KIN 447 D.

Martin

Names: Elise Foley, Jessie Taylor, Cori Camelia

KIN 447 Elementary Rhythms/Dance Education Lesson Plan

GRADE LEVEL & NUMBER OF STUDENTS: 2nd, 25 students

TIME: 20-30 mins

EQUIPMENT:
2 Maracas for each student
Jump in the Line- Song (Shake, Senora) by Harry Belafonte (1961)
Boombox
Auxiliary cord
1 to 3 beanbags for closing activity

OBJECTIVES:
Psychomotor
1. The student will participate in a rhythm activity using maracas during the lesson focus as directed by the
instructor.
Cognitive
1. The student will be able to compare and contrast locomotor movements conducted to even and uneven
beats during the lesson focus as directed by the teacher.
Affective
1. The student will demonstrate respect for self, others, and equipment during physical activity lesson as
directed by the teacher.

CALIFORNIA K-5 DANCE and/or PE STANDARDS:

Part 1. Introductory Activity:
Dance 1.1 Show a variety of combinations of basic locomotor skills (e.g., walk and run, gallop and jump, hop
and skip, slide and roll).
PE 1.17 Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor
skills in response to music or an external beat.

Part 2. Lesson Focus:

Dance 1.2 Show a variety of combinations of axial movements (e.g., swing and balanced shapes, turn and
stretch, bend and twist).
Dance 2.8 Demonstrate partner skills (e.g., imitating and leading/following).
PE 5.6 Participate positively in physical activities that rely on cooperation.

Part 3. Closing Activity:
PE 5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without
interfering with others.
PE 5.3 Acknowledge ones opponent or partner before, during, and after an activity or game and give
positive feedback on the opponents or partners performance.
PART 1: INTRODUCTORY ACTIVITY (2-5 mins):
Activity
Locomotor movements to get kids moving
including music and rhythms such as clapping,
stomping, snapping, jogging, animal walks (bear
crawl, crab walk, etc.)
PART 2: LESSON FOCUS (20-25 mins):
Activity
Students get toe-to-toe (Jessie)
Shake Senora dance broken up into 4 parts
Part 1 and 2 (Elise)
Shake maracas by:
KIN 447 D. Martin
Teaching Hints
Start activity by having students jog around the
fitness area. Begin by having them skip, snap,
stomp and gallop to the rhythm of the music.
*Use words like jog, skip, gallop.
*Use 2 count beat, demonstrate rhythm and
have students follow that rhythm.
Teaching Hints
-have students start moving around the fitness
area.
-When the teacher says GO, have each student
get toe to toe with another partner, and have
each group scatter around the fitness area.
-have one student from each group grab 2 sets of
maracas(one set for them and one set for their
partner) that will be placed around the
perimeter.
-each group of 2 will stand next to each other
facing the teacher.
-ask them to set down their maracas on the
ground in front of them as the teacher begins
teaching them the movements to a dance.
-Part 1 and 2: Students will use maracas to shake
to the rhythm of the song.
 KIN 447 D. Martin

Right shoulder 2x 1. (Shake, Shake) 2x over their right

Left shoulder 2x
Right knee 2x
Left knee 2x
*Repeat sequence 2 times for a total of 16
counts.
Students will turn to their partner and:
patty cake with right hand 2x
patty cake with left hand 2x
shake over their head 2x
shake down by their knees 2x (Little squat)
*Repeat sequence 2 times for a total of 16
counts.
Part 3 and 4 (Cori) @ :33 into song.
Face front
Up, up
down, down 2x
Face partner
shake, shake towards front of room
shake, shake towards back of room
squat and shake, shake maracas on the floor
shake, shake maracas on the top of the head 2x
shoulder (Shake Senora) 2x times over
their left shoulder. (Shake your body) 2x
by their right knee. (line) 2x by their
right knee. Do this sequence one more
time to the words (shake shake shake
senora, shake it all the time) *16
counts*Next, students will turn to their
partner and patty cake(with their
maracas) 2x with their right hand for
(work work) patty cake with their left
hand 2x (work senora), shake the
maracas over their head 2x (work your
body), and then down by their knees 2x
(line). Repeat this sequence again, for a
total of 2 times or 16 counts.
Part 3 and 4
2. Students will then face the front of the
room again, shake up twice, shake down
twice, and do this 2 more time for a total
of 16 counts. Students can squat when
going down to engage quads and core.
3. Students will turn to their partner, shake
to the side (front of class) twice, away
from the class twice, squat and shake
twice on the floor, shake maracas twice
on the top of head. Do this sequence
twice.
4. Repeat entire routine for a total of two
times including all the four sequences.

PART 3: CLOSING ACTIVITY (2-5 mins):

Activity Teaching Hints
Hot Potato *Group players in small circles (8-12 per circle) so
Skill: object handling objects can be passed from one to another
around the circle. Balls or beanbags or both are
 KIN 447 D. Martin

passed around the circle.

*The teacher or selected student stands with
their back to the class and will randomly shout
stop! (the point of the game is to avoid being
the person who passes the object to the person
who caught it when the signal occurs).
*the player who passed the object has to get up
and move to the next circle.
*Begin the game with one object and gradually
add objects if class is capable.
* Call out Reverseto signal a change in the
direction the object is passed.

Modifications for students with disabilities:

1. Children in wheelchairs could do all of the movements and move chair forward or backward.
2. Children with cognitive disabilities could perform the movements to every 2 beats thus slowing down the
steps.