Sample Lesson Plan: Rhythmics

These sample lesson plans are designed to introduce students to rhythmic activities. They are written under the assumption that students will have little or no previous experience in this area; however, when the Physical Education 1-5 curriculum has been implemented, students should arrive in grade 6 with a strong background in movement education. At that time, the rhythmics program in grades 6-9 should be at a more sophisticated level and the use of a wide variety of manipulatives and advanced techniques will be possible.

At first, teachers may feel uncomfortable teaching rhythmics. As confidence increases, they should feel better prepared to spend more time in this area. Teachers may wish to include rhythmics as part of a warmup for other activity areas and gradually increase the amount of time and skill complexity. The following lessons may serve as an entry point for teachers and students. The lessons will introduce students to movement vocabulary and some of the basic movement patterns and skills involved in rhythmics.

The sample lessons are developed sequentially, with simple new concepts being added throughout the five lessons. The culminating activities are designed to incorporate the main theme of each lesson.

Lesson Plan 1

Date:

Activity Area:
Rhythmics

Activity:Locomotions

Foundational Objective: Students will develop skills in order to be comfortable in a rhythmics environment.

Learning Objective:

Students will display an understanding of space and rhythm while performing locomotions.

Assessment: (See templates on page 59). For performance cues for locomotion use the Assessing Motor Skill Development Movement Pattern Template. This will assist in beginner, intermediate and advanced groupings in following classes.

Evaluation: At the end of the unit.

Teacher Notes:

This lesson is the beginning of the unit on rhythmics. Try to make students relax and become less inhibited.

Use the Assessing Motor Skill Development Movement template as a checklist to identify students who need to stay at a beginner level and those who could handle advanced skills. Later in the unit you can use the information for planning.

Personal Reflections:

Lesson Plan 2

Date:

Activity Area:
Rhythmics

Activity:Locomotion and Statics

Foundational Objective: Students will develop skills in order to be comfortable in a rhythmics/dance environment.

Learning Objective:

Students will display an understanding of locomotions using space and rhythm.
Students will display an understanding of statics using bases of support.

Assessment: See performance cues for statics

a) Self-assessment

b) Peer assessment

c) Teacher assessment

Evaluation: Ongoing, using checklists and anecdotal records. Include self-assessment, peer assessment and group assessment in the evaluation process.

Teacher Notes:

This second lesson should reinforce the work done in the first which was mostly to do with space awareness using locomotion skills. Today's lessons focusses more on body awareness. Begin to develop in the students a feel for form (body line). Encourage them to be proud of their bodies and to produce movements and positions which are attractive or pleasing to the eye.

Personal Reflections:

Lesson Plan 3

Date:

Activity Area:
Rhythmics

Activity:Statics and Locomotion

Foundational Objective: Students will develop skills in order to be comfortable in a rhythmics environment and will develop intuitive and imaginative thought.

Learning Objective:

Students will display an understanding of relationship and creativity by working reciprocally (with a partner) in rhythmic activities.

Assessment: See pages 59 and 61.

Peer assessment

Teacher assessment

Evaluation: Ongoing, using checklists and anecdotal records. Include self-assessment, peer assessment and group assessment in the evaluation process.

Teacher Notes:

This lesson combines locomotions and statics. Watch for students who are having difficulties and those who are progressing faster or slower than others.
The sequence task can easily be modified to address the adaptive dimension. For example, a student could work alone or with a partner of the same level, or the sequence expectation could be reduced from S-L-S-L-S-L-S-L-S-L-S-L-S.

Personal Reflections:

Lesson Plan 4

Date:

Activity Area:
Rythmics

Activity:Locomotions and Body Shapes

Foundational Objective: Students will develop skills and attitudes in order to be comfortable in a rhythmics environment which encourages creative and critical thinking.

Learning Objective:

Students will develop increasing self-confidence and cooperative relationships through the medium of rhythmic activities.

Assessment: In cooperative group work, modify the Rating Scale for Cooperative Group Learning on page 51.

Evaluation: Ongoing, using checklists and anecdotal records. Include self-assessment, peer assessment and group assessment in the evaluation process.

Teacher Notes:

This lesson continues to develop creativity using rhythmic skills and takes the step from reciprocal (partner) work to cooperative group work. If some students seem unready for this step, keep them in pairs or in threes. Remind students of the emphasis on aesthetics and to take personal and cooperative pride in the quality of their work.

Personal Reflections:

Lesson Plan 5

Date:

Activity Area:
Rhythmics

Activity:Locomotions at Different Levels,
Pathways and Tempos

Foundational Objective: Students will develop skills in order to be comfortable in a rhythmic activities.

Learning Objective:

Students will develop a positive attitude towards rhythmics.

Assessment: Self-assessment My Group Skill or Performance. This could be adapted to the rhythmics unit (p. 52).

Evaluation: Ongoing, using checklists and anecdotal records.

Teacher Notes:

Encourage fluency and grace of movement.
Watch for students who are having problems and modify the tasks for them if necessary.
Look for student combinations that don't work effectively and make notes about changing group composition in the future.

Personal Reflections: