May 26, 2012
ED 498: Lesson Plan Plus 1
Jill Wheelock
LESSON PLAN
SUBJECT
TOPIC
GRADE
TIME
OBJECTIVES
IN Academic
(K-12)
Standard(s)
ELL Student
Characteristics
/Anticipated
Challenges
Vocabulary
Learning
Strategies
TIME
5
Physical Education
Dance (end of the unit lesson on the combination of locomotor and nonmanipulative movements)
6 (15-20 students)
8:00-8:50
TSWBAT demonstrate their knowledge of locomotor and nonmanipulative skills by creating a solo dance, (to be performed in general space
the next day,) [that uses at least 3 examples from each of the following sections: effort, relationships of body parts, and space awareness.]
TSWBAT identify the main characters and locomotor/nonmanipulative skills (from the book, How Can You Dance?, read aloud in class)
[using at least 3 vocabulary words to describe the main characters type of movement when prompted or asked how and why questions by the
teacher.]
PE 6.1.2 Demonstrate basic competency in more complex motor (movement) skills related to
specific sports activities.
ELP.6.3.11 Intermediate (Level 3): Identify key characters and describe some of their qualities with simple, descriptive spoken and written
sentences.
My EL, Sebastian, is a native Spanish speaker from Chile. He is well developed in his native language and he went to school in his home
country. He was on track in Chile, and not to mention very bright. Sebastian has been in the U.S. for 3 years. He is a level 3 EL, meaning he is
at the Speech Emergence stage. Sebastian generally understands what is going on in class. He has good comprehension, and when he is unsure
we have another student who helps him; she speaks both English and Spanish fluently. Sebastian can produce simple sentences, although not
always grammatically correct, they can be understood. Sebastian is an auditory and kinesthetic learner. It is very helpful for him to hear
instructions and see them. It is also helpful for him to work with other Spanish speakers for clarification, if needed. Sebastian has blossomed in
P.E. academic development, due to his ability to use his body with his words. It is also a more relaxing atmosphere for him. A potential
language difficulty is the entrance slip. Sebastian is asked questions that he may not know, and he also has to write the answers. He may have
a hard time conveying his message. One good thing though, is that he gets to try again at the end of class after learning more about the lesson.
As for prior knowledge, this is the end of the unit lesson on locomotor and nonmanipulative movements. Sebastian should have a good base of
vocabulary and knowledge to pull from to create his dance.
Locomotor movements, nonmanipulative movements, effort, relationships, space awareness
Entrance/exit slips, read aloud, interactive book activity, modeling, class practice, group work if needed
TEACHER ACTIVITY
STUDENT ACTIVITY
MATERIALS
Anticipatory Set
Different types of music will be playing and the students will receive an entrance slip
about Dance/Dancing
Objective and purpose
-listening to music
-completing their entrance slips
CD Player and
entrance slip
sheets
-sitting in a half circle in front of me
1
5
25
Included
in above
25 mins.
Included
in above
25 mins.
10
Today we will be focusing on dance. Are there any dancers in this class? You know
there are many different types of dance; many different cultures use dance as a form of
expression. Can we name some types of dances and where they come from? If you’re not
sure look at the pictures on the wall for some ideas!
Does anyone know the definition of dance? When people move rhythmically, in a
timely manner, to music with a group, partner, or solo. Talk about different types of
dances and why dancing is important lifetime physical activity. It is something that
people of all ages can do.
We are dancing today so that we can show what we have learned in this unit. We will
create a class dance using the locomotor and manipulative movements that we have been
working on in this unit, then we will work on creating solo, individual, dances that you
will perform tomorrow.
Input / Instructional strategies
I will read aloud the children’s book How Can You Dance? by Rick Walton and Ana
Lopez Escriva. I will pose questions after we learn about a new main character. How
does this character dance? Is it a locomotor or nonmanipulative skill? How much effort
does this character use? Are there relationships in this characters dance? What type of
space awareness is being used?
The students and I will then create a class dance. I will call on students individually
and they will describe/show me a locomotor movement and/or a nonmanipulative
movement. We will combine these movements to create and perform a class dance.
Checking for understanding (Formative evaluation)
When the students name each dance move I will have the entire class demonstrate it
to see who knows the locomotor and/or the nonmanipulative movement and who doesn’t.
If they show a dance move, I can then see if any of the students can name it. Then I will
demonstrate it to the class and we will perform it together.
If the students cannot successfully demonstrate a majority of the moves I will have to
revisit previous lessons on locomotor and nonmanipulative movements.
