Unit Focus/Content Area: Educational Dance Prepared by:Alex Thomson

Scope Grid- Dance

Monday Tuesday Wednesday Thursday Friday

Day 1 Day 2

1.Introduction to 1. Recap of
educational balance and
dance. coordination

2.Inducing 2.Inducing Clear

balance and Shapes And
coordination. Purposeful
Balancing Act Movements.
song. Focusing Have 2 example
on balance. activities: Shape
dancer activity

3. Cha Cha Slide

activity focusing 3.(Mrs. Cooks
on balance and lummi sticks
coordination song)

Day 3 Day 4
1.Recap of last
class (Clear 1.Recap Of The
Shapes, Focus/Objectives
Purposeful Of Last 3
Movements) Classes

2. Introducing 2. Putting It All

Smooth Together,
Transitions And Having Students
Providing 2 Design Their
Examples Of Own Dance Plan
How To Do A Based Off Of
Smooth The
Transition ( Step Content/Objectiv
Touch And Spin es learned in the
Clap) Last 3 Classes

3. Cotton Eye 3.Students will

Joe Dance, demonstrate
 Focusing On The their dance plan
Smooth to themselves
Transitions and their
Between Each classmates.
Dance
Move/Sequence.

4.
Recap Smooth
Transition,
Discuss Final
Class, Creating
Their Own
Dance Routine.

Unit Objectives: Balance, Coordination, Clear Shapes, Purposeful Movements And Smooth
Transitions.

Lesson # 1 of 4 Dance

Date of Lesson: 3/22/22

Grade Level: 5th Grade

Elementary GLSP: Control

Skill Theme: Dance

Movement Concept(s): Control, Space awareness

Interdisciplinary Focus: N/A

Collaborating Teacher (CT):

University Supervisor (US): Verne Ferrier

Central Learning Focus/Objectives (including interdisciplinary focus in at least one

objective):
 · Psychomotor

State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while

demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions.

National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement

forms from a variety of categories.

Objective (state the audience, behavior, context, & degree(ABCD))-

SWBAT… Students will be able to demonstrate/perform dance moves focusing on balance and
coordination with a 90% success rate.

· Cognitive

State- PE.5.C.2.2 Design or modify a game incorporating skills, rules and strategies.

National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical

principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.

Objective (state the audience, behavior, context, & degree(ABCD))-

SWBAT… Communicate with one another on why making clear shapes and having purposeful
movement is crucial during turn and talk for an exit ticket.

· Affective

State- PE.5.C.2.1: Apply purposeful movement to a variety of movement settings to include

designing and performing movement routines.

National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical

principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.

Objective (state the audience, behavior, context, & degree (ABCD))-

SWBAT… to identify the purpose of having balance and great coordination when dancing.
During turn and talk, give me a sport that requires both.
 · Teacher Objective:

TWBAT… That all students are safe and into open space. Students are following the safety
procedures during dance activities. All students are properly balancing and having good
coordination following the cues.

Assessment Plans:

· Psychomotor

WHAT are you assessing?

-Balance and coordination

WHEN? (what task #'s?)

-All

HOW? (what tool are you using)

-Teacher Observation

· Cognitive

WHAT are you assessing?

-Cues and knowing how to properly balance and to use coordination

WHEN? (what task #'s?)

- 2 and 3

HOW? (what tool are you using)

- Exit ticket

· Affective

WHAT are you assessing?

 -Cues, balance and coordination

WHEN? (what task #'s?)

-2 and 3

HOW? (what tool are you using)

-Turn and talk

· Teacher Objective

WHAT are you assessing?

-Cues, students ability to use balance and coordination, making sure everyones safe

WHEN? (what task #'s?)

-All

HOW? (what tool are you using)

-Teacher Observation

Materials/Equipment Needed (specific types & amounts):

Resources:

http://www.cpalms.org

Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.

https://www.shapeamerica.org/standards/pe/
Physical Safety Considerations:

-Making sure students are wearing appropriate clothing into the gymnasium.

- Ensuring the gymnasium is safe( floors are swept and the teacher has made sure
everything is in order before students begin dancing.)
- Making sure students are not in each other's space during activity
- Moving around the classroom to make sure students are performing the dances safely.

