Daniel Bagnall

109443762
4th year Sports Studies and PE with French

Lesson Plan Dance Week 2

Theme: Line dancing through Hip-Hop and Coutnry/Western Music

Aim: [General statements about the learning that should take place over a period of time/ What do you as a teacher want to achieve?]
To...

To give students a cultural experience by introducing them to Line Dancing through Hip-Hop and Country/Western Music whilst allowing them to see
how important timing and rhythm are to dance.

Learning Outcomes: Assessment Strategies

[A – Audience, B – Behaviour, C – Context, D – To what degree/level]
1. Psychomotor: By the end of the lesson pupils will be able to:
Perform dance moves such as sliding, kicking, shuffling (B), etc. required
in Line Dancing (C) in a fluid, coherent manner (D).
As per any physical education lesson use of visual observation is key to
determining is key to ensuring that students are performing the skills
correctly and accurately.

2. Cognitive: By the end of the lesson pupils will be able to:
Demonstrate (B) an astute (D) awareness for the importance of timing,
rhythm and moving to the beat whilst Line Dancing (C).
Again use of the exit sheet at the end of the lesson gives the teacher an
indication as to whether students were performing dance movements and
skills fluidly and coherently.
.
Use of higher order questioning to elicit responses from the students
before the session begins to determine what prior knowledge, if any,
students have in regards to Dance as a whole.
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

The same technique can be used after the Session has been completed to
estimate if the students have developed their cognitive domain in terms of
their understanding of dance terms, movement variations, etc.

Use of exit sheet.

3. Affective: By the end of the lesson pupils will be able to
Display (B) important (D) qualities required to perform a Line Dance (C)
by staying in time, sync, beat, etc. with others around them.
Aural monitoring of the students will be crucial here to estimate whether
they are helping one another in terms of skill development, etc.
If students are communicating together the teacher should assess to
determine whether this communication is constructive or whether it is
negative feedback.

Class: 1st years No. of pupils: 25 Age of Pupils: 11-12

Pupils Level of Knowledge, Skills and Attitudes:

Prior Knowledge:
Students will have a decent knowledge in regards to the various ways one can travel around space using one’s body. Having looked at the various
ways one moves one’s body in Week 1 of dance the students should be able to list off these movements that they were introduced to.
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

Prior Skills:

In relation to line dancing it is expected that the students will have a relatively low skill level as few, if any, of these students will have had prior
experience of this form of dance.

Prior Attitudes:
The students displayed great levels of energy and enthusiasm during week 1 of dance. It is anticipated that they will replicate these levels once more.

Personal Goal: [This can be identified through your reflections]

To ensure that I am giving out the correct instructions at all times and that I am not getting confused in terms of Dance moves, where they go in the
dance sequence, how they should be performed, etc. I will use prompt sheets for each dance to help facilitate this.

Resources/Equipment:

CD Player
“Wobble” Soundtrack Music
“Cotton Eyed Joe” Soundtrack
Gym Mats

Phase and Timing Focus Pupil Activity Learning Cues Safety

List the relevant Tasks Focus on QUALITY OF MOVEMENT
learning outcome Use diagrams
here
1. Introduction to Psychomotor: By Welcome the pupils before Associated dance movements with Line  Shoe laces &
Line Dancing the end of the lesson taking the roll call and ensure Dancing vary with the genre of music. tracksuit ends
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

pupils will be able everyone participating is must be tied and

to: dressed appropriately. In general movements include: not loose
Proceed to explain about the
Perform dance content of the lesson. Kicking  No jewellery of
moves such as Shuffling any sort allowed,
sliding, kicking, Stepping place it in box
shuffling (B), etc. T Sliding provided.
required in Line
Dancing (C) in a Pupils gathered around  No student is
fluid, coherent teacher in semi-circle. to leave the
manner (D). school grounds
Students listen intently to at any time.
Cognitive: By the instructions given by teacher.
end of the lesson
pupils will be able Students are encouraged to
to: look at the learning wall to
help their learning
Demonstrate (B) an experience.
astute (D)
awareness for the Dance theme as a whole
importance of introduced.
timing, rhythm and
moving to the beat
whilst Line Dancing
(C).

Affective: By the
end of the lesson
pupils will be able
to
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

Display (B)
important (D)
qualities required to
perform a Line
Dance (C) by
staying in time,
sync, beat, etc. with
others around them.

2. Warm-up L1/L2/L3 Mirroring: Students need to perform a variety of Ensure students are
different movements. demonstrating spatial
Students are put into pairs awareness
Key factors of movements that need to
Students take turns at performing be hammered home include: Students should stay
different movements. away from the walls
Body Tension
Students’ partner must mirror the Fluidity of movements Ensure the hall is clear
actions. Rhythm to go with movements of unwanted debris.

Students should then build up a If the hall if wet, which

sequence where they are it can be, when it rains
remembering one another’s then mark off areas
movements. where students should
avoid.
Students alternate turns.
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

3. Skills and drills L1/L2/L3 Students will line up. Movements for the Wobble Line Dance Spatial awareness is
include: key.
“Wobble Line Students will observe the
dance” instructional video taken from Stepping Students need to be
www.youtube.com Jumping fluid with their moves
Leaning and not aggressive in
Students will perform the Shuffling any way.
Wobble Line dance. Turning
The first occasion will see the
“Wobble Line Dance” performed
without any music.

Progression will see music

introduced into this song.

Students need to perform the

Line Dance in unison

Dancers performing the Leaning Stage

of the “Wobble Line Dance”

Students need to perform these

movements in a quality way by

being fluid,

going to the beat of the music,

Daniel Bagnall
109443762
4th year Sports Studies and PE with French

staying in line with the rest of the

group.

Wobble Dance Sequence:

1) “Wobble”, i.e. shake body

2) Step Back
3) Lean to right
4) Lean to left
5) Put right foot forward
6) Take right foot back and do the
“CHA....CHA...CHA”
7) Repeat steps 6 and 7 with left
foot
8) Turn to the left
9) Jump forwards
10) Jump backwards
11) Repeat Wobble and steps 1-10

4. Game or L1/L2/L3 Students will be given the Body Tension: any dance movements Any dance moves the
sequence or opportunity to apply creativity to that require body tension should see the students are to perform
performance their style of dancing by devising students demonstrating this. should be authorised by
their own line dance. the teacher for safety
Devising and Fluidity: any moves incorporated reasons.
Performing their own Students divided into groups of should flow into one another.
style of Line Dance. 6. Students’ safety should
Timing: students need to work together not be compromised in
Students must come up with a and ensure that their moves are timed routine.
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

Line dance and then must
perform the line dance to the
class.
appropriately and that all members are
following the same timing.
Beat: any movements incorporated
should take into consideration the beat
of the music.

5. Cool down L1/L2/L3 Static Stretching Routine: No jerking during any stretching Do not over stretch
movement
Quadriceps Gradual stretching.
Glutes Good balance demonstrated (hold ear)
Groin whilst stretching quadriceps for
Arm muscles example.
(Biceps/Triceps)
Hamstrings Feel the stretch on the muscle but do
Calf Muscles (as seen not over exert as this may cause a tear.
below).
Daniel Bagnall
109443762
4th year Sports Studies and PE with French

6. Conclusion Assessment to see Students are seated. No movements No real safety concern
do they understand
L1/L2/L3 They will fill in the Exit Sheet

Students will respond to

higher order questioning in
order to assess their learning
progression.