Guided practice
Goes along with checking for understanding. I will be helping them combine and
remember the dance moves that each person has suggested.
Independent practice
Students will begin creating their own 60-second dances using locomotor and
nonmanipulative skills. I will walk around and help students who have questions. I will
suggest that students write down or draw their dance moves so that they can remember
them, however, it is not required. I can time students, if they’d like, so they can see how
long 60 seconds is. Students can work in pairs if they need help or if they want to talk
about their dance. The students will perform these solo dances tomorrow in general
-answering questions
-discussing dance/culture
-looking at pictures and discussing them
-listening to what the class will entail.
Pictures
-sitting in a half circle
-answering questions.
-line up in multiple rows and tell me,
when called upon, the dance move they
would like to incorporate into the class
dance and the effort, relationship, or
space awareness they would like it to be
completed in.
Standing in rows showing me whether or
not they know each dance move
(locomotor and nonmanipulative
movement).
Children’s
book
None
Dancing solo within the group
None
-Practicing their dance
-asking questions
-be timed
-draw/writing down their dance moves
-look at the reference sheet for help
Stop Watch
Pencil
Paper
Reference
Sheet
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May 26, 2012
5
ED 498: Lesson Plan Plus 1
space as a class using either the dance they created (They will dance without holding
their paper).
Closure / Evaluation Students will be given an exit slip and will be assigned homework
(practicing their dances for tomorrow). The exit slip shows they have learned why
dancing is important. Their dances from today and the dances for tomorrow show that
they can create a dance that applies locomotor and nonmanipulative movements that
have been taught in the beginning of the unit.
Jill Wheelock
-exit slips
-listen to assigned homework
Exit Slip
Rationale: (Primary importance—Why teach this content? Secondary importance—Why use this method of instruction?) This content is important because it applies to
two state standards. I am using this method of instruction because it is a fun way to formatively assess whether or not the students have learned the locomotive and
nonmanipulative movements that have been taught in the unit. It allows for student choice and they are able to use their strengths to combine movements. In this manner
all students are set up to succeed. They can listen to music, look at pictures, see others dance, and use their own movements to express their feelings. This will keep
them entertained and focused. Dance is also a lifetime physical activity so it is good to expose students to it. Then, they can see if they like dancing; and, if they do they
can use dance for exercising purposes.
Student work to be collected: Entrance and exit slips
3
Entrance Slip:
Name____________________
Date__________
Period__________
1.) What is dance?
2.) Can you list 3 types of dance? (ex. hip hop, jazz, tap dancing)
3.) Why is dancing important for your health?
Exit Slip:
Name____________________
Date__________
Period__________
1.) What is dance?
2.) Can you list 3 types of dance? (ex. hip hop, jazz, tap dancing)
3.) Why is dancing important for your health?
4
May 26, 2012
ED 498: Lesson Plan Plus 1
Jill Wheelock
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Works Cited:
"A Guide to the Buenos Aires Tango Festival | Expanish Blog." A Guide to the Buenos Aires Tango Festival | Expanish Blog. N.p., n.d. Web. 21 May 2012.
<http://www.expanish.com/blog/2011/08/a-guide-to-the-buenos-aires-tango-festival/%20>.
“Burmese Lady Performs Burmese Folk Dance. - Kaitcilla Photography | SmugMug." A Burmese Lady Performs Burmese Folk Dance Wearing Traditional Burmese
Dance Costume. - Kaitcilla Photography | SmugMug. N.p., n.d. Web. 22 May 2012. <http://kaitcilla.smugmug.com/Performing-Arts/Concerts/MyanmarpyiThein-Dans-60th/1434115_n9HsNc/68165689_qkTDh>.
"Gap Band - You Dropped A Bomb On Me | Audio Drums." Audio Drums. N.p., n.d. Web. 21 May 2012. <http://www.audiodrums.com/2010/08/11/gap-band-youdropped-a-bomb-on-me/>. (break dancing)
"O'Donnell Winter Feis." O'Donnell Winter Feis. N.p., n.d. Web. 20 May 2012. <http://www.guidingstar.ca/O'Donnell_Winter_Feis.htm>. (celtic dancing)
"Why Tap Dancing Is Officially Masculine (And Most Other Kinds of Dancing Are Feminine)." NickShell.com. N.p., n.d. Web. 22 May 2012.
<http://nickshell1983.wordpress.com/2010/09/07/why-tap-dancing-is-officially-masculine/>.
Walton, Rick, and Ana López-Escrivá. How Can You Dance? New York: Putnam's, 2001. Print.
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