William Paterson University

Teacher Certification Program - Daily Lesson Plan Format

Teacher’s Name Ms. Louie Date Lesson # 2 of 4

Unit Rhythmic Activities Grade 3rd Duration of Class 40 min

Central Focus of
Tempo
lesson
Objectives: Label domain and include the behavior, condition and criteria parts of a well-written objective. Assessment: Indicate below and attach
Indicate targeted SHAPE & NJSLS standard(s) after each objective. Create new rows as needed assessment artifacts to lesson.

Domai
(Formal
n SHAPE NJSLS Objective(s) Assessment tool(s)
(P,C,A) Informal)
SWBAT perform physical movements and actions to songs with varying
P 1 2.2.5.MSC.2 tempos during the Tempo Activity by scoring a 4 out of 5 on the Tempo Formal Tempo Dance Checklist
Dance Checklist.
SWBAT verbally define tempo in reference to songs and movement during
C 2 2.2.5.MSC.2 Informal Q&A
class discussion.
SWBAT verbally express two ways fast and slow tempo make them feel
A 5 2.2.5.MSC.2 Informal Q&A
during the class discussion.

College and Career Practices: Check the college & career ready practices you will introduce or build upon during this lesson.
☐ CRP 1 X CRP 2 X CRP 3 X CRP 4 ☐ CRP 5 ☐ CRP 6 ☐ CRP 7 ☐ CRP 8 X CRP 9 ☐ CRP 10 ☐ CRP 11 ☐ CRP 12

Planned Academic Language

Identify and describe learning task(s) where students will practice language functions and the associated language learning demands utilized to promote learning.
Language Function Define
Vocabulary ☐ tempo, speed, fast tempo, slow tempo, heartbeat, pulse, corotid artery
Syntax ☐ students demo the tempo of movements as the tempo of the song changes
Discourse ☐ During Q&A students will define and explain tempo as it relates to music and movement

Safety Precautions Equipment Needs

State overall class rules and specify relative to practice of the task(s) Specifically indicate technologies and equipment needs based on class size
Students will perform in a cleared safe space Tabata counter, computes, various songs, speaker, Tempo Dance
Students will perform exercises to their comfort level Checklist

Task Development Teaching Points Planned Supports

Describe each task in detail. Include, organization (drawing or in Cues, critical questions, Include supports for whole group and/or individual
Time
writing), transitions, modifications, technology use as needed. talk phrases used to and/or specific learning groups
(min) (Indicate instructional strategies in parentheses) support instruction

Introduction (includes instant/fitness activity; create new rows as needed)

Tabata Warmup Breathe in through your Modifications for exercises include:
The teacher will lead a Tabata-style workout targetting the 5 nose and out through jogging in place- walking briskly in place
components of fitness. The students will go for 20 seconds your mouth zombie walks- extend leg up high as possible/
“on”, 10 seconds “off”. During the active rest, the students Go at your own pace use a wall for balance
Don’t stop trying skaters- step side to side vs jumping
will march to the beat.
plank- student can plank on their knees and
5 min hands
Examples include:
- Jogging in place
- Zombie walks
- Skaters
- Plank/mountain climbers

Content Development (includes lead up / culminating games and activities, skill development; create new rows as needed)
Cardio Club Arms up above your If student is unable to perform jumping jacks,
The students will stand up in a clear space preparing for head give them the option to jog in place or march
jumping jacks. The teacher will call out the interval for each Teacher telling the fast in place
student to stop at- intervals include 15 sec, 30 sec, 45 sec, 1 interval time
min, 1 min 15 sec, 1 min 30 sec, 1 min 45 sec. Feet move in and out
Keep moving
10 min
When the teacher says “GO” and starts the timer, the students You got this
will start performing jumping jacks with proper form. The
teacher will call out intervals as the timer goes on. If a student
stops before their interval is called, they stay at that interval
for the next class. If students succeed to their goal time, they
will move up 15 seconds for the next class.
Review of Last Week Who remembers what For students with audio impairments, the
5 min The teacher will ask questions about the prior lesson- beat. we learned about last teacher can screen share onto a document for
 After the students share what they remember, everyone will week? visual cues
stand up and move to a song. Once the teacher starts the Can someone raise their
music, the students will listen to the beat and dance or make hand and share with me Closed captioning may be turned on for
movements that correspond with the beat. what they remember students with audio impairments.
about the word “beat”?
Some movements: clapping, snapping, shimmying, jumping What types of beat did Pre-typed class notes may be provided when
jacks, sidestep, skaters we learn about? - needed.
heartbeat and music beat
Intro to Tempo Raise your hand if you
Introduce the word “tempo” in music. Ask students if they have heard of the word For students with audio impairments, the
have heard of the word tempo. If they have not, recite the “tempo”. teacher can screen share onto a document for
word as a class and proceed to explain the definition of the Keep your hand raised if visual cues
word “tempo”. you would like to share
5 min Relate beat to tempo what you know about Closed captioning may be turned on for
“tempo” students with audio impairments.
The tempo is the speed
of the music. The tempo
is how fast or slow the
beat is going.
Tempo Activity What is different about The teacher can play songs with a slower tempo
The students will start standing up. The teacher will play the two songs?
music of different tempos. When the music starts, the students Did the last song have a For students with audio impairments, the
will move around and perform various types of movement i.e. fast or slow tempo? teacher can screen share onto a document for
dance, march, jump, clap, exercises. When the teacher says Did you vary your visual cues
“freeze” and the music stops, the students will assume the movements to the tempo
frozen position- hands on knees, eyes on me. of the song? Closed captioning may be turned on for
Fast song: Blingling Lights by Kids Bop Check your HR- was students with audio impairments.
Slow song: Let It Go by Kids Bop your HR different at all?
13 min
Pre-typed class notes may be provided when
The students should vary the speed of their movements Tempo Dance Checklist needed.
depending on the tempo of the song that is played.
*The teacher will complete the Tempo Dance Checklist
during this time.*
After each song, students will check their pulse and observe if
it is beating faster or slower.

Closure (includes lesson extension, summary, homework; create new rows as needed)
2 min Discussion: Q&A What word did we learn If students are not comfortable with sharing,
The teacher will ask the class reflecting questions on the today? tempo they may choose to privately email the teacher.
 lesson. What does tempo mean
in regards to music?
Speed
How might your
exercise or movement
change if the tempo of
the song was fast?
How might your
exercise or movement
change if the tempo of
the song was slow?

Name: Date:

Tempo Dance Checklist

Tempo changed successfully Tempo changed somewhat successfully Tempo did not change successfully whatsoever

Song 1

Song 2

Song 3

Song 4

Song 5