Corey Masson, Megan Hart, Ashlyn Preisinger

TOWSON UNIVERSITY
Physical Education Teacher Education Lesson Plan Format
UNIT LESSON # LESSON LESSON GRADE # of
in UNIT FOCUS LENGTH LEVEL STUDENTS
(lesson (minutes)
__of __)

Dance 3 Locomotor 30 Elementary 6-8

Concepts Movements School (3rd
grade)

National Standards addressed in this lesson:

National Standards:
Standard 1:​ The physically literate individual demonstrates competency in a variety of motor
skills and movement patterns.

Outcomes:
S1.E5.3 : ​Performs teacher selected and developmentally appropriate dance steps and
movement patterns.

https://www.shapeamerica.org/standards/pe/upload/Grade-Level-Outcomes-for-K-1
2-Physical-Education.pdf

Main Objective(s):

I can:​ Follow the dance sequence during the electric slide

Specific Objectives:

P: I can: Execute the 16 count dance steps for The Electric Slide slide dance
C: I can: Listen to the instructions in order to mimic the dances
A: I can: encourage others around me

Assessment(s): (attach actual assessment)

The assessment will be a checklist filled out by the teacher. The checklist will include each
player’s name with whether or not they were able to successfully complete each activity at a
satisfactory level. There will be a rubric with specifics below.

X Checklist Log Entry Written Assessment

 Corey Masson, Megan Hart, Ashlyn Preisinger

Self-Assessment Journal Entry Performance Task

Peer Assessment Project: Filming Visual Observation

Safety/Rules/Procedures for THIS LESSON:

-Be cognizant of the people surrounding you

-Students should recognize the boundaries put in place by the teacher
-​The students will demonstrate where the boundaries are by pointing to the cones when
instructed
-The teacher will remind the students to avoid contact to the best of their abilities
-The student will have to be aware of their own bodies and will be instructed not to swing their
arms wildly during the activity
-​T​he teacher will communicate with the students if they are getting too physical

Resources/Equipment/Materials (include specific amounts and types)

Instant Activity:
-Speaker

Activity 1
-TV

Activity 2
-Speaker

Activity 3
-TV

Back-up Activity:
-TV
 Corey Masson, Megan Hart, Ashlyn Preisinger

Focus Skill Cues

1. Walking- Start facing forward with your feet together; start traveling by placing one
foot in front of the other; your body should remain in an upright position; follow the last
step with the opposite foot in front of the other; repeat by alternating feet.
2. Running- Start facing forward with one foot in front of the other; start moving swiftly
moving one foot in front of the other alternating; stay light on your feet and on the balls
of your feet
3. Jumping- Keep your knees bent and your arms bent when you begin the jump; push
off the ground with the balls of your feet; swing your arms up hard and forcefully
extend your legs; thrust your body upward as you leave the ground; bend your knees
and land softly on the balls of your feet
4. Hopping- Springing motion from one foot to the same foot; swing your arms forward
and upward; push off with your toes and bend your knee; keep your non-hopping foot
bent and behind you; bend your knee when you land
5. Skipping- face and move in a forward direction; your body should remain in an upward
position; take a step forward and then hop on the same foot; repeat on the other foot;
keep your knees bent and be light on your feet
6. Galloping- face and move forward; your body should remain upright; step forward with
your lead foot and close with your back foot; keep the same lead foot as you move
forward; knees should be bent and landing should be light
7. Leaping- face forward; take off on one foot and stretch legs into a split in the air; land
on the front foot lightly and softly while covering a lot of distance
8. Grapevine- start facing forward. First take a side step in the direction you want to
travel. Then bring the opposite foot behind the first foot you took a step with. Next side
 Corey Masson, Megan Hart, Ashlyn Preisinger

step again with your original foot in the direction you had started with. Then cross over
the first foot with your opposite foot.
9. The rock- This will require you to use proper balance techniques to rock forward and
backward. Your feet will be staggered with one foot in front of the other. You will
distribute weight to your back foot and then redistribute to your front foot in a rocking
motion.

Lesson Vocabulary

4-step, 8-step, 16-step moves, Locomotor Movements (walking, running, jumping, hopping,
skipping, galloping, and leaping.

E= Extensions R= Remediations SM= Specific Modifications for student/s with a

specific disability
Time Plan (include formations/grouping)

2-3 Activity 1:
mins Title: ​Go Banana (Go Noodle Video)
Object of Activity: ​Students will perform dance cues from the Go Banana dance
video
Formation: See above for details
Transition: ​After the warm up is over, the teacher will instruct the students to meet
up in the center of the square
Narrative ​For Go Banana:
Now that we have warmed our bodies up, we are going to be viewing a dance video
from GoNoodle. The video we will be watching is called the Go Bananas. We will
follow along with dance moves that are shown in the video in our own safe space.
After everyone has found a space where they can view the screen we will begin.

