UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching All Levels

Learning Experience Plan

Teachers: Diego Diaz Date: 11-18-20
th
Grade Level: 4 grade Time: 7:45am- 8:30am
Activities: Line Dance (Copper Number of Students: 59
Head Road)
Equipment: Computer.
Equipment provided by me: Computer, Music.
Facility: Google Classroom

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will participate in a variety of locomotor movements that will engage
the cardiovascular endurance.
2. Students will be able to demonstrate body control and balance by dancing a
country line dance, Copperhead Road.
3. Students will be able to move to the beat of the music while dancing the
specified dance for the duration of the respective song.

Cognitive:
1. Students will be able to recall steps being taught for a country line dance.
2. Students will remember the cues given for the line dance.

Affective:
1. Students will demonstrate support by talking to each other and giving feedback.
2. Students will have full-participation and a positive attitude knowing the line
dance.

TEKS: §116.6. Physical Education, Grade 4.

 4.1 (I) perform basic folk dance steps such as grapevine, schottische, and step-together-
step;
 4.2(B) identify ways movement concepts such as time, space, effort, and relationships
can be used to refine movement skills;
 4.3(B) name the components of health-related fitness such as strength, endurance, and
flexibility;
 4.4(C) identify methods for measuring cardiovascular endurance, muscular strength and
endurance, and flexibility;
1
UTEP PETE Learning Experience Template

 4.7 (A) follow rules, procedures, and etiquette

National Standards:

 Uses various locomotor skills in a variety of small sided practice tasks, dance and
educational gymnastics experiences. (S1.E1.4)
 Combines locomotor movement patterns and dance steps to create and perform an
original dance. (S1.E5.4)
 Combines movement concepts with skills in small-sided practice tasks,
gymnastics and dance environments. (S2.E2.4)
 Demonstrates warm-up and cooldown relative to the cardiorespiratory fitness
assessment. (S3.E4.4)

2
UTEP PETE Learning Experience Template

Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
7:45- SET Induction/HOOK START SIGNAL:
7:50a Where was country music born? Verbal word “Go”
m If you said Nashville, you'd be
(5min)
wrong.
The right answer is Bristol, STOP SIGNALS
Tennessee. Bristol is on the Verbal word
Tennessee and Virginia border, “Stop”
where Appalachian mountain
folk music has been popular for
generations.
Transition 1:
Students will
Attention Getter:
Good Morning 4th graders and participate in
front of their
welcome to another Dance
computers
lesson!

ORIENTATION
Today we are going to learn
another Line Dance. We are
going to focus on country music
today. Hope everyone likes SAFETY:
country music because we are Students: make
going to get jiggy with it. sure area is
7:50- clear and there’s
7:57a nothing around
m WARM-UP(includes that will hurt CUES:
3
UTEP PETE Learning Experience Template

(7min) purpose) students High Knees: Bring

Warm-up will be all stationary knees above waist
exercise due to limited space. Butt Kicks: Bring
All exercise will be a count of Possible heels off the ground.
10 reps following a video. Student Arm Circles: Make
Video will show all the warm- Clarification sure arms are to the
up exercises we will do as a Students will be sides extended
class. using multiple parallel to the floor.
https://www.youtube.com/wat muscles of their Jumps: Make sure
ch? body at the we are off the ground
v=HsbVBXeCcP8&feature=y same time in every time we are
outu.be order to execute jumping.
exercises Picking Apples:
High knees: Start standing and ensure Stretch arms straight
with feet hip-distance apart. exercises are up when reaching for
Lift up right knee as high as it done in good the apples while your
will go and raise the opposite form. Students calves are fully
arm, then switch quickly so will have to be extended
the left knee is up before the reminded we are Picking Cherries:
right foot lands. Continue only doing each maintain legs straight
pulling knees up quirky for as exercise 10 when bent over.
long as desired. times.

Butt kicks: Start standing tall

and bring one heel off the
floor towards your glutes, the Refinement:
opposite hand comes up Proper posture.
towards your shoulder like Take your time if
running arms, then switch to needed.
the other side. Students camera on.
Students make sure
Arm Circles back and you’re on mute.
forward: Stand with your feet Make sure everyone
shoulder-width apart and is participating.
extend your arms parallel to
the floor. Circle your arms
forward using small controlled
motions, gradually making the
circles bigger until you feel a
stretch in your triceps.

Kangaroo jumps: Stand feet

together, and jump back and Transition 2:
forward repetitively. Students will still
be in front of the
camera.
CUES:
Popcorn jumps: Stand feet Bring arms all the way
together, and jump up and up.
down. Move your legs side to
side.
Picking Apples: Stand feet
4
UTEP PETE Learning Experience Template

together and alternate hands

reaching to the sky. Every SAFETY: Refinement:
time you reach to the sky you Proper shoes. Participate
will be doing calf raises. Listen
7:57- Enough space
8:12a No talking
around them. Look around you.
m Picking cherries: Stand
(15mi shoulder-width apart, bending
n)
over touching the ground
three times and coming up Possible Student
the third time and glamping. Clarification
Repeat this process again. The harder steps
in the dance will
need more TASK ANALYSIS:
explanation. Grading will not be
specific towards
LESSON FOCUS/SKILL experience in dancing,
Therefore, a step-
BUILDING ACTIVITY in fact the effort that is
by-step instruction
The students will be learning given to the activity.
will be given for
step by step the country line
clarification.
dance following a YouTube
Tutorial. Students will learn the
Possible
16 count step line dance by the
Modification
end of the video. Throughout the
Needed
tutorial all students will be
Depending on the
counting out loud and helping
need of the
their peers with positive
student an
feedback or errors they see
alternative can be
within each other.
given in order for
the student to be
In order to catch the student’s
involved.
attention, we will do the tutorial
video first, so students get
hyped up and motivated to
dance the Line Dance.

This video will demonstrate

step by steps needed to learn
the Copper Head Road Line
Dance.
https://www.youtube.com/w
atch?v=Bthvi4w0dgU

DIFFERENTIATION
In order to include all diverse
learners, there could be two
methods which involves and
easier model for students that
have a hard time understanding.
Students will be helped by the
teacher counting the steps out
load, so students don’t lose
count and stay with the rhythm.
5
UTEP PETE Learning Experience Template

STUDENT EXPECTATIONS:
Students are expected to
participate and do the dance
given to them.

Psychomotor:
Students will use the proper
movements and for the dance.
Cognitive:
Students will detect errors and
provide corrective feedback to
each other while performing
the dance.
Affective:
Students will motivate one
another to complete all physical
activities.
Time Content Development Management 1. Task
Analysis
2. Teaching
Cues/Refine
ment
8:12- SKILL APPLICATION Transition 3: CUES:
8:27a ACTIVITY Students will be in Stomp with your right
m Students will learn proper front of camera. foot.
(15mi movements to Copperhead Road Kicks forward- Always
n) line dance. This dance is a four wall, start with right foot.
16 count line dance. We are going to Turn is
get everyone ready for the next counterclockwise.
family party. SAFETY:
Make sure you have
enough space.
This video will show us the actual
Don’t stomp feet to Refinement:
dance and the audio of Copper Head hard.
Road. Make sure you have
personal space.
https://www.youtube.com/watch?
Pay attention to teacher.
v=0LWfnJyZgP0 Possible Student
Clarification Listen to counts.
Making sure
Steps to Dance:
students know
directions.
First eight counts
Making sure TASK ANALYSIS:
-First 1-4counts. students are Grading will not be
Starting with right leg we are doing counting out load. specific towards the
Heel, together. Heel, together. (4x) dance, in fact want to
-First 5-8 counts. Possible Modification see that the students
Then will start with our right leg doing Needed are counting out load
Heel, hitch. Heel, hitch. (2x) Students will be able and following the song
to do simple steps
with correct step
Second eight counts as needed while still
participating. movement.
-Second 1-4 counts.
Starting with right heel we are doing
kickouts. (4x)
6
UTEP PETE Learning Experience Template

-Second 5-8 counts.

We are moving to box stomps. Starting
with right foot cross over, rock back on
your left and bring your right leg back.
Move all weight to your left, cross over
again for another cross box, cross back
and together.

DIFFERENTIATION
I will motivate students and
continue explaining each
content of the dance until
students fully understand.
Teacher will stop music and
will re-teach steps by counting
out load to make sure students
understood. For those
students that will challenge
themselves could go ahead
and do a faster rhythm while
still following the music.

STUDENT EXPECTATIONS:
8:27- Students will be able to understand
8:30a the process of dance movements?
m Psychomotor:
Students will properly perform the
(3min
line dance.
)
Cognitive:
Students will follow the cues
given and understand the steps
of the line dance.

Affective:
Students will be respectful Transition 4:
towards peers and coach during Students will be in
instruction. front of camera.

Debrief/Closing/Cool Down
(what, so what, now what):
Psychomotor
Is cardiovascular endurance
important during a Dance
lesson?
Is body control and balance by
dancing a country line dance
important?

Cognitive:
Which foot do you start stomping in
the Copper head road line dance?
What way do we turn in the line
7
UTEP PETE Learning Experience Template

dance counterclockwise or
clockwise?

Affective:
How did you like the dance?
Was it easy or difficult?

Insight/Preview:
Thank you, 4th graders tomorrow
will learn the cupid shuffle.