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):

Placing students with a different partner or in certain groups to cooperate better.

● Placing students with a partner with the same or similar skill level.
● Reinstating positive feedback if a student is struggling

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?

-Dancing allows students to use different skills such as stamina, movement changes and direction
changes. Different cultural dances can be implemented into a dance unit to teach students about
different dances across the globe that they may not have known about.

How will you make this lesson connect to/reflect the local community?

-Have a group dance after school program

● Can have a parent son/daughter dance curriculum after-school

How will you differentiate instruction for students who need additional language support?

-Posters in different languages

● Put a student who can speak the language with that student to help
● Implementing technology ( videos of the dances)
How will you adapt/modify instruction and activities for students with disabilities?

-Autism- visuals, schedule board, token economy, peer buddy, assign less difficult locomotor
movements

● Deaf- visuals, semi-circle, peer buddy

● VI- proximity from peers, peer buddy, physical guidance, sound sources
● ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
● OHI- peer buddy
● Orthopedic Impairments- peer buddy’
● SES. These students will require a bit more attention during activities and will be
provided with feedback during the activities conducted throughout class periods.

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?

-Reminding the students of the cues if they are struggling or confused.

- Modify the activity for the student if they are struggling.

- Place an emphasis on effort
- Making sure students understand that they may not understand the dances at first.

Specific Accommodations (if applicable):

INSTRUCTIONAL PLAN

Instant Activity: Hopscotch

Time: 4-5 mins

Materials/Equipment: None

Transition to the next task (scripted): Freeze! Stop what you're doing and please walk back to
your numbers.
Set Induction: Hello class! Hope everyone is doing well. Today we are going to be learning
and participating in an educational dance. Is everyone excited!

Introduction (Informing): Educational dance is us as a class learning and participating in

certain dances. When dancing we want to make sure we inquire about Balance, having
coordination, clear shapes,purposeful movements and smooth transitions. Today we are going
to take it one step at a time. We are going to be focusing on having balance and having
coordination. Little do you all know you already did both in your instant activity hopscotch.
When it comes to balancing you want to have your head up, arms out like an airplane, and eyes
forward looking at something. When having coordination in dance you want to have steady
balance. That balance will allow you to slowly bring your leg up and down in a repetitive
movement. Before we start the dancing activity we are going to do a group stretch. Stretching is
important.

TASK #1: Group Stretch

Cue: Static, dynamic, and ballistic

Time: 5-10 mins

Materials/Equipment: None

Description (scripted): For this activity all students will be out into open space. The teacher
will stand out in front of all students away from the sun. Do a little of all 3 types of stretches
just to get warmed up before dance. The main goal for the stretches is to have the students
practice their balance and coordination.

Extending/Refining/Application:

E- Try to reach your toes

R- Remember to stare at something to help you balance

A- If something does not feel comfortable while performing this activity, please let me know.

Transition to the next task (scripted): Alright freeze! Good job everyone, how does everyone
feel? Good! We will now be doing the balancing act song. I want everyone to spread out and
make sure you're not touching anyone.

TASK #2: Balancing Act Song

Cue: Neck up high, Stare at something not moving, stand on tippy toes

Time: 5-10 mins

Materials/Equipment: Speaker box

Description (scripted): For this activity students will start off into open space. The teacher will
do the basics as the song goes step by step. All students will follow along as the teacher is going
first. Similarly Simon says everyone should be copying the teacher. When the teacher is doing
something important such as the lateral plane the teacher will stop and explain it. Make sure all
students are doing the cues correctly.

Extending/Refining/Application:

E- Try using one foot

R- Remember to have your neck up high

A- Use your hands to help balance

Transition to the next task (scripted): Alright freeze! Good job everyone, how does everyone
feel? Great! How comfortable do you all feel with balancing? Good! For this next activity we
will be performing the Cha Cha Slide, which is a combination of both balance and
coordination. Are you ready? Let’s go!

TASK #3: Cha Cha Slide Dance

Cue: hops, spin, balance, claps

Time: 15-20 mins

Materials/Equipment: Speaker

Description (scripted): For this activity students will start out in open space. All students will
listen and participate in the song. The song helps with balancing and having coordination.