Rules:
- Students will stand at center listening to instruction
- Students will be instructed that they will be following along with the Go
Banana GoNoodle dance video
- Teacher will instruct students to find a space in front of the screen where they
can see the video.
- Students will be mindful of others during the activity and make sure that they
are moving in a safe space.
- Video used for activity:
https://www.youtube.com/watch?v=zFQWVN4xip0&index=15&list=PLAwOTE
JXH-cPrrCO1gNivWbklks_Bkiqw
 Corey Masson, Megan Hart, Ashlyn Preisinger

E: -​Students could come up with additional verse at the end of the video
-When the “go bananas” part of the song starts, students can do a physical workout
(push ups, squat jumps, burpees)
R: ​- Students could skip a section of the routine to catch their breath
-Slow down the movements

Transition to Introduction/Objective(s): ​After the Go Bananas video, the students

will meet in the middle of the court to go over the next activity

3-4 Instant Activity:

mins. Title: ​The Freeze
Object of Activity: ​When the instructor says Freeze, the students will stop the
locomotor movement they are performing.
Formation: See above for details
Transition: ​Everyone will meet in the middle of the court so that the teacher can
explain the warm up activity
Narrative ​For The Freeze:
Okay everyone, today we will be warming up with an activity called the freeze. When
the music plays everyone will move around in the coned area doing the locomotor
movement that we call out. When the music stops or if the teacher says “freeze,”
everyone will have to stop and strike a pose. Now we are going to start the music,
don’t forget to freeze when the music stops or if you hear the word freeze.

Rules:
- Students will stand at center listening to instructions
- Students will be instructed that they will be playing a game called “the freeze”
- When the music starts, the students will follow the locomotor movement
given by the teacher
- When the teacher or the music says freeze, the students will freeze in their
current position
- Students will need to be mindful of others when moving around in the game
area
- Music used for activity ​https://www.youtube.com/watch?v=2RoeizGOC04

E: -​When the music stops or freeze is called, the students could enter into a pushup
position, squat, or yoga position.
-Last person to freeze has to do an exercise (jumping jacks, squats, etc.)
R: -​Students will be given an extra second to gain their balance to get into a freeze
position
-More freeze time (pause music) to let their heart rates come back down
 Corey Masson, Megan Hart, Ashlyn Preisinger

Transition to Introduction/Objective(s):
After the instant activity, the students will meet in the middle of the court to go over
the next activity

7-10 Activity 2:
mins. Title: ​The Electric Slide Instruction
Object of Activity: ​Students will learn the cues for the Electric Slide line dance
Formation: See above for details
Transition: ​After the previous activity, the teacher will instruct the students to meet
up in the center of the square
Narrative ​For Electric Slide Instruction:
Okay students, now that we are getting into the rhythm, we are going to be learning
the steps to the Electric Slide. At first we will learn the steps in a 4 count sequence.
As we progress step by step, we will need to make sure that we have plenty of
space because we will be moving in a linear fashion. ​Now let’s go over the steps,
the first four steps are :
- Grapevine to the right: step right with right foot, cross left foot behind
right foot, step right with right foot, tap left foot with a clap on the tap
The next four steps are:
- Grapevine to the left: step left with left foot, cross right foot behind left
foot, step left with left foot, tap right foot with a clap on the tap
The next four steps are:
- Walk back 3 steps: right, left, right, then tap left foot forward
The next four steps are:
- Rock: backward, foward, backward, then kick with the right foot and
follow with a ¼ turn.
Then repeat
We will go over the steps without the music first so we can grasp the steps.

Rules:
- Students will stand at center listening to instruction
- Students will learn the steps of the line dance the Electric Slide
- Teacher will go over steps 4 steps at a time
- They will repeat the 4 step blocks a minimum of 4 times, checking the
students form as they go along.
- Once the students have completed the first block, they will add the next set of
steps on
- Once the steps are complete, the teacher will instruct the students to go
through the 16 steps unassisted without music 4 times through so they come
full circle.
 Corey Masson, Megan Hart, Ashlyn Preisinger

E: -​Students can attempt to touch the ground when performing the rock forward step
-Speed up the movements
R: -​Students can march in place if they forget a part of the routine
-Slow down the movements

