SES 209 – Peer Teach Lesson Plan

Name: Dylan, Jonah, Seth, Javi
Content/Skill theme: Dancing
Lesson: Hit the Quan
Grade: 5th grade
Equipment (be specific, consider the whole lesson): Music, Flags,
yourself
Date/Time: October 9th 12:00
Class Size: 20
Safety (be specific, consider the whole lesson): Self space and
General space

Your group will create a dance for the class! This is your opportunity to collaboratively construct a dance of your choice. The dance can be
completely made up by your group or adapted from an existing dance.
National Standards & Outcomes State Standards & Outcomes
Demonstrates mature patterns of locomotor Perform basic dance movements/technique
skills in dynamic smallsided practice tasks,
gymnastics and dance. (S1.E1.5a) Perform a movement phrase, or dance with a
variety of intent
 Combines balance and transferring weight in
a gymnastics sequence or dance with a Create group dances
partner. (S1.E7.5)
Create a dance incorporating compositional
elements
Performs curling, twisting and stretching
actions with correct application in dance, Analyze and evaluate dance works
gymnastics, small-sided practice tasks and
games environments. (S1.E10.5) Use basic dance vocabulary to analyze dance
works
Combines locomotor skills and movement
concepts (levels, shapes, extensions,
pathways, force, time, flow) to create and
perform a dance with a group. (S1.E11.5)

Combines movement concepts with skills in

small-sided practice tasks in game
environments, gymnastics and dance with
self-direction. (S2.E2.5)

Analyzes movement situations and applies

movement concepts (e.g., force, direction,
speed, pathways, extensions) in small-sided
practice tasks in game environments, dance
and gymnastics. (S2.E3.5c)

Student Objectives (ESWBAT) Assessment *Bonus*

Affective Enjoy the dance while interacting with others
Cognitive Putting together step by step movements
Psychomotor Learn the full Quan dance by the end of class
 Teacher Objectives Assessment *Bonus*
1. Full participation by the class
2. The whole class has fun
3. Reflect on their dance experience

Organizational Adaptations &

Performance Cues
Time Introduction / Instant Activity Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) Sell your content; why should they learn this dance? cues; specific feedback; Diagram showing organization of
teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Jonah describes the instant activity Crazy Taxi. Students with
Yellow stars represent kids with papers, ‘taxis’ disabilities, like
Blue triangles represent kids without papers ‘passengers’ wheelchairs and
“ be aware of your
other disabilities, can
10 surroundings”
be drivers, and
students can be
brought closer for
them.
5 students will be given a paper with a specific locomotor skill (cannot be jumping) will be taxi drivers. All other students will be spread out
Script around in open space. On go for these students, they will do their locomotor skill while going up to as many students and telling them to "get
in". When a student who is jumping is told to get in, they will get behind the taxi drivers and mimic the same locomotor skill.

Adaptations &
Student Activities Performance Cues Directions
Time Include the entire dance sequence, task development, goal orientation Behavior prompts; teaching Modifications
Diagram showing organization of Potential adaptations to
(min) progressions, learning experiences, scaffolding specifics; instructional task cues; specific feedback;
students; Managerial task statements
statements. teacher actions student activities to meet
the needs of ALL students.
 Dylan: Gather around the tv so we can learn the dance called N/A
“the quan”. “ let loose”
The rectangle is the Tv and the line are the students. “ don’t be afraid to get
3-5 jiggy”

When the video plays I want you to watch how the little girl does the dance. Watch how she gets down low and swings her arms.
Script