Extending/Refining/Application:

E- For reverse try to get 2 in

R- Remember the cues

A- Applying feedback/cues provided to the students.

Closure (scripted): Freeze! Stop what you're doing and head back to your numbers. I want you
to point to the person sitting to your left. That’s going to be your partner for turn and talk and
this will be your exit ticket for today. I want you all for 5 mins to tell me why balance and
having coordination is important? Also to tell me a sport that involves both? Go! Alright times
up does anyone like to share their answers. Yes, good coordination helps you to have better
balance to improve your posture. Alright a sport? Yes, baseball.

Lesson # 2 of 4

Date of Lesson: 3/24/22

Grade Level: 5th Grade

Elementary GLSP: Control

Skill Theme: Dance

Movement Concept(s): Control, Space awareness

Interdisciplinary Focus: N/A

Collaborating Teacher (CT):

University Supervisor (US): Verne Ferrier

Central Learning Focus/Objectives (including interdisciplinary focus in at least one

objective):

· Psychomotor

State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while

demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions.

National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement

forms from a variety of categories.

Objective (state the audience, behavior, context, & degree(ABCD))-

SWBAT… Students will be able to demonstrate/perform dance moves focusing on making clear
shapes and purposeful movements during activities at a 90% success rate.

· Cognitive

State- PE.5.C.2.2 Design or modify a game incorporating skills, rules and strategies.
National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical
principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.

Objective (state the audience, behavior, context, & degree(ABCD))-

SWBAT… Communicate with one another why we make shapes and acquire purposeful
movements during turn and talk.

· Affective

State- PE.5.C.2.1: Apply purposeful movement to a variety of movement settings to include

designing and performing movement routines.

National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical

principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.

Objective (state the audience, behavior, context, & degree (ABCD))-

SWBAT…Identify three different dances that you can inquire about both clear shapes and
purposeful movement during a turn and talk.

· Teacher Objective:

TWBAT…That all students are safe and into open space. Students are following the safety
procedures during dance activities. All students are following the cues making shapes and using
the space around them.

Assessment Plans:

· Psychomotor

WHAT are you assessing?

-Students making clear shapes and using purposeful movements

WHEN? (what task #'s?)

- All

HOW? (what tool are you using)

 -Teacher Observation

· Cognitive

WHAT are you assessing?

-On why we use clear shapes and acquire purposeful movements

WHEN? (what task #'s?)

- 1 and 2

HOW? (what tool are you using)

-Turn and Talk

· Affective

WHAT are you assessing?

-three different types of dances that acquire both clear shapes and movements

WHEN? (what task #'s?)

-1 and 2

HOW? (what tool are you using)

-Turn and Talk

· Teacher Objective

WHAT are you assessing?

-If everything such as the cues, students identify the meaning of the topic, and that all students
are safe.

WHEN? (what task #'s?)

-All

HOW? (what tool are you using)

 -Teacher observation

Materials/Equipment Needed (specific types & amounts):

Resources:

http://www.cpalms.org

Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.

https://www.shapeamerica.org/standards/pe/

https://www.youtube.com/watch?v=FO5h4fO5pko

https://www.youtube.com/watch?v=5NmVKY766iA

Physical Safety Considerations:

-Making sure students are wearing appropriate clothing into the gymnasium.

- Ensuring the gymnasium is safe( floors are swept and the teacher has made sure
everything is in order before students begin dancing.)
- Making sure students are not in each other's space during activity
- Moving around the classroom to make sure students are performing the dances safely.

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):

-Placing students with a different partner or in certain groups to cooperate better.

● Placing students with a partner with the same or similar skill level.
● Reinstating positive feedback if a student is struggling

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?

-Dancing allows students to use different skills such as stamina, movement changes and direction
changes. Different cultural dances can be implemented into a dance unit to teach students about
different dances across the globe that they may not have known about.

How will you make this lesson connect to/reflect the local community?

-Have a group dance after school program

● Can have a parent son/daughter dance curriculum after-school

How will you differentiate instruction for students who need additional language support?

-Posters in different languages

● Put a student who can speak the language with that student to help
● Implementing technology ( videos of the dances)

How will you adapt/modify instruction and activities for students with disabilities?