Transition to Introduction/Objective(s): ​After the Electric slide instruction, the

students will meet in the middle of the court to go over the next activity

3-4 Activity 3:
mins. Title: Electric Slide GoNoodle
Object of Activity: ​Students will perform dance cues from the Electric Slide dance
video
Formation: See above for details
Transition: ​After the previous activity, the teacher will instruct the students to meet
up in the center of the square
Narrative ​For Electric Slide GoNoodle:
Now that we have learned the steps to the Electric Slide, we are going to be viewing
a dance videos from GoNoodle. The video we will be following along to shows the
steps for the Electric Slide. We will follow along with dance moves that are shown in
the video in our own safe space. After everyone has found a space where they can
view the screen we will begin.

Rules:
- Students will stand at center listening to instruction
- Students will be instructed that they will be following along with the Electric
Slide GoNoodle dance video
- Teacher will instruct students to find a space in front of the screen where they
can see the video.
- Students will be mindful of others during the activity and make sure that they
are moving in a safe space.
- Video used for activity
https://www.youtube.com/watch?v=NmC7X81k1JI&list=PLAwOTEJXH-cPrrC
O1gNivWbklks_Bkiqw&index=25

E: -​Students can attempt to touch the ground when performing the rock forward step
-Students can look away from the screen and listen for the claps as a guide
R: -​Students can march in place if they forget a part of the routine
-Slow down the steps

Transition to Introduction/Objective(s):
 Corey Masson, Megan Hart, Ashlyn Preisinger

Teacher will blow whistle and the students will be instructed to gather at the center of
the play area​.

5-7 Back-Up Activity:

mins. Title: Cupid Shuffle
Object of Activity: Formation: See above for details
Transition: Students will learn the steps to the cupid shuffle
Narrative ​For Cupid Shuffle: ​Now that we have watched the teacher demonstrate
the steps to the cupid shuffle. We are going to to play the music and do the steps
while following along with the song. ​Now let’s go over the steps:
1. Four Steps to the Right
2. Four Steps to the Left
3. Four kicks to the front, alternating legs
4. Twists of the hips to turn body towards the next direction as quarter
turn (hips to the right)
5. Repeat steps 1-4

Rules:
-Students will gather at the center to receive instruction\
-Students will watch teacher demonstrate the steps of the cupid shuffle
-Students will spread out wide enough to have space to perform the dance and avoid
running into surrounding students
-Students will perform steps at matching pace with the song

E: ​-Students can do extra kicks in step 3

-Students will complete a 360 degree turn during direction change
R: ​-Slowing down steps of music
-Reducing amount of kicks in steps 3

Transition to Introduction/Objective(s):
Teacher will blow whistle and the students will be instructed to gather at the center of
the play area​.

3-5 Closure/Review:
mins. -How did you like the activity?
-Raise your hand if you had fun.
-Did you find anything challenging or not challenging enough?
-Is there anything you would want to change?

References in APA:
 Corey Masson, Megan Hart, Ashlyn Preisinger

- National Standards for K-12 Physical Education Copyright 2013, SHAPE America –
Society of Health and Physical Educators,
1900 Association Drive, Reston, VA 20191, ​www.shapeamerica.org
- NASPE.(1992).Outcomes of quality physical education programs. Reston, VA: Author.
(p. 12).
- The Freeze. (2018, March 25). Retrieved April 11, 2018, from
https://www.youtube.com/watch?v=2RoeizGOC04
- Rosengard, p (2000) ​Spark: ​Sports, Play & Active Recreation for Kids
-

Reflection Part 1 (following teaching session):

1. What strengths did you demonstrate as a teacher?
2. What parts of your lesson plan went well and why?
3. What parts of your lesson plan did not go so well or were tougher to teach than
expected? Explain what did not go well.
4. What feedback would you provide to yourselves to improve your lesson? What types of
things would you do?
5. How did the students react to your lesson activities and instructional feedback? Was this
what you anticipated?
Reflection Part 2 (following receipt of video data)
1. Following the data feedback, do you feel that your initial reflection was accurate
(why/why not)?
2. What was the most surprising information you received from the data?
3. What would you change next time based upon the data feedback?
 Corey Masson, Megan Hart, Ashlyn Preisinger

Assessment

Student Names Go Bananas The Freeze Electric Slide Cupid Shuffle

1.

2.

3.

4.

5.

6.

7.

Rubric:
Performs:
Successful: understands and demonstrates all moves of the dance→ ✓
Moderate: understands but does not demonstrate all moves→ O
Unsuccessful: does not demonstrate any moves correctly→ X