Missouri Western State University Physical Education Lesson Plan Guide Title of Lesson: Irish Reel #of Students:

15 Age / Grade: 4th Total Time: 30 min.

Lesson Objectives (including Standard or Benchmark): The students will be able to perform the Irish Reel dance steps with proper form using correct body part and keeping pace with the music 2 out of 3 times. (HM1C4) The students will be able to understand the difference between Irish dances by taking a written test with a score of 75%. (HM1C4) The students will be able to demonstrate the importance of being part of a group activity by encouraging each member while performing the exercise 100% of the time. (PA2A2) Equipment, Materials and Preparation 30 Seconds Appropriate clothing that will allow students to perform the activity without restrictions. Proper shoes that will provide cushion and support. Large space for adequate room; music or CD player

Gym Set-up 30 Seconds

Anticipatory Set: -

1 minute

Tell the class that they are going to learn a dance called the Irish reel in order to stage a ceili, or festive dance celebration. Have the students view an actual Irish Reel Dance. 30 seconds

Transition: -

Have the students form a large circle with enough space to warm-up and perform the dance. 5 minutes

Warm-up: -

Jumping Jacks Quad Stretches Hamstring Stretches Calf Stretches

Instruction # 1 Prepare students: 30 seconds - Have the students view an actual Irish Reel Dance. Central Demonstration Full Speed (1 time): 10 seconds - Demonstrate how to properly do the dance with the music. Explain TLP/ SAMs (Formative Assessment): 1 minute

1. Stand center stage. 2. Hop to knee, raising right foot up to the left knee. 3. Spring onto your right foot.

Explain TLP/ SAMs (Formative Assessment):

1 minute

4-11. With right foot pointed out front, move from center to right side of stage for seven steps. Lead with right foot and follow with left foot. 12. After seventh step, lift right foot with knee bent. 13. Spring onto right foot bringing left foot into rear. Count one Explain TLP/ SAMs (Formative Assessment): 1 minute

17. Hop onto knee, raising left foot up to right knee. 18. Spring onto left foot. 19-26. With left foot pointed out front, move from right side to center stage for seven steps. Lead with left foot and follow with right foot Explain TLP/ SAMs (Formative Assessment): 1 minute

17. Hop onto knee, raising left foot up to right knee. 18. Spring onto left foot. 19-26. With left foot pointed out front, move from right side to center stage for seven steps. Lead with left foot and follow with right foot

Explain TLP/ SAMs (Formative Assessment):

1 minute

27. After seventh step, lift left foot with knee bent. 28. Spring onto left foot and bring right foot into rear. Count one. 29. Step in place onto ball of left foot. Count two. Explain TLP/ SAMs (Formative Assessment): 1 minute

30. Step onto ball of left foot, behind right foot. Count three. 31. Lift right foot with knee bent & repeat short three. Demonstrate (slow speed): 1 minute Show students the proper steps again doing it slow and saying each movement sequence again. Dry Run: 10 seconds

Have the students demonstrate the first few dance steps themselves 3 times while they are observed and correct if not using proper body part. Practice: 4 minutes

After students understand and are in their space, start the slow version of section of the dance making sure they are following the steps correctly. Questions to check 1. Are they using correct arms and legs? 2. Are they keeping time with the music? 3. Are they staying up with the instructions in the song?

Review:

3 minute

Have students try doing the dance with the faster version. Homework: 30 seconds What do you know now about Irish culture that you didnt know before? In what ways is Irish culture the same or different from ours? Do you think America should have a traditional dance? Why or why not? What would it be? **** All sections should include a time allotment. **** Use a transition any time the students move from one place to another.