UCA Dance - PETE Lesson NAME: ____Daniel Richard_______

Grade Level: 4th Name of Dance: Sid Shuffle Date/Day: 11/15

Which partner created the Lesson Plan?
Daniel Richard
Partner Name___Jacob Chisum___

Arkansas Frameworks: (from www.ArkansasEd.org )[ general] & NASPE Standards (from http://www.shapeamerica.org/standards/pe/ ) [broad]
Psychomotor - Students will apply the knowledge of concepts, principles, strategies, and tactics related to movement and performance.
Level C I can recognize spatial needs, pathways, directions, and speed as instructed by the teacher (movement concepts).
Cognitive - Students will demonstrate physical literacy needed to achieve and maintain a health-enhancing level of physical activity
Level C I can describe the concept of fitness and provide examples of how physical activity enhances health
Affective - Students will exhibit responsible personal and social behavior that respects self and others.
Level D I can work cooperatively and praise others for their successes. I can accept players of all skill levels in various physical activities. I can
engage in physical activities with responsible interpersonal behavior.

Objectives (TESS - 1c) [SPECIFIC TO THIS LESSON] (TESS - 1f)

Which partner created and printed the assessments?
Jacob Chisum
Psychomotor – The students will be able to perform a line dance in the Psychomotor Assessment (skills and combining skills)
correct sequence. - Check list to identify skill proficiency.
Level C I can recognize spatial needs, pathways, directions, and speed
as Cognitive Assessment (recognizing Health Related Fitness Benefits)
instructed by the teacher (movement concepts). - Identify cardio/exertion activities on attached assessment.
Cognitive – The students will identify dance and other moderate to
vigorous exercises as a cardiovascular benefit Affective Assessment (Hellison’s Personal & Social Responsibility Model)
Level C I can describe the concept of fitness and provide examples of –Identify personal behaviors on attached assessment.
how physical activity enhances health
Affective - The students will display proper dance etiquette. (socialization)
Level D - I can engage in physical activities with responsible
interpersonal behavior.

Classroom Environment & Safety (TESS 2e) Grouping/Spacing

Student personal space
 Chairs Lesson Focus – large group lines with windows for viewing instructor
 Fire safety (nothing within 6 feet of exit doors Closure –individuals filling out assessment assessments

Refinements and Extensions (TESS – 1b) Materials (TESS – 1d) (List materials and how they will be used in the lesson)
Adaptations for lessor skilled dancer Equipment – computer to play the required music
 On crisscross, just cross feet through step rather than jumping Technology (used by YOUR students) – N/A
Adaptations for greater skilled dancers
  Do 180° spin during crisscross

Introduction to Lesson (Cross Curriculum in your dance)

Talk about Cardio-Health Related Fitness as it relates to your dance.
Take your Resting Heart Rate (remember). We will perform the dance and at the end we will take our Heart Rate again to see if it’s gone up after
dancing.

The Sid Shuffle: The music used will be that from the 2012 animated film Ice Age: Continental Drift, the fourth film of the Ice Age movies.

Cues (short identifier) Critical Elements (TESS – 1a)

Which partner created and printed the cue
cards? Daniel Richard
 Steps and Sid
 Steps and Drift
 Criss-cross and Mammoth
 Jump, Wiggle Rump, and Granny
 Repeat entire Dance to music
(evaluate peer)
 If needed, repeat entire Dance to
music (evaluate peer)
Sid Shuffle Cues and explanation:
 Steps and Sid
 1-2 Left footstep forward, feet together
 3-4 Fist shoulder level, shake side to side
 5-6 Left footstep backward, feet together
 7-8 Fist shoulder level, shake side to side
 Steps and Drift
 1-2 Left foot out, back together
 3-4 Left foot out, slide right foot to left foot
 5-6 Right foot out, back together
 7-8 Right foot out, slide left foot to right foot
 Criss-cross and Mammoth
 1-2 Jump and cross feet, then back to normal
 3-4 Left hand on back of head, right arm straight out to side and waving
 5-6 Jump and cross feet, then back to normal
 7-8 Right hand on back of head, left arm straight out to side and waving
 Jump, Wiggle Rump, and Granny
 1-2 Jump forward with hands raised above head twice
 3-4 Hands in front of body at stomach-level, shake butt
 5-8 Hunch over, left hand on back, right hand in front like holding cane, walk in place
while rotating counterclockwise a quarter turn
Physiological & Biomechanical Theories and Behavioral Theories or Practices
Physiological – increased heart rate, breathing rate in exercise, sweat to lower body temperature

Biomechanical - Hold arms out for Balance, bend knees to lower center of gravity, Feet wider for more stable balance

Behavioral – proximity (move closer to students to control behavior or give more privacy for corrective feedback), adjust lesson to help make students more
successful (give an easier way to perform steps, stand directly in front of student with problems, give a more challenging way to perform steps), move front row
to back and back row to front, ask students to hold thumbs up, clap 1-2-3, etc. if listening, move closer (proximity) to students needing to pay attention, let
students pick where they stand to feel more comfortable

Newell’s Model of Motor Development – taking away or lessening constraints of expectations of a comfortable learning environment & Positive Classroom Climate
Clark & Metcalf Mountain of Motor Development – Context –Specific Period – Expanding the movement repertoire into more varied & advanced movements by
combining and varying the fundamental movement patterns to adapt to new and different movement situations. (Payne, 2012)
Transition – how & where will the students move to the closure area
Students will walk to desks for assessment

Closure
 ask students to take their heart rate to see if it was higher after dancing
 ask students if they had fun
 Have students turn in assessments
ask students if they thought they could teach the dance

APA formatted Resources TESS - 1d)

Arkansas Department of Education. (n.d.). Frameworks. Retrieved January 9, 2014, from Arkansas Department of Education Web
site: http://arkansasEd.org/
Kickit. (1999). Space jam too. Retrieved Februaty 19, 2014, from Kickit web site: http://www.kickit.to/ld/List.html?PHPSESSID=552adddf7d1daed55b2d95
f38b4da67b&rt=0&t=1&n=56314
National Association for Sport and Physical Education. (1999) Assesing and imporving fitness in elementary physical education, Reston, VA..
National Association for Sport and Physical Educatio(n. (1999) Assessing motor skills in
elementary physical education, Reston, VA: Holt/Hale, Shirley.
National Association for Sport and Physical Education. (2007) Games stages and assessment, Reston, VA: Belka, David E.
Quad City DJs. (1996). Space jam. On Space Jam [CD]. Washington, D.C.: Atlantic Records.