Physical Education Lesson Plan 

Teacher Name (s): Matthew Nickall/ Myles Equipment Needs:
Cardinas  Computer with sound & audio
Content/Skill Theme:  Rhythm and Dance  Ability to move in general space
Date of Lesson: April 21st 2021  Powerpoint
Lesson # 3 of 3  Music videos
Grade Level: 5th graders  Drum (If available)
 Google forms

National Standards & Grade Level State Standards & Grade Level Outcomes
Outcomes 
 Demonstrates mature patterns of  Analyze and demonstrate a variety of
locomotor skills in dynamic social, folk, square, modern, jazz, or
small-sided practice tasks, creative dance. 
gymnastics and dance.  Develop and refine a gymnastics or
(S1.E1.5a)      creative dance sequence, and demonstrate
 Combines movement concepts smooth transitions.
with skills in small sided practice
tasks/games environments,
gymnastics and dance with self-
direction. (S2.E2.5)
 Accepts, recognizes and actively
involves others with both higher
and lower skill abilities into
physical activities and group
projects. (S4.E4.5)
 Expresses (via written essay,
visual art,creative dance) the
enjoyment and/or challenge of
participating in a favorite physical
activity. (S5.E2.5)
Student Learning Objectives Assessments
Affective: students will be able to share Myles and Matt will have a link that will be posted in
their progress in dancing as well as the chat, and the students will answer the question how
their struggles through a link posted they feel about dancing, after the unit.
by instructors on zoom.
Cognitive:  Students will be able to Students will discuss with Myles and Matt ways to
describe steps to keep rhythm through stay with the rhythm throughout a dance.
a dance by having discussion through
chat feature.
Psychomotor:  Students will be able to Myles and Matt will have an assessment printed out
participate and dance  using  and will check for participation, and to see if they are
previously learned dance following the rhythm.
moves/tactics  through the Just dance
videos.
Teacher Performance Objectives Data Sources for Self-Reflection
#1: Students will be dancing in moderate to Feedback Sheet
vigorous activity for 50% of the class.
#2:  As instructors we will continuously Feedback Sheet
check for understanding throughout the class
period at each transition.
#3:  As Instructors we will time our transition Feedback Sheet/ timer
to keep them under 5 minutes total (6
transitions), not including the closure.
Time Task Details Performance Cues Organization
(min)  (set induction, instant activity, Safety Reminders (diagrams, descriptions)
transitions, learning experience Teacher Actions
descriptions,
modifications/challenges,
assessment tasks, closure) 
4-5 Instant Activity: Introduce Performance Cues: For the instant activity,
minutes 1,2,3,4 count with  Remember to we want to introduce
(Myles) movements.  breath beats in a quick but fun
 No wild
 Quickly introduce way. With this students
movements
beats, “Everyone clap Safety Reminders:
will be moving while
with me 1, 2, 3, 4,”   Ensure space becoming more
 Transition into around you is comfortable with beats.
standing up, stomp clear
with their feet 1, 2, 3, Teacher Action:
4 count. Increase beat  Teachers will
speed for students participate as
well
 Move into different
movements
o Hop
o Two leg jump
o Punches
o Squats
 1 down,
2 hold,
3 up, 4
hold

1-2 Fitness Activity: ReIntroduction Safety Actions:  We want to connect units to

minutes to yoga, stretching, and stress  3-5 feet of each other since yoga and
(Matt) relieve/ Readdressing safety space dance have similar
concern with dancing  No breakable techniques forcing on
 items arounds flexibility and breathing are
you essential to both yoga and
 Stay in control Dance. This also gives the
of your body at students a refresh into Yoga
all time one last time. We want to
Teacher actions: make sure we take cues
Teacher will from the yoga unit and
demonstrate needed apply them to this instant
space (3-5 feet in every activity.
direction)
3-4 Fitness activity Safety Actions: Description above
minutes (yoga)  3-5 feet of
(Matt) space
Students will get a reminder of  No breakable
the previous unit through yoga. items arounds
you
 Stay in control
 Based on their teaching of your body at
we will complete several all time
of the poses they already  Remember to
learned and turn them breathe
into an instant activity Teacher Actions:
Including poses such as Teacher will perform
downwards dog, Tree poses, etc. the macarena with
students teaching and
inserting cues where
needed while co-teacher
observes to make sure
all students are
participating

Teacher will also focus

on the students
breathing and reminding
them to breathe
Performance Cues:
 Students are
willing to
participate
 Students
breathe
continuously

2-3 mins Introduction to the macarena Safety Actions: To change up from the
(Myles)  Begin by asking who has  3-5 feet of electric slide, we wanted to
heard of the Macarena  space introduce a fun dance like
 Briefly introduce  No breakable the macarena. We wanted to
counting beats, 1,2,3,4 items arounds also incorporate more
 count you counting in terms of beats,
 Introduce moves (On  Stay in control introducing the 1,2,3,4
beat, do this…): of your body at count. This dance is also
o Right arm palm all time fairly simple, yet challenges
down; left arm Teacher Actions: students to focus on the
palm down  Mirror all beats and timing. 
o Flip Right palm movements (use
up; flip left palm right when
up saying left)
o Flex at the Performance Cues: 
elbow, right arm             Arms straight
to left shoulder,  Flex at the
left arm to right elbow
shoulder
o Bring right hand s
to the back of
head; left hand to
the back of the
head
o Right hand to
left hip; left hand
to right hip
o Right hand on
right hip; left
hand on left hip
o Keep hands on
hips, rotate hips
in a circle
o Jump and turn to
the left
7 Macarena dance Performance Cues: For the dance itself, we
minutes  I will play the song on a  Follow the beat want to have a dance that is
(Myles) speaker, and lead Safety Reminders: easy enough to build off of
students through the  No wild and can provide a challenge
dance, Matt will be movements to students who may need
closer to the laptop  Be aware of it. 
giving feedback to surroundings
students. Teacher Action:
 Modifications:   Provide
o If too easy- feedback as
Incorporate a students go
stomp on every through the
beat for more dance
movement
overall
o If too difficult-
Try your best, do
the moves you
remember well,
and focus on the
 beat
1-2 Transition into Just Dance
minutes Activity
(matt)  Ask questions:
1. Who has heard of the just
dance video games
2. Has anyone played them
before
3. If so... What dances are
your favorite
 Share screen and show
students what the first
dance is
 Explain a couple of the
main moves and then tell
students to mirror the
dancer on the screen to
the best of their ability
 Remind students if the
get behind or aren't able
to complete a move just
catch up as he is going to
be moving quickly
 Remind students of
judgment free zone
5 First Just dance song (Y.M.C.A.)
minutes
(matt)
 Have students complete
the full song with dance
moves and try their
hardest.
 If students are not
participating personally
message them in chat, or
encourage them to
continually keep trying
their hardest.
 If students are struggling
with the moves
o Y: stick arms up
as high as they
can
o M: try to touch
you head
o C: Curve your
body one
direction the best
you can. If not
Performance Cues: This transitions purpose is
persevere to make sure the students
Safety Reminders: know and understand what
Stay in control of bodys just dance is. 
and be aware of self It gives all students a
space chance to participate and
Teacher Action: show what they have
Share Screen and do at learned over the unit in a
least 3 checks for utilization/proficiency
understanding questions activity. Since This is the
throughout the 2 main activity for the day we
minutes, to make sure want to make sure they
students have full students have a sound
understanding of understanding of this, and it
activity. is challenge by choice as
well as a judgement free-
zone
Performance Cues: This first song is meant to
 persevere be easier and give student
 Challenge by an understanding of what
choice just dance is and how fast
 Stay in control paced it can be. Its meant to
as dancer on give all students a chance to
screen will be participate without feeling
moving quickly pressure to succeed. It also
gives the students to get a
Safety Reminders: professional dance
 Challenge by instructor in a fast paced
choice( if a learning environment.
moves seems to
hard, wait for a
second until the
next move)
 Focus on
controlling your
body while
dancing not
trying to keep
the pace of the
dancer on the
screen
 curve arm over
your head to
make it look like Teacher Action: Share
aC
o A: touch hands
together over students to make them
head or as high
as you can. watches to make sure all
participating, and giving
4 Transition 2: (Affective domain)    
minutes Assessment link Remind students to do
(Myles)  Ask student what they
found easy,difficult, etc
 How did you like the
dance unit 1-3
 Would they like to
continue to learn dance
after today?
5 Second Just Dance
minutes(myles) Activity (The Bear
Necessities)
 Peak students
interest by asking
students about
Disney movies.
“What is your
favorite Disney
movie?” Relate it
to the dance.
 Remind students
to try their best,
ensure students
are participating
and trying
2-4 minutes Transition 3: Cognitive
(Matt) questioning/ closure
assignment (final check
for understanding)
 Judgment free
zone
screen on zoom and
dance along with
feel comfortable and
students are
100% effort
Safety Reminders: We wanted to get a pre/post
assessment for the students
answer their best  to see if the three lessons
Teacher Action: stood out to the students,
Keep a high energy specifically here for the
while students are affective domain. 
assessing, keep
engagement high
Performance Cues: We want to have a
 Challenge by fun, yet somewhat
choice challenging dance.
 Take time
Have a fun song
learning the
dance
choice with a
(Repeated variety of different
moves) movements. Show
 Mirror and students more fun
focus on what of dance, as well as
is on screen encouraging
Safety Reminders: participation.
 Be aware of
your
surroundings
 Control your
body/ No crazy
movements
Teacher Action:
 Share screen/
perform CFU
Performance Cues: We are near the end
Safety Reminders: of the unit. The last
As needed depending questions will
on what students are include asking
struggling with
Teacher Action:
students to fill out a
Keep students engaged survey of which
  Students will with answering questions Dance
complete a google questions while the last activity was their
form to help us activity is prepared. favorite. Teachers
understand their will watch survey
knowledge of results and do that
rhythm and dance. activity one final
 5 questions time.
included, link in
the assessment
column
Based on time depends
on if in chat, just a
conversation, or linked
survey.

5 minutes Fligrid Viewing In order to relate to

(Myles)  Before going into Safety Reminders: the electric slide, we
the final part of Judgement Free Zone want to view
class, we want to Teacher Action: Flipgrid videos to
Share screen, view
bring it back to end class. We
every video positively,
the electric slide. give positive feedback
thought it is a fun
We will ask if any to the students.  way to end the unit,
students would and class overall. 
want to volunteer
to see their
flipgrid videos
from the first
week. 
 Use cues from the
electric slide when
discussing it.
Grapevine, Toe
Touches, Quarter
Turn

Last 5  minutes last dance (whip and nae
(matt/Myles) nae) and allowing
students to say goodbye
to each of us one last
time.
 Students will
create own dance
based on a song
we provide
 Each student and
Performance Cues: Based on what was
Persevere one last time the favorite choice
Appropriate dancing will be performed
Safety Reminders: again, one last time
While we are creating
our own dance make
to finish our time
sure we are all safe and with the 5th
stay in control of our graders. (macarena,
bodys at all times Just Dance, cha-cha
Teacher Action: slide, or new cupid
Play a song that has not shuffle)
 UNC student will been played with yet, Purpose to end
do their own and create your own dancing on a good
dance and show it dance with other final note
to the group until students.
music stops.
 Music stops With
2 minutes left for
UNC students to
say final goodbye
to the 5th graders
for the semester.