-Autism- visuals, schedule board, token economy, peer buddy, assign less difficult locomotor
movements

● Deaf- visuals, semi-circle, peer buddy

● VI- proximity from peers, peer buddy, physical guidance, sound sources
● ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
● OHI- peer buddy
● Orthopedic Impairments- peer buddy’
● SES. These students will require a bit more attention during activities and will be
provided with feedback during the activities conducted throughout class periods.

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?

-Reminding the students of the cues if they are struggling or confused.

- Modify the activity for the student if they are struggling.

- Place an emphasis on effort
 - Making sure students understand that they may not understand the dances at first.

INSTRUCTIONAL PLAN

Instant Activity: Jump Rope

Time: 4-5 Mins

Materials/Equipment: Jump Ropes.

Transition to the next task (scripted): Freeze! Drop your ropes and put them back in the bin.
Please after doing so walk back to your numbers and sit. Hello class, I hope everyone is doing
well. We are continuing our lesson on dancing. We focused last tuesday on having balance and
coordination. We are now going to put those two skills into the newer skills we’ll be learning
today. Today we are learning about clear shapes and purposeful movements. Clear shapes can
be wide, narrow, symmetrical, and asymmetrical. We do this all the time when dancing without
realizing it. Knowing different purposeful movements in dance is important because it allows
you all to know the different types of dances. Dances such as contemporary, ballet, and jazz.
For the first activity we are going to be using sticks. Now please don’t be too close to one
another if someone will get hurt. Now if someone is misusing the sticks I will take them from
you and you will sit out. Does everyone understand? Also you will be going after me just like
last class.

TASK #1: Lummi Sticks

Cue: Stick around body, bending and twisting

Time: 10-15 Mins

Materials/Equipment: sticks

Description (scripted): For this activity each kid will spread out and have a pair of sticks. We
will be listening to the audio on youtube called Mrs. Cook's Lummi sticks. On my movement
each kid will follow. The movements are cross and knees tap, tap end to end, and hammer left
and right.

Extending/Refining/Application:

E- I’ll try to go slow

R- Remember to hold your sticks

Transition to the next task (scripted): Freeze! I'm coming around to collect your sticks. Hold
them if swinging or anything harmful with your sticks. I'll be happy to sit you out. Alright for
this next activity we’ll be doing the shape dancer. Yall ready? Let’s go!

TASK #2: Shape Dancer

Cue: Knees bent, squat, jump, and lunge

Time: 10-15 Minutes

Materials/Equipment: Beat box

Description (scripted): For this activity students will be focusing on making clear shapes.
Shapes such as squat(triangle), jump(star), half jack(circle), and lunge(square). They will follow
after me.

Transitions: Alright freeze! Go walk back to your numbers.

Extending/Refining/Application:

E- Lets see if we can make a new shape

R- Remember the cues

A- Focusing on the positives

Closure (scripted): Alright great job today class! So now we just learned about making clear
space and purposeful movements. Go ahead and point to the person sitting to your left they will
be your partner for turn and talk. You'll have 5 mins to tell me if lummi sticks are rhythm or
ballet. Yes, it’s rhythm. I’ll be seeing you all next week. We’ll be learning about smooth
transitio

Unit Focus/Content Area:

Lesson #3 of 4

Date of Lesson: March 29th 2022

Grade Level: 5th
Elementary GLSP: Control
Skill Theme: Dancing
Movement Concept(s): Control, Space Awareness
Interdisciplinary Focus: N/A
Collaborating Teacher (CT):
University Supervisor (US): Verne Ferrier
Prepared by: Alex Thompson

● Psychomotor

State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while

demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions.
National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement
forms from a variety of categories.
Objective- Students will be able to demonstrate/perform dance moves focusing on purposeful
movements and smooth transitions with an 85% success rate.

● Cognitive

State- PE.5.C.2.5 Detects, analyzes and corrects errors in personal movement patterns.
Interdisciplinary Focus- N/A
National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical
principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.
Objective- Students will be able to discuss and analyze the correct way to perform a purposeful
movement and smooth transition when dancing during a turn and talk/group discussion held at
the end of class.

