
activities (3); Combines movement concepts with skills in small-sided practice tasks,
gymnastics, and dance environments (4); Combines movement concepts with skills in
small-sided practice tasks in game environments, gymnastics, and dance with self-direction
(5).
 Standard 4 [E4.3-5] Works cooperatively with others (3a); Praises others for their success
in movement performance (3b); Praises the movement performance of others, both more
and less-skilled (4a); Accepts players of all skill levels into the physical activity (4b);
Accepts, recognizes, and actively involves others with both higher and lower skill abilities
into physical activities and group projects (5).
 Standard 5 [E2.3-5] Discusses the challenge that comes from learning a new physical
activity (3); Rates the enjoyment of participating in challenging and mastered physical
activities (4); Expresses (via written essay, visual art, creative dance) the enjoyment and/or
challenge of participating in a favorite physical activity (5).
 Standard 5 [E4.3-5] Describes the positive social interactions that come when engaged
with others in physical activity (3); Describes and compares the positive social interactions
when engaged in partner, small-group, and large-group physical activities (.4); Describes
the social

EDUCATIONAL OBJECTIVES:
FUNDAMENTAL and/or DANCE MOVMENTS-
 Skill: I will perform movements with the beat and tempo of the music.
 Cognitive: I will remember and perform the dance’s movements.
 Fitness: I will actively engage during the activity

SOCAL OR ACADEMIC FOCUS-

  Personal & Social Responsibility: I will encourage my classmates as we all learn and
perform this dance.

EQUIPMENT NEEDED: Music player,

MUSIC: Wobble by V.I.C.

SAFETY CONSIDERATIONS: I will watch out for others and make sure my movements are the
right movements so that the other students will not be put in harm’s way by me.

ORGANIZATION OF STUDENTS:
 Scatter students in self-space throughout the activity area.
 Be sure students have enough space to dance safely.

CUES:
 Follow Along with Dancers
 Follow Teacher’s Cues
o 20 sec. feel music out
o Jump forward, wobble
o Jump back, wobble
o Turn to right, wobble w arms up
o Turn to left wobble w arms up
o Bowl step to right, back pedal 3
o Bowl step to left, back pedal 3
o Forward diagonal steps w claps
o Backward diagonal; steps w claps
o Repeat 6-7 times till song ends
 Follow the Beat of the Music

REFERENCE:
 Dance Created by: Scott Williams
https://www.youtube.com/channel/UCedqf9znm5wkE8u1lpzCvFw
 YouTube video of dance: https://www.youtube.com/watch?v=hOPvJc-4xdw

Strength/Cardio 5-6minutes

1st part
NAME OF DANCE: Looking Up

NATIONAL PE STANDARDS (Must write out full standard and sub-standard related to dance)
Include 1 for each standard if possible.
  Standard 1 [E5.3-5] Performs teacher-selected and developmentally appropriate dance
steps and movement patterns (3); Combines locomotor movement patterns and dance
steps to create and perform an original dance (4); Combines locomotor skills in cultural as
well as creative dances (self and group) with correct rhythm and pattern (5).
 Standard 2 [E2.3-5] Recognizes locomotor skills specific to a wide variety of physical
activities (3); Combines movement concepts with skills in small-sided practice tasks,
gymnastics, and dance environments (4); Combines movement concepts with skills in
small-sided practice tasks in game environments, gymnastics, and dance with self-direction
(5).
 Standard 4 [E4.3-5] Works cooperatively with others (3a); Praises others for their success
in movement performance (3b); Praises the movement performance of others, both more
and less-skilled (4a); Accepts players of all skill levels into the physical activity (4b);
Accepts, recognizes, and actively involves others with both higher and lower skill abilities
into physical activities and group projects (5).
 Standard 5 [E2.3-5] Discusses the challenge that comes from learning a new physical
activity (3); Rates the enjoyment of participating in challenging and mastered physical
activities (4); Expresses (via written essay, visual art, creative dance) the enjoyment and/or
challenge of participating in a favorite physical activity (5).
 Standard 5 [E4.3-5] Describes the positive social interactions that come when engaged
with others in physical activity (3); Describes and compares the positive social interactions
when engaged in partner, small-group, and large-group physical activities (.4); Describes
the social

EDUCATIONAL OBJECTIVES:
FUNDAMENTAL and/or DANCE MOVMENTS-
 Skill: I will perform movements with the beat and tempo of the music.
 Cognitive: I will remember and perform the dance’s movements.
 Fitness: I will actively engage during the activity

SOCAL OR ACADEMIC FOCUS-

 Personal & Social Responsibility: I will encourage my classmates as we all learn and
perform this dance.

EQUIPMENT NEEDED: Music player, Looking Up activity cue card.

MUSIC: Looking Up by Safety Suit (available on iTunes and YouTube)

SAFETY CONSIDERATIONS: I will watch out for others and make sure my movements are the
right movements so that the other students will not be put in harm’s way by me.

ORGANIZATION OF STUDENTS:
 Scatter students in self-space throughout the activity area.
 Be sure students have enough space to dance safely.

