Lesson Plan



Teacher(s):   Nicole DeSalvia          

School: SUNY Cortland 255

Date: 4/20/2011

Grade: College

# in class: 10

Teaching Style:   Command*       Practice *             Reciprocal        Self-Check         Guided Discovery

                              Inclusion        Convergent    Divergent         Jigsaw                  Cooperative



Assessment Tool

Length of class: 25 mins


1A / 1

1.   In the lesson focus, students will perform the "Que te Mueve", "Basic Reggaton", and the "Salsa travel" using cues from the Teacher.

Visual and  Peer Assessment tool

Unit: Dance

Focus: Intro to Zumba


2A / 5

2.  Throughout the entire class, students will demonstrate respect at all times by maintaining a safe distance away from their peers and  also by demonstrating self-control with integrity at all times.

Visual Check by Teacher

Equipment: Projector, Microphone, Sound system, poly spots.



3.In the lesson closure, students will be able to recite the correct cues for at least 50% of the moves.

Verbal Check by Teacher

Safety Statement


4.  Throughout the entire class, students will demonstrate safety at all times by listening to and following the teacher’s instructions, by not fooling around, and by not adding any  unsafe moves that the teacher has not demonstrated

References( http://www.youtube.com/watch?v=qsSrq3HBa7A)

NYS Learning Standards

Standard 1 – Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.

1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

Standard 2 – A Safe and Healthy Environment

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Standard 3 – Resource Management

3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.

3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Where is fitness (NYS LS 1B) integrated into the lesson?

Are components of fitness are explicitly taught in fitness activity, health and/or skill related fitness component?

Are components of fitness implicitly taught e.g. MVPA in a game?

Health-related Fitness (HRF)  

HRF Goals

Sport-related Fitness (SRF)

SRF Goals

1. Cardiovascular endurance

1. elevate HR during warm up

1. Balance

1. sufficient for warm up and throughout technique

2. Muscular strength

2. warm up - push ups

2. Coordination

2. within warm up and lesson body

3. Muscular endurance

3. warm up - sit ups

3. Agility

3. sufficient to complete warm up

4. Flexibility

4. increase flexibility through warm up

4. Reaction time

4. reasonable response time during technique

5. Body composition


5. Speed


6. Power


Lesson Components

Time (mins)

Organization &


Teaching Progressions – Showing the major number of activities within the selected level of (PC/C/U/P) for the class

Also include some alternate activities if the class needs to move to simpler or higher levels of skill

Adaptations Assessments, Reminders

Instant Activity

5 min

Random formation

Teacher leads


S     S    S    S    S              

S    S    S    S    S    S    S  S    S    S    S    S    S    S

  • •        " Musical Spots" as students come into the classroom there will be poly spots scattered along the floor. These spots will be varying colors. Music will be playing and students will use a locomotor skill to move around the area. When the music stops all students must find a spot. Depending on the color of their spot they will be asked to do a certain skill.
  •          Red spots= 10 push ups, Blue Spots= 10 sit ups, Green Spots= 10 Jumping Jacks, Yellow Spots= 10 mountain climbers, Orange spot= Jog 1 lap.

Look for good form, safety etc.

Adjust pushups as needed (tell

•        students to do their best!)

Introduction, Signal for Attention

Anticipatory Set

1 min


          SS             S S

S S  

  • •        Good Morning Class. My name is Miss DeSalvia. My Signal of        attention will be my voice and the music.- when you hear me speak or the music stop, Please stop, look & listen to what I have to say.  
  • •        Today we are continuing with our dance  unit and by the end of today you will be able to perform 3 Zumba moves correctly 5 out of 8 times.
  • •        As always, please listen to and follow my instructions at all times and don’t fool around - this is to ensure everyone’s safety.  You‘ll sit out if you can not demonstrate self-control.  Good.  

Check for attention, dress etc.

Count numbers for later organization.