● Affective

State- PE.5.R.5.3 Describe the influence of individual differences on participation in physical

activities.
National- Standard 5: Exhibit responsible personal and social behavior that respects self and
others in physical-activity settings.
Objective- Students will be able to identify three different ways to celebrate their own physical
and classmates accomplishments during a turn and talk held during turn and talks and at the end
of class.

● Teacher Objective:
● The teacher will be able to provide the students with both key critical elements and key
words to ensure the students are able to understand the activity.
● The teacher will be able to provide feedback towards students regarding their ability to
correctly balance objects on a tennis racket/paddle.
● The teacher will be able to support the students if they are struggling or are confused.

Assessment Plans:

● Psychomotor

WHAT
● demonstrate/perform dance moves focusing on purposeful movements and smooth
transitions
WHEN

● During Task 2, Task 3 And Task 4.

HOW

● Teacher Observation throughout class

● Cognitive

WHAT
● discuss and analyze the correct way to perform a purposeful movement and smooth
transition when dancing
WHEN

● During class discussion, turns and talks.

HOW
 ● Teacher observation, during discussions.

● Affective

WHAT

● Celebrating physical accomplishments and classmates accomplishments while displaying

sportsmanship

WHEN

● Throughout class activities, during turns and talks and at the end of class.

HOW

● teacher observation, turn and talk held during class activity and the closure of class.
● Providing critical elements to students throughout class.
● Providing feedback to students throughout class.

WHAT

● The amount of keywords/critical elements provided to the students during class

introduction, class activity and the closure of class.

WHEN

● Throughout class activity.

HOW

● Having another teacher keep track, Recording.

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2012). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/
Physical Safety Considerations:

- Making sure students are wearing appropriate clothing into the gymnasium.
- Ensuring the gymnasium is safe( floors are swept and the teacher has made sure
everything is in order before students begin dancing.)
- Making sure students are not in each other's space during activity
- Moving around the classroom to make sure students are performing the dances safely.

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):

● Placing students with a different partner or in certain groups to cooperate better.

● Placing students with a partner with the same or similar skill level.
● Reinstating positive feedback if a student is struggling

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?

- Dancing allows students to use different skills such as stamina, movement changes and
direction changes. Different cultural dances can be implemented into a dance unit to
teach students about different dances across the globe that they may not have known
about.

How will you make this lesson connect to/reflect the local community?

● Dancing is an activity students can do anywhere with or without music. Dancing also
does not have any right or wrong moves so students can do whatever dance moves they
would like or they could make up their own.

How will you differentiate instruction for students who need additional language support?

● Posters in different languages

● Put a student who can speak the language with that student to help
● Implementing technology ( videos of the dances)

How will you adapt/modify instruction and activities for students with disabilities?

● Autism- visuals, schedule board, token economy, peer buddy, assign less difficult
locomotor movements
● Deaf- visuals, semi-circle, peer buddy
● VI- proximity from peers, peer buddy, physical guidance, sound sources
 ● ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
● OHI- peer buddy
● Orthopedic Impairments- peer buddy’
● SES. These students will require a bit more attention during activities and will be
provided with feedback during the activities conducted throughout class periods.

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?

- Reminding the students of the cues if they are struggling or confused.

- Modify the activity for the student if they are struggling.
- Place an emphasis on effort
- Making sure students understand that they may not understand the dances at first.

INSTRUCTIONAL PLAN

Instant Activity: Toe Fencing

Time: 4-5 minutes
Materials/Equipment: Pool Noodles
Description (scripted): Good morning class! Before we begin with our lesson today, we will be
warming up with Toe Fencing. Before we begin, can someone remind me of the rules of toe
fencing? ( wait for correct answers). Awesome! Now when I say go, I would like you all to find
a partner. Now that everyone has a partner, when I say go again everyone may walk over and
pick up 1 pool noodle and then go into a personal space square. Remember, if you are hit in the
foot with a pool noodle, you have to do 5 jumping jacks. When I say go, you may begin. 3-2-1
Go!

Set Induction: Freeze. I will call you in groups to place your pool noodles back where you got
them from and to go back over to your seats and sit criss-cross applesauce so I can explain
today’s activity.

