UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

YOUR NAME:
Renee Cruz
LESSON SOURCE
SPARK

CRN:
1253
DATE:
23 March 2016

LESSON TITLE:
The Dancin Hawaiian
GRADE FOCUS:
2nd Grade

LENGTH OF LESSON:
45 minutes
INTEGRATED AREAS:
History/Dance/Music/PE

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS:
PE Standards:
Standard 1: Students demonstrate the motor skills and
movement patterns needed to perform a variety of
physical activities.
Movement Concepts
Rhythmic Skills
1.17 Demonstrate a smooth transition between even-beat
locomotor skills and uneven-beat locomotor skills in
response to music or an external beat.
1.19 Perform with a partner rhythmic sequences related
to simple folk dance or ribbon routines.
Standard 2: Students demonstrate knowledge of
movement concepts, principles, and strategies that apply
to the learning and performance of physical activities.
Locomotor Movement
2.5 Compare and contrast locomotor movements
conducted to even and uneven beats.
Standard 5: Students demonstrate and utilize
knowledge of psychological and sociological concepts,
principles, and strategies that apply to the learning and
performance of physical activity.
Self-Responsibility
5.1 Participate in a variety of group settings (e.g.,
partners, small groups, large groups) without interfering
with others.
5.2 Accept responsibility for ones own behavior in a
group activity.
Social Interaction
5.5 Demonstrate respect for self, others, and equipment
during physical activities.

MULTIPLE INTELLIGENCES ADDRESSED:

Bodily Kinesthetic
Interpersonal
Musical
GOAL OF UNIT
The goal of the unit is to learn the Hawaiian
Rollercoaster dance.
MAIN OBJECTIVE OF LESSON
The students will be able to identify and demonstrate
movement elements and skills when performing a dance.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

(Use your PE Standards and use specific verbs to indicate expected outcomes in each area)
COGNITIVE OBJECTIVES
(What students will know . . .)
The students will memorize the
basic steps that create the Hawaiian
Rollercoaster Ride dance.

AFFECTIVE OBJECTIVES
(Expected student behaviors . . .)
The students will work cooperatively
with a partner to perform the dance.

PSYCHOMOTOR OBJECTIVES
(What students will do . . . )
As a class, students will eventually
perform the dance in one large circle
with minimal mistakes.

ASSESSMENT
(Include any rubrics, quizzes, sheets, etc.)
STRATEGY FOR ASSESSMENT (How will you evaluate student progress of each objective?)
Students will be graded on their presentation of the facts they have come to learn about the style of folk dance they
have chosen along with their participation in the performance that will be done before their peers and family
members.
Here are two rubrics teachers could use for the assessment:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2184446&

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2501064&

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS (English Learners, Students with Special Needs)
For students with ADD or ADHD this activity will help them focus on controlling their movements. They will be
partnered up with other students and be instructed to follow the lead of others. Students will need to work on their
listening skills in order to know the next step of the dance causing them to pay attention to their partner.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED (bring music or similar items you may need for
your lesson presentation)

Four cones

Music: Hawaiian Roller Coaster Ride (SPARK K-2 Music CD)

Music player

Costumes if you choose

STEPS THROUGH THE LESSON

(Use bulleted statements)
INTO (set the stage; the hook, lesson objectives)
Start off by saying these words:
Eye (maka), nose (ihu), mouth (waha), bellybutton
(piko), belly (opu), and hand (lima).
Elaborate on Hawaiian Culture and ask if students are
familiar with it. You could even ask if they had seen the
movie Lilo and Stitch.
THROUGH (instructional input, modeling, checking
for understanding, guided practice)

Create medium (20X20 paces) activity area.

Pair students, then scatter them within the

area.

Have partners face one another

Introduction:
1. The Hawaiian Roller Coaster Ride is a partner dance.
Well learn and practice 1 step at a time without the
music first.
2. Dance Routine Part 1
Slap own thighs 2X (2 counts).
Palms down, cross hands in front of body R over L, 2X
(2 counts).
Clap partners hands 2X (2 counts).
Tap partners knuckles 2X (2 counts).
Repeat Part I for a total of 4X (32 counts).
Part 2
Slap thighs 1X (1 count).
Clap partners hands 1X (1 count).
Repeat Part 2, for a total of 8X (16 counts).
Part 3
Same as Part 2, but turn with your partner in a small
circle around each other. Slap while you both step to the
side, and clap while stepping together. It goes Slap/Step
Out, Clap/Step Together.
Repeat Part 3 a total 8X, circling 2-3X.
We'll repeat the entire dance until the song ends.
3. Lets try it with the music.

RATIONALE (why are you doing this?)

I would start off with speaking Hawaiian to engage the
interest of my students. Once I have their attention I
would then introduce them to the Hawaiian culture and
explain to them that we will be learning the Hawaiian
Rollercoaster Ride dance.
RATIONALE (why are you doing this?)
This is a breakdown of what the dance step by step. This
allows students to learn the routine in chunks which
makes it easier to learn. This also helps with those who
learn through the multiple intelligence of VerbalLinguistic. It walks both the student and teacher through
the entire routine.

BEYOND (independent practice, further research)

At the end of the class I would have the students write a
reflection on their experience. I would also ask them to
further research this dance and any other cultural dances
that they felt related to this experience. I could also have
them research a dance that pertains to their particular
culture and bring it into to class to share.

RATIONALE (why are you doing this?)

Having students write about their experience causes them
to reflect on what they have learned. They could also
reflect on how they felt while performing. By having
them bring in a dance that pertains to their culture
exposes students to cultures that they may be unfamiliar
with. Its another way to introduce diversity in the
classroom.