Lesson Plan

1 of 1

NYS/NASPE

Standards

Teacher Candidates(s):   Sara Woodward

School:   SUNY Cortland

Date: 10/26/11

Grade: 9-12

# in class: 20

Bold Teaching Style:  Command      Practice       Reciprocal       Self-Check                       Guided Discovery     Inclusion    Convergent       Divergent         Jigsaw        Cooperative

Domains

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:  10 mins

Psychomotor

1a/ 1

1. During the lesson, SWBAT perform the basic steps of the Cha-Cha-Cha and the crossover, 1/2 turn by keeping to the rhythm of 1,2, Cha-Cha-Cha (slow, slow, quick, quick, slow).

Visual Check by teacher

Unit:  Ballroom Dance

Focus: Cha Cha Cha

Affective

2a/5

2. During partner work in the lesson, students will respecting each other’s personal space by keeping their hands and arms in ballroom position, where the hand is on either the shoulder or shoulder blade.

Visual Check by teacher

Equipment: Heart Rate Monitors, iPod, iHome for music

Cognitive

1a/1

3. At the end of the lesson, SWBAT name the cues for the Cha Cha Cha by writing either 1, 2, Cha Cha Cha or Slow, Slow, Quick, Quick, Slow on a exit slip.

Exit slip handed out at the end of lesson.

References:   Dance Notebook additions by Shirley Cahill

Safety Statement

2  / 5

4. During the lesson, SWBAT be aware of their dancing space as it may move into other’s area. And listen to the teacher’s signal for attention.

 

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)

NYS LS 1B

            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

 Cardiovascular endurance is achieved from elevating heart rate in the instant activity

Muscular endurance is achieved from staying in proper ballroom dance position

Skill-related Fitness (SRF)

NYS LS 1A

            (Please Bold)

Balance                                                   Coordination

Agility                                                  

Reaction time

Speed                                                  

Power

Explain how it is developed and where in the lesson it occurs:

Balance is achieved in the dance routine, between cross over and 1/2 turn.

Coordination is achieved by moving to a specific rhythm in the music or by cues.

Agility is achieved from stay light on your feet and moving smoothly and rhythmically.

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)

NYS Learning 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

NYS Learning 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.

NYS Learning 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

Lesson  Components

Time (mins)

Organization & Transitions

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

Adaptions, Assessments, Reminders

Instant  Activity

3 min

SSS T SSS SSSSSSSS

Playing the Cha Cha Slide, have students join in when the lesson starts.

Cha-Cha-Cha Tag. When you get tagged you freeze, to get untagged someone has to cha cha cha in front of you. Two basic steps (forward and backward)

- Safety with spacing. - See where students stand with their basic steps, see we need more review - See if we have an even or odd number of students

Physical  Fitness

Same as the instant activity

Introduction, Signal for Attention, Anticipatory Set

1 min

S   T   S S SSS S SSSSS

  • Hello class, my name is Ms. Woodward. Maybe you have done the Cha Cha Slide before and when it gets to the part about the Cha Cha real slow now, and you have no idea what to do, so today we are going to be celebrating Cuba culture today with a Latin American dance, the Cha-Cha-Cha. And you will impress all your friends with the correct way to cha-cha! And a quick question, who knows the capital of Cuba? That’s right Havanna. - My signal for attention will be my voice, so be sure to be listening to my instruction.
  • At the end of the lesson, you will be able to do the four basic steps, with three crossovers, and a 1/2 turn - Today’s lesson involves dancing with a partner and I expect everyone to demonstrate maturity, but if I feel that you are being immature I will ask you to sit out and watch as the rest of the class behaves respectfully.

Make sure students are paying attention

Demonstration

1 min

S     T       S S SSSSS S

  • Ask students if they remember Mr. Steck’s lesson about Cha-Cha-Cha with the basic steps and crossover. Mention that we will be adding the 1/2 turn.
  • Demonstrate the Four basic steps, the crossover, and add the 1/2 turn as both the leader and follower.  Say the cues and mention the poster as something to look at if you forget the cues.
  • Cues: 1, 2, Cha, Cha, Cha     OR   slow, slow, quick, quick, slow

Make sure students can see the demonstration from the front, side, and back.

Body of Lesson (Lesson Focus)

Tasks (Extensions) - Activities for the whole class

Cues (Refinements) - Secrets to improve performance

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

Modifications Add modifications to make the tasks easier and harder according to the skill level of the students.

6 mins

T

S S S S S S S S

S S S S S S S S

1. Reviewing the Basic steps as the leader and follower. Do it with me, 4 times of each. I will count the steps and you should count with me.

Start with the left foot and step back for leading

Start with the left foot and step forward for following.

1, 2, Cha Cha Cha

I will play music for 30 seconds and you do the basic steps as the leader and then switch to be the follower.

easier - slow the rhythm down

harder- speed the rhythm up

Visual check that students have the basic steps. Ask if we can move on.

continued

T

S S S S S S S S

S S S S S S S S

2. Adding the crossover with the 1/2 turn. This is the follower part. Do 4 basic steps, three crossovers, and 1/2 turn. Watch me, then we will do it together.

1, 2, Cha Cha Cha

For 1/2 turn: turn, turn, cha, cha, cha.

I will play music and we will do the routine two times through

easier - practice just the 1/2 turn and coming back to a spot on the floor

harder- try both the leader and follower part, not just one

Visual check that students have the routine. Ask if we can move on.

continued

T

S S S S S S S S

S S S S S S S S

3. This is traditionally a partner dance so I want everyone to get a partner and face each other. One will be the leader and one will follow. Practice the basic steps first facing a partner

1, 2, Cha Cha Cha

I will play music for 1 minute and you and your partner will do the basic steps to music.

If you feel comfortable you can move on to the rest of the routine.

easier - work with a partner next to you instead of in front of you

harder - switch the roles, so you are doing both the leader and follower parts

Visual check that students have the basic steps. Ask if we can move on.

continued

T

S S S S S S S S

S S S S S S S S

4. Now you can hold your partner’s hand and do the basic steps.

1, 2, Cha Cha Cha

I will play music for 1 minute and you and your partner will do the routine while holding hands.

Go through the steps as far as you want, or stick with just the basic steps if you want to get more comfortable.

easier - slow the rhythm down - also just do the dance facing each other

harder- go through the whole routine, 4 basics, 3 crossovers, 1/2 turn

Visual check that students have the basic steps. Ask if we can move on.

continued

T

S S S S S S S S

S S S S S S S S

5. Now we will get in Ballroom position. The leader has their right hand on their partner’s shoulder blade and the follower has their left hand on the leader’s shoulder. And hold each other’s free hand at shoulder height. And practice the basic steps as I say the cues

1, 2, Cha Cha Cha

Stand tall, keep the hands and elbows relatively high, at shoulder level.

I will play music and we will do the routine two times through with our partner.

If you want to keep with the basic steps that’s fine.

But if you want you can go on up to the 1/2 turn.

easier - try walking around the room in ballroom position

harder - try and do the whole routine, 4 basics, 3 crossovers, 1/2 turn

Visual check that students have the ballroom position correct.

Activity Close (Optional)

0 mins

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Lesson Closure

1 min

S      T      S

S SSSS S

Great job everybody! The Cha Cha Cha was looking really good. So who can tell me what our cue pattern was? That’s right 1, 2, Cha Cha Cha. And does anyone know the capital of Cuba. Yep, Havanna. Okay, bring it in, and let’s say CHA CHA CHA on 3. 1, 2, 3, CHA CHA CHA!

Check for understanding by asking what the capital of Cuba is and what our cues were today