Introduction (formal): Last class we discussed and performed how to implement clear shapes
and purposeful movement when dancing/creating a dance. Remember, clear shapes are mainly
focusing on space and how your body is able to move around in this space when you are dancing
and purposeful movement is dancing with a purpose, using your emotions and thoughts while
performing different dance moves. Today we will be discussing and performing the last objective
of our unit ( smooth transitions). A Smooth transition in dance is going from one move to the
other while making sure your moves are polished and effortless as you transition from move to
move. A great example of a smooth transition is taking all of your weight on your right foot, and
transitioning it over to your left foot ( demonstrate this). We will all be performing different
smooth transitions today so you will be able to put multiple dance moves together, making the
flow of your dance feel more comfortable and easier. Now before we begin, I would like
everyone to spread out and find personal space. You should be able to hold both your arms out
and not be able to touch anyone.

Task 1: Step Touch

Time: 5-10 Minutes
Cues: Hands Out, Right Foot Down, Left Foot Down
Description (scripted): Remember when I mentioned one of the simple ways of a smooth
transition is taking your weight off of one foot and placing it onto the other? We will basically be
doing that for our first activity. Our first activity is called step touch where you will be starting
off by placing your left foot down ( keeping it onto the ground) and then moving your right foot
up into the air and then placing it onto the ground ( next to your left foot). You will then bring
your right foot into the air, placing it down then moving your left foot into the air, placing it
down next to the right foot. When you start to get the groove of this, you can do other
movements with your body to make the transition easier/ less awkward such as moving your hips
or moving your arms in the direction of where your feet may be going.

Extending/Refining/Application:
E: Implement moving the feet or body backwards/forwards
R: Reminding students of cues. Assisting them if confused.
A: Applying feedback to their next attempt/attempts.

Transition to the next task (scripted): Freeze. Now I need everyone to please take a seat so I
can go over our next activity.

Task 2: Spin Clap ( Adding Onto Step Touch)

Time:5-10 Minutes
Cues: Rotate Body While Moving (360), Move Both Feet To The Side, Clap.
Description(scripted): Our 2nd activity will still be focusing on smooth transitioning in dance.
We will be learning a second way to smoothly transition. We will be performing a 360 degree
first. After we do the spin, we will be performing the smooth transition move we performed in
the last activity ( Step, Touch) then adding in the 3rd step (Clapping). First we will perform the
spin (demonstrate the spin) then we will step with our right foot then transfer our weight from
our right foot to our left foot,placing the left foot next to the right foot then clapping. We will
perform these movements for 5-10 minutes as they will be the main steps in the smooth
transition dance we will be performing at the end of class. As everyone is performing this dance,
I will be walking around the gymnasium, assisting anyone who may have questions or need help.

Extending/Refining/Application:
E: Doing an extra spin, moving further or shorter when steeping.
R: Reminding students of cues. Assisting them if confused.
A: Applying feedback to their next attempt/attempts.

Transition to the next task (scripted): Freeze. Now I need everyone to please take a seat so I
can go over our next activity.

Task 3: Cotton Eye Joe Dance

Time:10-15 Minutes
Cues: Rotate Body While Moving (360), Move Both Feet To The Side, Clap. Hands Out, Right
Foot Down, Left Foot Down.
Description(scripted): Now we will be putting the last 2 dance moves we learned into a full
dance ( the cotton eyed joe). The Cotton Eyed Joe is a quick and easy dance that focuses on
performing smooth transitions between 3 different dance moves ( I will teach them the first
move, stomping both feet forward individually since it is very easy.). After stomping each foot
forward and backwards, you will perform the smooth transitions we just previously talked about
( Spin Clap, Step Touch). Learning these 2 simple smooth transitions will provide benefits for
you all when you create your own designed dance next class.

Extending/Refining/Application:
E: Performing the dance faster or slower.
R: Reminding students of cues. Assisting them if confused.
A: Applying feedback to their next attempt/attempts.

Transition to the next task (scripted): Freeze. Now I need everyone to walk back to their seats.