3 min

T- S

         S S                S  S

          S   S          S  S



Semi circle  w/ T in front

w/ S demonstrator  

  •         (Probe Questions)Discuss "What is Zumba"  Refer to powerpoint. Show students powerpoint of zumba and Zumba history.  Discuss 3 moves that will be learned today- "Que te Mueve", "Basic Reggaton", and the "Salsa travel
  • Demonstrate first Zumba move- "Que Te Mueve". Demonstrate in slow motion and from different angels.

Body of Lesson

(Lesson Focus)

Tasks (Extensions) - Activities for the whole class

Cues (Refinements) – Secret to improve performance

Challenges (Applications) - More chances to practice the same tasks

8 min

Students get into 2

Instructor stands front of class                                 T                    


           |  |  |   |  |  |


1. Task Number 1:

   Learning the "Que Te Mueve"

  • •        Okay first, "que te mueve" means what moves you. Hands on hips moving side to side, ready 5, 6, 7. 8- one, two three, touch, one, two, three, touch. Now we'll add opening our hips and raise up on the balls of our feet a little bit. Ready- 5, 6, 7, 8, one, two, three, touch, one, two, three, touch. Next we will speed up the tempo and add the arms.
  • •         We’ll practice on my count 2 times each side.

     Stay with my count!

1. Task Number 1:

    Side to side starting on a 4 count beat. 5, 6, 7, 8- To the right- one, two, three, touch. to the left- one, two, three, touch. 

1. Task Number 1:

Say the cues aloud while performing the Que Te Mueve

Questioning &Checking for Understanding


2. Task Number 2:

Students stay in lines making sure they can see instructor.

  • •        Now we will move on to our next Zumba move. This is a basic reggaton move. Start with our feet apart a little wider than your shoulders, just stepping. Ready- 5, 6, 7, 8, stomp, stomp, stomp, stomp. Okay moving on to the next step. Same thing but now we are going to bring the foot together. 5, 6, 7, 8, stomp, skate, stomp, skate, stomp, skate. Good, now the next step we're speeding up now with shuffling arms. Ready- 5, 6, 7, 8, side, step, side, step, side, step.

2. Task Number 2:

Instructor walks around and gives congruent feedback as needed.  Stop class as needed to emphasize points.

2. Task Number 2:

Checking for Understanding

Walk around and check the students’ technique.  .

Examples of Feedback: “Danielle - Nice job on your stomp and side step!”


Now we will move on to our final Zumba step. This step is called the Salsa Travel step. First start with hands on hips moving side to side. 5, 6, 7, 8, one, two, three, touch, one, two, three, touch. Good now we'll pick up the pace. To the right ready 5, 6, 7, 8- one, two, three, touch, one, two, three, touch. Good now we'll pick it up even more, ready- one, two, three, touch, one, two, three, touch. Good add some arms, give it a little flavor. Good one, two, three, touch, pump your arms, one, two, three, touch. Good We got it!









Activity close (Optional)

3 min

Free Space .

Play music and have students freestyle dance using Techniques just learned.  

  • •        High energy and fun closing activity using new Zumba Moves!

  • •        Instructor walks around and gives additional feedback to each individual as needed.

Lesson Closure

2 min

Students standing & facing poster

“Let’s review the steps of the dances.  All together, what’s the first cue of the Que te Muevo"

One, two, three, touch!

Good job remembering class!

Closure Question #1:        How did Zumba Start?

        Answer:                        It was an accident! Aerobic instructor "Beto" Perez forgot his    aerobic music and had to use his own collection of latin infused music.

Closure Question #2: What are the cues to our Reggaton Move

                Answer:            Stomp, skate, stomp, skate    

Closure Question #3:        Did you have FUN!!

        Answer:          Yes :)

Ask Pre- planned questions and allow for other questions from students, if any.

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Drives Teaching:” future needs based on assessment results

Teacher Reflection Notes: