Lesson Plan Pro forma (Health & Physical Education)
Michael Allen
NAME:
Hip Hop
ACTIVITY:
Speaker, phone, hip hop attire
EQUIPMENT:
Learning area: Health & Physical Education
Student learning Outcomes:
Evidence of learning The students will …..
Cognitive & Physical (including ‘skilful’ play)
Demonstrate musicality by picking and moving on the
beat
Demonstrate musicality by reproducing movements and
linking them together effectively
Demonstrate technical form through strong arm
extensions and low grounded movements
Demonstrate creativity when working with a partner to
create a short sequence of movements
Personal Responsibility: (Fair Play)
Demonstrate respect and consideration when observing
as the audience
Social:
Support peers by providing praise and constructive
feedback when prompted
Demonstrate collaboration skills when choreographing
steps
Affective: (feelings & attitudes) (Resilience)
Demonstrate resilience by maintaining a positive attitude,
even during periods of challenge, and by being willing to
try new things
Utilise expression through eye contact, swagger, and
intensity to capture hip hop attitude
Evaluation
Student learning outcomes – address each outcome
Complete on a separate page.
Consider what happened (with supportive evidence), the
implications (so what) & future directions (what now).
8:50-9:40 23-10-2017
TIME: DATE:
Salisbury Downs Primary School
CLASS / YEAR
Teacher Outcomes:
The teacher will …….
Management: (operating framework & interactions)
Utilise a range of strategies to manage behaviour and
intervene early so that issues do not escalate
Create an engaging environment through effective
selection and use of music
Presence: (verbal & non verbal communication)
Maintain a high energy presence and model enthusiasm
by utilising exaggerated non-verbal communication and
positive verbal communication (including tone variation)
P’s of Pedagogy: (Presentation of task, positioning
General feedback - acknowledgement )
Position myself in view of all students, be mobile, and
periodically move students so that everyone can view
demonstrations from a range of locations, use mirrored
and back-to-student position based upon task
Provide large quantities of praise (to account for the
nervousness associated with performance of dance)
Provide constructive specific feedback related to learning
outcomes to scaffold improvement
Evaluation
Teacher outcomes – address each outcome
Complete on a separate page. Consider what happened
(evidence), the implications (so what) & future directions
(what now).
 SPECIFIC LEARNING OUTCOMES ACTIVITY
(Students will ……) (Shape +method .. how)
Warm Up:
-Demonstrate musicality by moving on Music: Rappers Delight –
the beat Sugar Hill Gang
I -Demonstrate musicality by Follow Along
N
reproducing movements -teacher demonstrate
T
R -Demonstrate technical form by -students follow
O utilising strong arm movements by Steps
D going wide and low grounded -squat x8
U
movements by posturing down -squat with scoop x4
C
T -pull up the socks x4
I -wipe table x4
O -grape vine x4
N
-under the bridge x4
-lean backs x2
-body + crump it out x2
Learning Episode Closure
-awesome start, hip hop
places a real focus on
grounded movements and
strong arm extension. Not like
ballet where you are ‘on
point’ here we want to be full
of ‘swag’ and ‘laid back’ to
bring the hip hop attitude
FOCUS CLASS ORGANIZATION TIME
(teaching cues or questions) (Shape)
-‘Listen for my count and 5min
listen for the, hit the 8:50-
movement on the beat’ 8:55
-‘try transition from one
movement to the next instead
of them being totally
separate…’ (flow)
-‘drop it low with the legs and
body and hit the arms strong’
Cues
-Squat: bop down, bop up
-Scoop: spread out, scoop in
-Socks: lean and pop
-Wipe: clear the table
-Grapevine: step, behind, 3min
step, together 8:55-
-Unders: down and across 8:58
-Lean backs: matrix!
-Crump: shake it off

Hip Hop Walk:

-Demonstrate expression by holding Music: What’s Golden – -‘it’s all about how you carry 2min
D strong facial expressions and eye Jurassic 5 yourself, think slick, cool and 8:58-
E contact during pose, coupled with a -walking around to music powerful’ 9:00
V
E
flowing strut walk -pose down when music stops -‘try out ‘hip hop’ your
L -all about hip hop swagger partner’
O walk -‘I’ll show you an
P -attitude and expression on example…(laid back walk into
M
E
the pose down with nearest squat with arms crossed, hold
N person (pair up) strong eye contact)
T -teacher participation -‘why do you think I have such
an intense expression on my 2min
Learning Episode Closure face?’ 9:00-
-‘swag city up in here!’ 9:02

-Demonstrate creativity create a
signature move (short sequence of
movements)
-Demonstrate musicality by picking
and moving on the beat
-Demonstrate musicality by
reproducing movements and linking
them together effectively
-Demonstrate technical form through
strong arm extensions and low
grounded movements
-Demonstrate resilience by
maintaining a positive attitude, even
during periods of challenge, and by
being willing to try new things
(above outcomes apply generally…)
-Demonstrate expression and attitude
by keeping the head down and in
character
-now that we’ve got the
attitude growing, let’s add
some personal style to it
Name Game: (No music)
-students make movement to
the syllables in their name
-standing in circle
-teacher starts and demos
their own
Learning Episode Closure
-‘awesome signature moves
guys. Make sure you
remember them because we
might be able to work them
into our battle routine’
Routine: Direct Teaching
Music: Stronger – Kanye West
-steps chunked into count of 4
-first no music, repeat steps a
couple times
-add music, repeat steps a
couple times
-add next four and repeat
with no music-music
approach
Count 1-4
(ends on makes us)
-crouched, head down, arms
crossed
8min
-‘Think about putting your 9:02-
personal spin on it, make it 9:10
your signature move!’
-‘This is mine… Mich…Ael’
(side lunge + snap x2)
5min
9:10-
9:15
-‘Listen for my count and 20min
listen for the beat in the 9:15-
music’ 9:35
-‘try transition from one
movement to the next instead
of them being totally
separate…’
-‘drop it low with the legs and
body and hit the arms strong’
-‘don’t worry if you make a
mistake, just try find your
place and keep having a go’
(above cues apply generally…)
-‘hold the pose, don’t raise
the head, keep the intensity’

-Demonstrate musicality by popping
straight up on the fifth count (linking
grounded position to standing
position)
-demonstrate technical form by taking
a low posture for lunges and squat
-demonstrate technical form by
moving arms wide on the scoop
-demonstrate technical form by fully
extending and swinging arms on
wipes, arms up, and bicep pose
C
L
O Routine: Partner Feedback
S -support peer learning by providing
U praise and constructive feedback
R
E -demonstrate resilience by being
showing routine to a peer (mini-
performance)
Count 5-8
(ends on stronger)
-5: pop up
-6-8: Power stance
Count 9-12
(ends on kill me)
-9: right shoe lunge
-10: left shoe lunge
-11: scoop
-12: squat, double thumbs
Count 13-16
-13: right wipe
-14: left wipe
-15: arms up, on toes
-16: bicep pose, on feet
-partner up
-go practice the routine
together
-then take it in turns watching
each other
-looking for; grounded
movements, strong arms,
coordination, timing
-‘look up, pop up’
-‘stand with intensity’
-‘get low and limber on the
lunges and squat, bending
with knees and hips’
-‘arms all the way out then
scooping in, thumbs point at
yourself when he sings me’
-‘show me what you think
strong arm movements look
like…’
-‘really punch and swing those
arms out and up! Feel strong,
look strong’
-‘after watching your partner
perform the first 16 counts
tell them something they did
well and one thing that would
make it even better. Such as,
“you had strong hand
movements, it would be even
better if you got a little lower
with leg moves”’ 2min
-‘what do you think is your 9:35-
partner’s biggest strength?’ 9:37
-‘do not worry if it is not
perfect yet, we are all going to
make mistakes…partners are
there to help in this process’
Learning Episode Closure
-‘fantastic effort every one,
strong start to learning the
routine’
-specific feedback based on
observations 3min
-‘next week you’ll be 9:37-
choreographing some of your 9:40
own moves which we will
hopefully add into our
sequence, can start thinking
ahead between now and
then…’

Closure
Stretching and Info Session
-praise
-battle information
-theme, costumes
-goals for next week