Names: Karla Alvarez, Esmeralda Vidovich, Tai Royster

ELEMENTARY RHYTHMS/DANCE EDUCATION LESSON PLAN

GRADE LEVEL & NUMBER OF STUDENTS: Third Grade; 30 students
TIME: 20-30 mins
EQUIPMENT: Boombox, Song: Hot, Hot, Hot, whistle, poly spots
OBJECTIVES:
Psychomotor
1. Students will perform a line dance during the Lesson Focus using form demonstrated by the
instructor.
Cognitive
1. Students will identify and choose a locomotor movement of their choice during the
Introductory Activity.
Affective
1. Students will show respect among their classmates differences in physical abilities.
CALIFORNIA K-5 DANCE and/or PE STANDARDS :
Part 1. Introductory Activity:
1.1 Chase, flee, and move away from others in a constantly changing environment. (P.E)
Part 2. Lesson Focus:
1.15 Perform a line dance, a circle dance, and a folk dance with a partner. (Dance)
Part 3. Closing Activity:
4.3 Explain the purpose of cooling down after physical activity . (P.E)

PART 1: INTRODUCTORY ACTIVITY (2-5 mins):

Activity

Teaching Hints

Four Corners Movement: Cones with the

circuit signs will be laid out in an hexagon
shape. As the students pass each corner,
they will change their locomotor movement

depending on the sign.

Place circuit signs on cones, so students

know which movement to do.
Locomotor movements: hop, jog, skip, and
slide.
One of the circuit signs will allow students
to create their own movement..

PART 2: LESSON FOCUS (20-25 mins):

Activity

Teaching Hints

California Strut (Dance from USA)

The name of the dance is California
-Lines of 6, standing side by side within
Strut. It is a line dance. That means you
dance area.
will stand in several lines all facing one
direction
The California Strut introduces students to With your group, form a line facing
forward.
line dancing.

Lets practice the movements together.

Walk forward 4 steps
Walk backward 4 steps
Step to the R, close with the L.
Step to the L, close with the R.
Turn to the R, performing a 4 ct. Full
turn: R,L,R,L
Turn to the L, performing a 4ct. Full
The final progression will be dancing in a
turn: L, R, L, R.
double circle, or a mixer for advanced
learners.
Repeat this sequence from the beginning.
Let's practice with music.
Practice the steps with the music
Youve learned the steps in line formation,
now we will do the dance in a different
formation!
Explain/ demonstrate movements without

music.

When the students are successful in a line,

progress to circle formation, for

intermediate learners.

Lets form two circles facing the center.

We will do the exact steps we just learned,
Note:
but remember when we move forward we
When students are in a circle formation,
will be moving into the center of the circle.
there may be confusion because it appears Do your best to keep the shape of the circle
those across from them are moving in
when we do our turns.
opposition. Explain that all are moving in Great job! Now lets form a double circle.
the same line of direction.
This is sometimes called a mixer.
Keep a curved pathway as you perform the
steps in the circle.
The movements will be same.
Repeat the dance many times.

When in double circle formation, youth do

the same steps moving counterclockwise.
Notes:
The confines of the circle and the change of
direction may be disconcerting for students.
Allow for plenty of practice.
Circle formations may be difficult for
beginners.
Remind students to move in a curved
pathway to keep the circular shape.
PART 3: CLOSING ACTIVITY (2-5 mins):
Activity
Locomotor Skills with Music activity:
during this time, music will be playing in
the background and the teacher will calling
out locomotor movements.
Ex: skipping, running, galloping, hopping

Teaching Hints
Students will have a chance to go at their
own pace
Students who perform movements faster
will use the outside of the circle and
students who perform slower will use the
inside of the circle.