DIRECTIONS:
 Today we will perform a dynamic warm-up dance to the song Looking Up by Safety Suit.
 Follow along with my movements (and/or movements being projected on the screen). Find
and stay with beat of the song and try to start to remember the sequence of the dance
movements.
  Teachers: use the Looking Up Activity Card to teach the choreography of this dance.

CUES:
 Follow Along with Dancers
 Follow Teacher’s Cues
 Follow Lyric Cues:
o Step and wave
o Knee bounce
o Grapevine
o Spin R,L
o Supercharge it
o Jump rope
o Jump and travel
o Jump and spin
o Freestyle
o Repeat dance
 Follow the Beat of the Music
 Dance faster as the tempo increases

EXTENSIONS/ADAPTATIONS/MODIFICATIONS:
3rd: Teach the choreography in parts, helping students learn each section both with and without
music. Add them all together with music only when students have each section mastered.
4th: Have students follow along with music and attempt to learn the steps, going back to teach
sections where they need extra practice.
5th: Once students have mastered this dance, have them create and perform their own
“supercharged” movements.

REFERENCE:
 Dance Created by: Brandon Herwick https://www.youtube.com/user/brandon12herwick
 Looking Up by Safety Suit
 OPEN Curriculum lesson plan http://openphysed-wp-content.s3-us-west-
2.amazonaws.com/wp-content/2017/11/05063545/I-05-03-Dance-Activities-05-
LookingUp.pdf
 OPEN Curriculum cue cards http://openphysed-wp-content.s3-us-west-
2.amazonaws.com/wp-content/2017/11/05063351/I-05-06I-Dance-ActCard-
LookingUp.pdf
 Youtube video of dance https://www.youtube.com/watch?v=8FtdtnDbwmQ

2nd part
NAME OF DANCE: Can’t Stop the Feeling

NATIONAL PE STANDARDS (Must write out full standard and sub-standard related to dance)
Include 1 for each standard if possible.
  Standard 1 [E5.3-5] Performs teacher-selected and developmentally appropriate dance
steps and movement patterns (3); Combines locomotor movement patterns and dance
steps to create and perform an original dance (4); Combines locomotor skills in cultural as
well as creative dances (self and group) with correct rhythm and pattern (5).
 Standard 2 [E2.3-5] Recognizes locomotor skills specific to a wide variety of physical
activities (3); Combines movement concepts with skills in small-sided practice tasks,
gymnastics, and dance environments (4); Combines movement concepts with skills in
small-sided practice tasks in game environments, gymnastics, and dance with self-direction
(5).
 Standard 4 [E4.3-5] Works cooperatively with others (3a); Praises others for their success
in movement performance (3b); Praises the movement performance of others, both more
and less-skilled (4a); Accepts players of all skill levels into the physical activity (4b);
Accepts, recognizes, and actively involves others with both higher and lower skill abilities
into physical activities and group projects (5).
 Standard 5 [E2.3-5] Discusses the challenge that comes from learning a new physical
activity (3); Rates the enjoyment of participating in challenging and mastered physical
activities (4); Expresses (via written essay, visual art, creative dance) the enjoyment and/or
challenge of participating in a favorite physical activity (5).
 Standard 5 [E4.3-5] Describes the positive social interactions that come when engaged
with others in physical activity (3); Describes and compares the positive social interactions
when engaged in partner, small-group, and large-group physical activities (.4); Describes
the social

EDUCATIONAL OBJECTIVES:
FUNDAMENTAL and/or DANCE MOVMENTS-
 Skill: I will perform movements with the beat and tempo of the music.
 Cognitive: I will remember and perform the dance’s movements.
 Fitness: I will actively engage during the activity

SOCAL OR ACADEMIC FOCUS-

 Personal & Social Responsibility: I will encourage my classmates as we all learn and
perform this dance.

EQUIPMENT NEEDED: Music Player

MUSIC: Can’t Stop the Feeling by Justin Timberlake

SAFETY CONSIDERATIONS: I will watch out for others and make sure my movements are the
right movements so that the other students will not be put in harm’s way by me.

ORGANIZATION OF STUDENTS:
 Students scattered around gym w a partner.
 Ss are facing their partner with 2 feet in between them

DIRECTIONS:
 This is our 3rd part of the Fitness lesson and 2nd cardio strength dance.

CUES:
 Follow Along with Dancers
  Follow Teacher’s Cues
o Jump squats
o Plank high 5’s
o Mountain climbers
o Jump scissor kicks (turn after every 8 count)
o Repeat 1 time
o Jump scissor kick for extended period of time
o Walk around and high 5 classmates
 Follow the Beat of the Music

EXTENSIONS/ADAPTATIONS/MODIFICATIONS:
Instead of doing planks on hands, do them from the elbows.

REFERENCE:
 Dance created by Dan Baldwin:
https://www.youtube.com/channel/UCPtBsR4yjSz_iWHkmKmPuhw
 YouTube video of dance: https://www.youtube.com/watch?
v=kRLqUsLwSiA&list=PLM8_670V1Ou1jHG5-W9h9WCmOadWh06MI&index=6

Cool Down 2 minutes

Music: Mercy by Shawn Mendes

Directions:
 We are going to stretch it out for a little bit (roughly 30-40 seconds) just to cool down a
bit and regain composure.
 Rest of the song, we are going to walk around the gym to stay active, and keep the blood
pumping.