TEACHER

Aiden Aizumi

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
COURSE
GRADE
LESSON TITLE
EDUC 349
3rd
The Sid Shuffle
DAY
SUBJECT

Saturday Cycle 2
Dance/PE
LENGTH OF LESSON
CAMPUS

45-60 mins
Main

CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD
GOAL OF UNIT
Dance
To dance the Sid Shuffle as a class and be
3.1.1 Combine and perform basic
able to complete the entire song.
locomotor skills, moving on a specific

pathway (e.g.,skip in circles, slide in
OBJECTIVE OF LESSON
zigzags, run in a variety of linear paths).

Combine and perform locomotor and
The students will be able to learn the
axial movements (e.g., walk and turn,
entire routine to the Sid Shuffle and use
stretch and slide).
locomotor skills to do so.
3.1.2 Demonstrate the ability to start,
The students will be able to start and stop
change and stop movement.
movement in the appropriate places for

the dance.
PE Standard
The students will perform the line dance
3.1.15 - Perform a line dance, a circle
as a class or in small groups
dance, and a folk dance with a partner.


MULTIPLE INTELLIGENCE ADDRESSED
Bodily Kinesthetic, Musical,
Interpersonal, Visual-Spatial



ASSESSMENT
STRATEGY FOR ASSESSMENT

Observe the students to make sure they are on cue with the dance, and performing
the moves according to the music.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
For students who have cognitive delays, allow them to learn only the first few steps
and with a visual or the video for support.

For students who are more advanced, allow them to be peer support and teach their
peers in groups.


MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
- Computer
- Projector
- Handouts with the steps




STEPS THROUGH THE LESSON
INTO (Orientation)
RATIONALE


Instant Activity
Having the students warm up is
The teacher will have the student warm up important to avoid injury. It is teaching
before the PE activity begins with doing
the students to get in the habit of
warm up laps around the gym with the Sid stretching and warming up before they
Shuffle song on.
do any physical activities.


The students will then stretch.
The teacher will hand out the directions

for the song, and it will teach the
Anticipatory Set
students they need to read and follow
The teacher will hand out to the students
the directions given for the song. Along
the list of movements and a description of with the reading, to be able to physically
the movement for them to follow along
move their body in the way that the
with.
directions imply shows comprehension

as well as being active for their PE class.
The teacher will show the student the

video of the Sid Shuffle, and they will not
Dance also teaches them to work as a
dance yet, only watch the video so that
group and to learn and follow each other
they understand the movement.
in this line dance. Working

collaboratively is a skill that is vital for
The students can follow along using the
education and in the work force.
hand out to read the moves as Sid tells
what they are.



THROUGH (Presentation, Structured
Practice, Guided Practice)


Demonstration/Lesson Modeling

The teacher will then show then
demonstrate the moves as they go
through the movements.

They will read the moves/lyrics aloud while
the teacher does the movements. Then
the students will be able to do the moves,
still with reading the lyrics that are
projected on the board.

The teacher will teach each step one at a
time and combine them together as each
one is mastered. This will be done without
music first, and then with music for the
moves that are covered. As they progress
through the moves more of the song will
be played.

After learning a few steps of the lesson,
the teacher will start back at the beginning
and see that the students have been able
to add on to each portion learned.

At half way through the song, the students
will perform it putting all the steps they
have covered into action in one take.

This is a good time to notice which
students maybe having difficulty with
memorizing the steps, or where to make
adjustments.

The teacher will continue on to the second
half of the song progressing in the same
manner as the first time, breaking the song
down into few step segments that will be

RATIONALE

Walking the students through the dance
shows they can build on what they
already know and take on more
information and memorize that
information before putting it into action.

The students are also going to be
demonstrating the ability to work in
groups and as a team to complete the
activity. Being able to do this shows
interpersonal skills and that they are able
to work with people towards a common
goal. This can be applied to work force
as an adult or group projects throughout
their educational years.

Once put into practice the students will
be showing that they can perform the
actions that they learned without the
guide of their teacher, and that they are
not reliant on the teacher to be
demonstrating for them to follow along.
It is an indicator of their ability to
memorize information and retain it long
enough and without the cue of seeing
the teacher.
Performing the actual dance shows a
willingness to be on stage, and to be
seen and observed. This is great for
students who may not be comfortable in
performances because everyone is doing
the same thing they are able to blend in
and have the support of their peers,
while also learning to push themselves
and challenge the uncomfortable
situation. Simultaneously for the
students who love the spotlight they are
learning to be a part of a group and that
together they are able to make a great
routine. During their freestyle they will

built on.

For examples: First step (pause), second
step (pause), third step (pause), first,
second, third step. Fourth step (pause),
fifth step (pause), sixth step (pause), First,
second, third, fourth, fifth, sixth step.


Practice

Once students have learned the entire
dance, they will practice going through the
steps once. Since this functions like a line
dance the step repeat themselves each
turn, this will be a way to check which
students have learned the entire dance,
and if some need to keep practicing.


At this point, if the class is getting just one
side of the dance, work on doing the entire
song all the way through. This will be a
good physical activity and keep them
moving the entire song.

The teacher will be doing the moves with
them so they can still see and model after
the teacher if they are struggling.

The teacher should encourage students
who maybe making mistakes or struggling
not to quit, but to continue to the next
move or step in the song. They have
several tries in the song to master the
steps.


Activity

Now the class will perform the dance
without the guide of the teacher and just
the song to guide them. They will try and
complete the whole song.

be able to showcase whatever they feel

comfortable doing and that will be their
moment to stand out from the crowd in
an appropriate fashion.

Applying this dance into other line
dances shows that the students are
looking to learn and constantly add to
the toolbox they possess. They are also
learning that dance can be a fun way to
stay active and to keep their body
healthy.




BEYOND (Independent Practice)

Students will take the Sid Shuffle home,
and work on adding their own dance move
for a freestyle part of the dance. They
must be able to write a description of the
move.



Closure

The students will bring their freestyle
move to PE the next class and the class will
perform the dance one more time, but
with the student incorporating their
freestyle move when the teacher tells
them to.

Application

Students can take what they learned in
their dance and perform this at home, or
try and learn another more complex
line/group dance.

RATIONALE