Teresa Krizay MSU 3361 Ms.

Campbell

A Very Simple Dance

II. Objectives: Upon completion of this lesson: A. The students will be able to discuss the meaning of the word nonlocomotor B. The students will have demonstrated nonlocomotor movements C. The students will have played the Action and Stillness game D. The students will practice nonlocomotor movement by dancing along with Simple Dance. III. Introductory Activities: 5 minutes The teacher will begin the lesson by explaining to the students that there are two types of movement locomotor and nonlocomotor. The teacher will tell them that locomotor movement is when the child gets to move to more than one spot, such as running around the gym or taking a walk. The teacher will then explain that nonlocomotor is moving while staying in one spot. The teacher will ask the students if they can think of any examples of nonlocomotor movement. The teacher should be looking for answers such as bending, curling, stretching, balancing, turning, twisting, etc. As the children volunteer different movements, the teacher should agree or disagree with the choice. If the choice is an example of locomotor, the teacher should explain to the children why that particular movement does not fit the classification of nonlocomotor movement. IV. Developmental Activities: 10 minutes For the developmental activity, the children will play the Action and Stillness game. The teacher will show the children two different types of instrument a bell and a drum. The teacher will explain that when the bell is rung, the students are to begin doing nonlocomotor movements while staying in their assigned spot. When the drum is beaten, they are to stop moving and freeze in place. If a child continues moving when the drum is beaten, or if the child performs a locomotor movement, they are eliminated from the game. Before beginning the game, review once more with the children the difference between locomotor and nonlocomotor movement. Review with the children the purpose of the sound of the bell and the drum in the game. Play this for 5 minutes or until only one child remains in the game.

Teresa Krizay MSU 3361 Ms. Campbell V. Culminating Activities: 15 minutes The culminating activity will consist of the children dancing to the song Simple Dance by the Sesame Street cast. This dance consists of nonlocomotor movements set to music. The teacher will explain to the children that they will be doing a dance that has the new movements they have been learning about. The song will tell them which movement to do at certain times. The teacher should then demonstrate the movements for the children and allow them to practice. The song movements are: Clap hand three times Stomp feet three times Turn around (say whee while doing so) Touch your toes (groan while doing so) Pull your ears three times (say ouch, ouch, ouch while doing so) Flap your arms three times Stretch up high (say ahhhh while doing so) All fall down (say oooooooh while doing so) The teacher should also explain to the children that each movement builds upon the other. They will be required to add movements with each verse of the song. Additionally, the children should be told that the song will speed up as it progresses making each movement faster. The children should be placed in a circle standing an arms length away from each other for safety reasons. The teacher may refer to the attached lyric sheet in order to keep track of the order of movements within the song. The song and dance should be done a few times in order for the children to master the movements as well as have the opportunity to sing along with the tape. VI. Assessing Student Learning: Assess the students learning by using the following: 1. The student participated in the class discussion, with at least one suggestion 2. The student actively participated in both the game and the dance. 3. The student was able to demonstrate nonlocomotor movement with 80-percent proficiency. VII. Modifications for Special Needs: The hearing impaired student will be seated closest to the teacher in order to be involved in the discussion and be able to hear instructions. Additionally, the hearing impaired child will be placed closest to the music in order to feel the vibration of the music. The children will be placed in a circle so the hearing impaired child may also follow the other childrens movements. The blind student will be placed close to the group in order to be involved in the activities and discussions. The teacher or aid will assist the student in understanding the

Teresa Krizay MSU 3361 Ms. Campbell meaning of the various movements that are discussed. The teacher or aid will also assist the student during the activities. VIII. Resources: (1) One Copy of the tape Bert and Ernie Sing-Along advanced to the song Simple Dance (1) One tape player (1) One extension cord (1) One copy of the lyrics to Simple Dance Gymnasium, playground, or open classroom space IX. Self-Reflection of Lesson: Did the students understand difference between locomotor and nonlocomotor movement? Did I allow enough time for each step in the activity? Were my directions clear enough? Did the students stay on task or were the easily distracted? X. Alternate Activities As an alternate activity, the children could play Simple Simon highlighting nonlocomotor movements. - Example: Simon says everyone touch your toes Simon says pat your tummy

Teresa Krizay MSU 3361 Ms. Campbell Simple Dance Sung by David (Northern Calloway) Are ya ready? Here we go Come on and do a dance with me Its just a little step or two Ill teach you how Well start right now Its a very simple dance to do First clap your hands (clap, clap, clap) Then stomp your feet (stomp, stomp, stomp) Its a very simple dance to do (music speeds up slightly) Wait I forgot to tell you Theres another little step or two Turn around (whee) Its a very simple dance to do Clap your hands (clap, clap, clap) Stomp your feet (stomp, stomp, stomp) Turn around (whee) Touch your toes (groan) Its a very simple dance to do (music speeds up again) Wait I forgot to tell you Theres another little step or two Pull your ears (ouch, ouch, ouch) And flap your arms (flap, flap, flap) Its a very simple dance to do Now clap your hands (clap, clap, clap) Stomp your feet (stomp, stomp, stomp) Turn around (whee) Touch your toes (groan) Pull your ears (ouch, ouch, ouch) Flap your arms (flap, flap, flap) Its a very simple dance to do (music is really fast now!) Wait I forgot to tell you Theres another step and then were through Stretch up high (ahhhh!) And all fall down (oooooooh!) Its a very simple dance to do

Teresa Krizay MSU 3361 Ms. Campbell Clap your hands (clap, clap, clap) Stomp your feet (stomp, stomp, stomp) Turn around (whee) Touch your toes (groan) Pull your ears (ouch, ouch, ouch) Flap your arms (flap, flap, flap) Stretch up high (ahhhh!) And all fall down (oooooooh!) Its a very simple dance to do Clap your hands (clap, clap, clap) Stomp your feet (stomp, stomp, stomp) Turn around (whee) Touch your toes (groan) Pull your ears (ouch, ouch, ouch) Flap your arms (flap, flap, flap) Stretch up high (ahhhh!) And all fall down (oooooooh!) Its a very simple dance to do Its a very simple dance to do! Bert & Ernie Sing-Along 1975 Childrens Television Workshop