Wayne State University College of Education

Teaching Intern (s): China Oni Leitner

School in which the lesson is being taught: Maelewano Institute

Grade level of students for whom the lesson was developed: 3-5

Subject/content area(s) for the lesson: Physical Education, Music, & Dance

Title of the lesson: Feel the Rhythm

1. Learners & Learning Environment:

a. Engaging and Supporting Diverse Learners (UDL) (InTASC 1,2,3):
The class is extremely multicultural. With this being a dance lesson, the students will be
encouraged to put their own cultural influences in their steps. Not one dance should look like
the other. Students will have the chance to show their favorite dance moves or dance moves
specific to their culture. Those who struggle with coordination will have the chance to practice
more during Free Play Fridays. The teacher will also go around and help students that appear to
be struggling. If the class is struggling as a whole, the class will either clap and count aloud or
revisit the practice pads. This lesson will continue to build until the class receives decent scores
on a medium or normal level. If the class desires to be challenged, the teacher can continue
until the hardest level is mastered. It will become part of the classes routine.

b. Materials and Digital Tools Needed (InTASC 7,8):

Dance Dance Revolution Classroom Edition
Practice pads (self-made)
Camera

2. Outcomes & Assessment:

a. State Standards and Student Outcomes – Learning Goals (InTASC 4,5,6):
ART .M. I .3 .1 - Use developmentally appropriate singing voice, sing melodies accurately, and
physically demonstrate macro and micro beat.
ART .M. I .5 .7 - Perform rhythmic and melodic patterns when presented aurally.
Grade 3, Standard 1, Number 5 - Performs teacher-selected and developmentally appropriate
dance steps and movement patterns.

SWBAT coordinate steps.

SWBAT identify a 4-count beat to music.
SWBAT understand 4/4 time.
SWBAT count and step/dance in 4/4 time.

b. Assessment and Evaluation – Evidence of Student Learning (InTASC 1):

 Students will be assessed based on how well they can follow the steps and execute the dance.
The teacher will observe the students and notate how the students are doing. He or she will
also pay attention to how many steps they missed, and their overall score presented with a
letter grade at the end.

Students will be assessed based on their ability to find beat 1, 2, 3, and 4 at any time during the
routine. As the class rehearses, the teacher will make the class count as they move. Then, the
teacher will do the routine his or herself and ask the students to count in their heads, when he
or she stops, the class will be asked to identify the beat on which the routine has stopped. This
will continue until throughout the routine.

Students will be assessed based on their ability to define and understand a 4/4 time signature.
Students will be given an exit slip on which they will have to define a 4/4 time signature. During
the class, the teach will play five songs. The students will need to clap and count 4 beats. If it
aligns, it is a 4/4 time signature. Students are responsible to deciding whether it is or isn’t. The
tach will ask the class to raise their hands for wither choice and the teacher will record the
students’ responses.

Students will be assessed based on their ability to count and perform the routine at the same
time. While playing Dance Dance Revolution, students will be required to count their steps. If
they lose the 4-couny beat they will have to find the beat and continue to count.

3. Instructional Practice:
a. Introduction – Engaging Students, Activating Prior Knowledge and Setting Lesson Goals
(InTASC 7,8):
The teacher will announce that the class will warm up by free dancing to a popular radio hit.
The song chosen must have a 4 count rhythm. After the song ends, the teacher will play the
chorus again and ask the class to sway and clap to the beat. Then, the teacher will ask the class
to try and count the beat. The teacher will then clap, sway, and count a 4 beat rhythm. He or
she will identify other popular songs of the time written in 4/4 time and connect the
observation with the lesson for the day.

b. Instructional Procedure: Engaging Students in Actively Constructing Deep Understanding

(InTASC 7,8):
The teacher will explain that 4/4 time means that there are four beats per rhythm and each
beat is only worth one count. Due to prior math knowledge, the teacher only has to remind the
class that 1 out of 4 is equal to a fraction of ¼, which is also equal to a quarter. Well, one beat is
a quarter count. Now, the teacher will define 4/4 time as 4 beats per rhythm and the quarter
note (1/4) gets one beat. If you add all the quarter notes of the rhythm, you get 4/4 or 1 whole
rhythm.

The teacher will clap and sing 4/4 rhythms with the class until they are comfortable. Then, the
teacher will challenge the students by singing songs and nursery rhymes while the students clap
and count. Once the students find it to be difficult, the teacher can choose to introduce “ands”.
I recommend just using them as pace holders and saving the explanation for another lesson.
 Next the students will gallop, clap, and count a 4/4 rhythm. The students can skip as well until
they are comfortable with moving and counting the at the same time.

Next, each student will be given a pad. The teacher will specify that during this activity, the
students must only tap the pads, not stomp them. The teacher will draw arrows on the board
and demonstrate following the step pattern while counting the beats. After the his or her
demonstration, the class will attempt to do the same first very slowly to develop coordination
then the pace tempo will gradually increase as they students become proficient. The teacher
will create at least five different step patterns for the students to try.

Finally, the students can put what they’ve learned to practice. The students will be given a real
dancing pad and each of them will have a chance to dance to an easy mode song prechosen by
the teacher. The class will count and dance simultaneously. The class will play three times and
the average score will be their grade. Between each attempt, the class will have a chance to
share their difficulties, ask questions, and get a drink of water or stretch.

c. Technology as a Tool for Effective Teaching & Learning (InTASC 7,8):

Dance Dance Revolution Classroom Edition
TV/projector
Xbox, Playstation, or Wii
iTunes/Youtube

d. Closure – Students Summarizing and Synthesizing Their Learning (InTASC 7,8):

The teacher will conduct an informal oral assessment to review what the students have
learned. The class will have a chance to share the methods they used to find the beat once it
was lost and what aspect was the hardest to grasp during the lesson. The teacher will explain
that each 4-beat rhythmic cycle is called a measure and that those beats can be divided into
smaller beats just like fractions. That will be explored through dance tomorrow. Now, the class
will be given an exit slip on which they will have to define a 4/4 time signature.

4. References & Resources:

Hansen, L. (2010, July 5). VRhythmic Dance - Learning a 4 Count Beat with DDR. Retrieved from
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=10125#.Wtz0dS-ZPBJ

5. Professional Responsibility: Teacher Reflection (InTASC 9): DO NOT COMPLETE