UNIVERSITY OF LA VERNE

EDUC 330 LESSON PLAN FORMAT

TEACHER: Nancy Cruz COURSE: EDUC 330

GRADE: Kindergarten

DATE OF
PRESENTATION:
April 26, 2016

INTEGRATED AREAS
Music/Dance
Social Studies/History
Language arts

CRN:

LESSON TITLE
Skip to My Lou
SOURCE
PE Central
What works in Physical Education

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARDS

GOAL OF UNIT

1.3 Demonstrate contrasts between slow and fast

speeds while using locomotor skills.
1.16 Perform locomotor and nonlocomotor
movements to a steady beat.
2.2 Identify and independently use personal space,
general space, and boundaries and discuss why
they are important.
2.5 Identify the locomotor skills of walk, jog, run,
hop, jump, slide, and gallop.
3.6 Sustain continuous movement for increasing
periods of time while participating in moderate to
vigorous physical activity.
5.1 Identify the feelings that result from
participation in physical activity.

Students will be able to recall and practice the

locomotor skill of skipping.
MAIN OBJECTIVE OF LESSON

Students will be able to practice skipping to the

song Skip to My Lou using the cues step-hop
step-hop.

MULTIPLE INTELLIGENCES ADDRESSED

Bodily-Kinesthetic, Musical, Linguistic, and
Interpersonal.

COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES

COGNITIVE OBJECTIVES
(what students will know)

Students will verbally

describe skipping using
the cues step-hop stephop.
Students will follow
lyrical cues in a song to
perform the dance.

AFFECTIVE OBJECTIVES
(expected student behavior)

Students will work

cooperatively with a partner
to follow the steps in Skip to
My Lou dance.

PSYCHOMOTOR OBJECTIVES
(what students will do)

Using lyric cues from the

song Skip to My Lou
students will practice
skipping to their partner and
with their partner in a
cooperative manner.

ASSESSMENT (include any rubrics, quizzes, sheets, etc.)

STRATEGIES FOR ASSESSMENT (how will you evaluate student progress or each objective)
Through observation and reviewing with students at the end of the lesson with questions such as: What
cues did we learn for skipping today? (step-hop, step-hop), What was the hardest part of the activity?
What was the best part? and How did you feel when we added the music, etc.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS

ELL or ESL Students: By breaking the skill into smaller steps and practicing before the actual
activity, students will be able to use the visual and musical cues from teacher and partner to
perform the activity.

MATERIALS, EQUIPMENT, and/or TECHNOLOGY NEEDED

one cone for each student,
music: "Skip to My Lou

STEPS THROUGH THE LESSON (use bulleted statements)

INTO (set the stage; the hook, lesson objectives)

Invite the children to make a circle.

Have them follow and walk around the circle

with you as you sing the first part of the Skip
to My Lou song.

Have them turn the opposite direction as you

sing the second part of the song.

Ask if anyone has ever heard of the skip to my

lou song or dance?
Let students know that this is a popular song in
which one traditionally trades off partners and
that they will be learning a variation of this
song.
Before the students begin the activity, teach
them the customary practice in folk dancing to
acknowledge their partner by bowing (for
boys) or performing a curtsey (for girls).

THROUGH (instructional input, modeling, checking

for understanding, guided practice)

Partner students up and have them go to a cone

where the class will practice the cue words
along with the lyrics.

Without the music, ask students to skip in a

straight line towards their partner, reciting
step-hop, step-hop" until they have reached
their partner. When they are facing each other,
tell them to freeze. Have students link arms
and skip, turning clockwise in a circle. Let the
students practice until they feel comfortable,
and, thereafter, skip back in a straight line to
their cone.

Once students are comfortable skipping and

following the steps with their partners add the
lyrics.

There are two parts to the song:

#1: On the words Skip to My Lou,
the students will skip towards their
partner.
#2: When the students reach their
partner, they will hear: Flies in the
buttermilk, cows in the corn, little
red wagon," etc. During these parts,
link arms and turn in a clockwise
circle.

Play music for students.

RATIONALE (why are you doing this?)

Get the students attention for the activity.

Warm up for the activity and pique their

interest in the song.

Gathering information about student familiarity

with the song.
Providing history on the actual dance while
integrating social studies into the lesson.
Make students aware that this is a traditional
dance that we will be learning to practice
reinforcing our skipping skill.

RATIONALE (why are you doing this?)

Students will review and recall important cue

words to help reinforce the target skill.
Breaking up and slowing down the activity will
help students further practice and be successful
with the target skill.

To learn the lyric cues that will be used and

followed during the activity.

Have students become familiar with the song

beat and tempo.

BEYOND (independent practice, further research)

Partner students up and have them go to their

cones.
Turn the music on and have students listen for
the lyrical cues.
Let students perform the dance on their own.

RATIONALE (why are you doing this?)

Independent practice will allow you to assess

students and see if there are any steps that need to
be reviewed or revisited. After all practice makes
perfect!