Closure (scripted): Everyone did a great job today with smooth transitions and implementing
multiple moves to make the transition flow even better!. Before we end class for the day, I want
everyone to turn to their talking partner and discuss why smooth transitioning is important when
dancing ( keeps flow of dance better, moves look better, makes transitioning to different moves
easier). Like I said earlier, we will be designing your own dance next class using all of the 5
objectives we have learned throughout our dance unit (balance, coordination, clear shapes,
purposeful movements and smooth transition). I am excited to see everyones dances in the next
class!

Unit Focus/Content Area:

Lesson #4 of 4

Date of Lesson: March 29th 2022

Grade Level: 5th
Elementary GLSP: Control
Skill Theme: Dancing
Movement Concept(s): Control, Space Awareness
Interdisciplinary Focus: N/A
Collaborating Teacher (CT):
University Supervisor (US): Verne Ferrier
Prepared by: Alex Thompson And Joel Cosme

● Psychomotor

State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while

demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions.
National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement
forms from a variety of categories.
Objective- Students will be able to design a dance based on the 5 objectives learned throughout
the unit and be able to incorporate 3 moves from each objective into their designed dance plan.

● Cognitive

State- PE.5.C.2.5 Detects, analyzes and corrects errors in personal movement patterns.
Interdisciplinary Focus- N/A
National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical
principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities.
Objective- Students will be able to analyze their designed dance routine, ensuring they meet all
the objectives learned throughout the dance unit.

● Affective
State- PE.5.R.5.3 Describe the influence of individual differences on participation in physical
activities.
National- Standard 5: Exhibit responsible personal and social behavior that respects self and
others in physical-activity settings.
Objective- Students will be able to identify three different ways to celebrate their own physical
and classmates accomplishments during a turn and talk held during turn and talks and at the end
of class.

● Teacher Objective:
● The teacher will be able to provide the students with both key critical elements and key
words to ensure the students are able to understand the activity.
● The teacher will be able to provide feedback towards students regarding their ability to
correctly balance objects on a tennis racket/paddle.
● The teacher will be able to support the students if they are struggling or are confused.

Assessment Plans:

● Psychomotor

WHAT

● Students designing their dance plan with the 5 objectives while incorporating 3 moves
from each objective

WHEN

● During Task 1 And Task 2

HOW

● Teacher Observation throughout class. Also when students are performing their dance.

● Cognitive

WHAT
● analyze their designed dance routine, ensuring they meet all the objectives learned
throughout the dance unit.

WHEN
 ● During Task 1 and Task 2

HOW

● Teacher observation as well as end of class discussions/ turn and talk

● Affective

WHAT

● Celebrating physical accomplishments and classmates accomplishments while displaying

sportsmanship

WHEN

● Throughout class activities, during turns and talks and at the end of class.

HOW

● teacher observation, turn and talk held during class activity and the closure of class.
● Providing critical elements to students throughout class.
● Providing feedback to students throughout class.

WHAT

● The amount of keywords/critical elements provided to the students during class

introduction, class activity and the closure of class.

WHEN

● Throughout class activity.

HOW

● Having another teacher keep track, Recording.

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2012). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/

Physical Safety Considerations:

- Making sure students are wearing appropriate clothing into the gymnasium.
- Ensuring the gymnasium is safe( floors are swept and the teacher has made sure
everything is in order before students begin dancing.)
- Making sure students are not in each other's space during activity
- Moving around the classroom to make sure students are performing the dances safely.

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):

● Placing students with a different partner or in certain groups to cooperate better.

● Placing students with a partner with the same or similar skill level.
● Reinstating positive feedback if a student is struggling

Individual Learning Needs:

How does this lesson connect to the interests and cultural backgrounds of your students?

- Dancing allows students to use different skills such as stamina, movement changes and
direction changes. Different cultural dances can be implemented into a dance unit to
teach students about different dances across the globe that they may not have known
about.

How will you make this lesson connect to/reflect the local community?

● Dancing is an activity students can do anywhere with or without music. Dancing also
does not have any right or wrong moves so students can do whatever dance moves they
would like or they could make up their own.

How will you differentiate instruction for students who need additional language support?

● Posters in different languages

● Put a student who can speak the language with that student to help
● Implementing technology ( videos of the dances)
How will you adapt/modify instruction and activities for students with disabilities?