*Add as needed*

Adaptations &
Student Activities Performance Cues Directions
Include the entire dance sequence, task development, goal orientation Behavior prompts; teaching Modifications
Diagram showing organization of Potential adaptations to
progressions, learning experiences, scaffolding specifics; instructional task cues; specific feedback;
students; Managerial task statements student activities to meet
statements. teacher actions
the needs of ALL students.
30 Dylan and Jonah will be showing the dance in the front of  Wipe your sneakers  Add scarf for step
the class.  fan your face, five
Seth and Javi will be walking around to help those who are  look off in the  If you can’t run in
struggling. distance place twist your
Step one: wiping the sneakers clean.  run in place, body.
Step two: hands by the hips showing your designer belt  get down low, swing  Add your own
Step three: watch your step by running in place your arms steps after step 9
Step four: fan your face with your hands because your feeling
yourself
Step five: throw a flag from your hip ( as if a ref was
throwing a flag on a play) and look off in the distance with
your hand on your forehead
Step six: Jog in place
Step seven: shimmy front to back
Step eight: hit the Quan
Step nine: get down low and swing your arms
 Dylan: Get in groups of 3 and we will number you off. Ones are in the front line twos are in the middle and threes are in the back.
We will rotate lines throughout the dance. For the first step of the dance you will be wiping off your feet as if someone stepped on your sneakers
and got them all dirty, so watch me the first time I do it and then we will all give it a try as a class. Ok good job it looks like you guys all got it
down good job! Let’s try it a few more times just to get the hang of it. Once we are done wiping off the sneakers we are going to stand back up and
put on your designer belt because we are all trying to look nice and fresh out here. For the belt part you are going to start in the front with both
hands together, then pretend as if you are putting on the designer belt and then bring your arms back to the front. Javi over here will demonstrate
what it looks like. Now that we have gone over those two steps let’s put them together and see if we can do it in sync. If you need help ask Jonah or
seth and they will come by and help you. Now that we have those two steps down lets add the third step in there. You are going to put both your
hands down by your left hip and jog in place to the right. Once you watch your step you are going to stop where you are. Once you stop jogging in
place to the right you are going to put your hands to your face and stop fanning your face. Don’t be afraid to get into this part. Don’t be afraid to
feel yourself and put some of your own swag into it. Now that we have gone over those 4 steps lets put them all together. On the count of 4 we will
start 1…2…3…4. Thumbs up if everyone understands the four steps. Who would like to come up and demonstrate if they feel comfortable with
these 4 steps? Jonah alright come up to the front of the class and lets see it. Ok you can go back to your spot. Now that we have those 4 steps down
lets move onto step 5, you are going to reach down to your hip and pretend to throw a flag as in a ref is throwing a flag on someone in a football
Script game. For example I will demonstrate. Once you throw the flag you are going to put your hand up to your forehead and pretend like you are
looking out into the distance. Thumbs up if everyone understands that step? Ok good now we are going to add step 6. You are going to turn to the
right and jog in place as if you are going to get the ref. now we are going to put all 6 steps together. On the count of 4 lets see if everyone can
perform all six steps. Thumbs up if everyone feels comfortable with all those steps. Good! Now lets add the last three parts of the dance. You are
going to shimmy front to back and javi will demonstrate that. Now lets try it all together as a class, put your arms out and lean forward, then rock
back with it. After you shimmy you will get to choose what quick dance move to perform real quick. We will give you some choices of what you
can do but you do not have to perform them. Get with a partner and a come up with a quick dance move you guys would like to perform. You have
2 minutes to come up with a quick dance move. Ok get back into your lines and now we are going to add the last 2 parts together as one. The main
part of the dance is the quan dance move. Now for this part it might be a little challenging but its not as hard as it looks. So you are going to spread
your legs apart and as we say “walking like an old person” they have troubles walking so its going to be baby steps. So its going to look like this,
thumbs up if everyone understands that. Okay good! Once you got that step you are going to add the arm swing. Okay now lets go from the
beginning and see if we can remember all the steps. We are going to go slow at first but follow javi and I if you need help. Now that it looks like
you guys have it down lets put it all together a little faster and then we will add the music. Good job now lets add the song with the dance and
perform it a few times and add your own twist if you have anything you would like to add.
*Add as needed*

Adaptations &
Performance Cues Directions
Time Closure Behavior prompts; teaching Modifications
Diagram showing organization of Potential adaptations to
(min) Review what has been learned. End on a good note! cues; specific feedback;
students; Managerial task statements
teacher actions student activities to meet
the needs of ALL students.
 Seth: Question and answer time. What was liked and disliked N/A
about the dance
5 N/A N/A

What did you think about the dance?

How did we do as a group?
Script Did we describe it well enough?