● Autism- visuals, schedule board, token economy, peer buddy, assign less difficult
locomotor movements
● Deaf- visuals, semi-circle, peer buddy
● VI- proximity from peers, peer buddy, physical guidance, sound sources
● ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
● OHI- peer buddy
● Orthopedic Impairments- peer buddy’
● SES. These students will require a bit more attention during activities and will be
provided with feedback during the activities conducted throughout class periods.

How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?

- Reminding the students of the cues if they are struggling or confused.

- Modify the activity for the student if they are struggling.
- Place an emphasis on effort
- Making sure students understand that they may not understand the dances at first.

INSTRUCTIONAL PLAN
Instant Activity:Jump Rope (Walking The Line)
Time: 3-5 minutes
Materials/Equipment: None
Description (scripted): Good morning class! The instant activity we will be doing this morning
is Jump Rope (Walking The Line). When I say go, each of you will go over and grab a jump
rope. After grabbing a jump rope, walk to personal space while using zombie arms. You may
begin the activity once you hear the music start, when the music is paused students will get into a
pushup position and move their hands both forward and backward over the rope.

Set Induction: Freeze. When I call your groups over I would like you to place your jump rope
away then to go back to your assigned seat and criss-cross applesauce so I am able to explain
today’s activity.

Introduction ( Formal): Since today is the final class of our dancing unit, you will be tasked
with designing your own dance routine using the skills/objectives we have been working on over
the last 3 classes ( balance, coordination, clear shapes, purposeful movements and smooth
transitions). The dance should incorporate all 5 of the objectives we have learned about when
you perform and you should at least be incorporating 3 moves for each of the objectives.
Task 1: Self Designed Dance
Time: 25-30 Minutes
Cues: balance, coordination, clear shapes, purposeful movements and smooth transition
Description (scripted): I will now give you 25-30 minutes to create your dance. You must all be
spread out so you are not invading other people's personal space while practicing. If you become
confused or unsure of what the objectives are, I will be around assisting everyone. Before we
begin I just want to remind everyone that it is okay if your dance moves do not look the best. I
also would like to remind everyone that you should not be making fun of or judging other
students when they are dancing as this unit is still relatively new to many of you. When I say go
the timer will begin and you will again have 25-30 minutes to design your own dance. 3-2-1 Go!
Extending/Refining/Application:
E: Incorporating more dance moves if the student is over achieving.
R: Reminding the students of the objectives, showing them moves if they are
confused/struggling.
A: Applying the feedback given to their routine.

Transition to the next task (scripted): Freeze. Now I will be walking around and viewing your
dance. As I am walking around, take time to continue practicing before I come to you.

Task 2: Viewing Dances

Time: 10-15 Minutes
Cues: balance, coordination, clear shapes, purposeful movements and smooth transition
Description (scripted): I am going to now walk around and view your designed dance. I will be
allowing you to retry your dance if you mess up or need to redo the dance for whatever reason. I
want to remind you all that you are not getting graded based on how well you do, but you are
being graded on the effort you put in. While I am walking around the gymnasium viewing
student’s dances, take the time to make sure you are ready and have all your dance objectives
incorporated into your dance.

Extending/Refining/Application:
E: Allowing students to incorporate more/less dance moves depending on if they are struggling
or over achieving.
R: Reminding the students of the objectives, showing them moves if they are
confused/struggling. Also emphasizing the grading is not based on how well the dance moves are
performed.
A: Asking what went well with the student and then build upon that instead of just focusing on
the negatives after the dance is performed.
Transition to the next task (scripted): Freeze. Everyone did a great job today. I would like
everyone to walk back over to your assigned seats.

Closure (scripted): I was very impressed with everyone's dance routine and thought everyone
did a great job throughout the last 4 classes. Before we end class for today, can someone tell me
the 5 objectives we learned about over the course of this unit? ( balance, coordination, clear
shapes, purposeful movements and smooth transition). Now I want you to do a quick turn and
talk with your partner and discuss how we can implement dance into different sports and
activities? ( call on a few students, have group discussion).

Embedded Assessment

3-2-1 Exit Ticket

3. Things I Learned About Dancing

1.
2.
3.

2. Things I Enjoyed About Dancing

1.
2.
1. Question I Still Have About Dancing`

1.