September WIL - Gr.9 PE Lesson Plan.pdf.

September WIL grade 9 PE lesson plan

1. AIM OF LESSON AIM:
to enhance creativity, coordination, and teamwork through group dance routines, while promoting
physical fitness and confidence.

At the end of the lesson learners should be able to:
1. Collaborate with group members to create a 2-minute dance routine.
2. Perform the dance routine in sync with the chosen music, demonstrating coordination.
3. Successfully execute at least three original dance moves within their routine.
4. Communicate effectively with their group, contributing ideas and feedback.
5. Provide constructive feedback on another group’s performance, identifying at least one strength and
one area for improvement.

A. CONTEXT UNIT: LESSON: Dance session
NAME: I.N Khosa STUDENT NUMBER: 222090500 Group Dance Challenge
SCHOOL: Godide high school GRADE: 9 CLASS: 9A
NUMBER OF LEARNERS: 36 BOYS: 15 GIRLS: 21
DURATION OF LESSON: 50 minutes SPECIFIC NEEDS: There are no learners with specific needs in this class.
HOW WILL YOU: DIFFERENTIATE: There are 4 male athletes in the class, along with 2 student leaders (one male and one female).

2. REMEDIATE: During the dance session, the 4 male athletes and 2 class leaders will be assigned as group leaders
to help guide their teams. The teacher will strategically place students into groups with these leaders, who will
be responsible for organizing the choreography, incorporating challenging moves, and motivating their
teammates. The athletes will focus on adding dynamic elements to the routines, while the class leaders will
ensure all group members participate effectively and stay focused. Leaders will provide guidance on timing and
routine improvement, fostering creativity and teamwork within their groups.

EQUIPMENT NEEDED: 1. Cellphone and Bluetooth speakers
2. Stopwatch or timer
3. Voting slips


B. INVITATION/INTRODUCTION:
duration: 10 minutes

Learner’s role
Educator’s role
Floor plan Outcomes
(domain)

3. 1. Start with a brief discussion to
engage students:
• Why is dance a good way to express
creativity?
• How can teamwork help when
creating a dance routine?

2. Lead a short warm-up session
focusing on movements that promote
flexibility and rhythm:
• Arm circles
• Side stretches
• Hip rotations
• Light jumping in place

3. The teacher will:
• Explain the Group Dance Challenge.
• Have students create a name for their
groups.



Learner’s Role:

• Engage in the warm -up
exercises.
• Participate in the discussion.
• Pay attention when the teacher
explains the group dance
challenge.

Educator’s Role:

• Facilitate warm-up exercises.
• Guide the discussion by asking
reflective questions and setting
expectations for the activity.


Pink semi circles: Learners
T: Teacher

Students will arrange themselves in a semi-
circle facing the teacher. This setup lets them
clearly see and hear the discussion while
leaving enough room in the centre for
everyone to perform their warm-up exercises
comfortably.
1. Cognitive Domain:
Students think about the
role of creativity and
teamwork in dance,
engaging in the discussion
to build their
understanding.

2. Psychomotor Domain:
Students participate in the
warm-up, preparing their
bodies for physical
activity.

3. Affective Domain:
Students display positive
attitudes toward the
dance session by engaging
in both the discussion and
the warm-up with
enthusiasm.

4. 4. Social Domain:
Students begin to interact
with each other as they
discuss their ideas and
prepare for the activity.

C. MAIN BODY
duration: 30 minutes
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)
1. Group Formation:
• Divide students into small groups of
6.

2. Routine Creation:
• Each group will choose a song and
create a 2-minute dance routine within
10 minutes.

3. Water Break & Question Time:
• After creating their routines, students
take a short water break.
• Allow students to ask questions or
clarify instructions during this time.

4. Performances:
• Each group performs their routine for
Learner’s Role:

• Collaborate with peers to create
a dance routine.
• Participate in the water break
and ask questions for clarification.
• Perform the dance routine in
front of the class, showing
creativity and teamwork.

Educator’s Role:

• Organise students into groups
and explain the expectations for

1. Cognitive Domain:
Students work together to
develop and plan their
dance routines, applying
creative problem-solving
and communication.

2. Psychomotor Domain:
Students engage in
physical movement by
dancing and practicing
coordination as they
develop their routines.

3. Affective Domain:
Students demonstrate
cooperation, teamwork,
and respect for their

5. the class, showcasing their creativity
and teamwork.
the routine.
• Monitor group progress,
offering guidance and feedback
during the creation process.
• Provide a platform for students
to ask questions and ensure they
stay hydrated during the water
break.
• Oversee the group
performances and ensure that
each group is supported during
their routine.

Group dance challenge Instructions:

• Gather in your designated performance
area.
• Perform your 2-minute dance routine.
• Ensure all group members participate and
follow the routine.
• Demonstrate creativity in your movements
and coordination.
• After performing, return to your seats and
be ready for the next group.
group members while
creating and performing
their routines.

4 Social Domain:
Students collaborate
within their groups,
practicing effective
communication and
teamwork during the
routine creation and
performance.

D. CLOSURE
duration: 10 minutes
Learner’s role
Educator’s role
Floor plan Outcomes
(domain)

6. 1. Guide students through a cool-down
session, including:
• Light jogging
• Hamstring stretches
• Gentle arm swings

2. Class Voting & Feedback:
• Allow each group to vote on the most
creative or well-executed performance.
• Provide positive feedback to all
groups, highlighting their strengths and
offering suggestions for improvement.

3. Homework:
• Record a short video of yourself
practicing one of the moves from your
group dance. Explain why you enjoyed
this move and how it contributed to
your group’s routine.
Learner’s Role:

• Participate in the cool-down
session
• Listen to and engage with
feedback provided by the teacher
and classmates.
• Vote on the best performance,
demonstrating an understanding
of creativity and teamwork.

Educator’s Role:

• Lead the cool-down exercises to
help students relax after physical
activity.
• Facilitate class voting and
provide constructive feedback on
the performances.

Pink semi circles: Learners
T: Teacher

Students will again form a semi-circle in front
of the teacher. They will engage in cooling
down exercises and participate in a brief
reflection on their experiences and learning
from the group dance challenge.

1. Cognitive Domain:
Students reflect on the
dance routines, evaluating
their performances and
discussing what went well
and what could improve.

2. Psychomotor Domain:
Students participate in
gentle stretching and cool-
down activities,
promoting muscle
relaxation.

3. Affective Domain:
Students demonstrate
appreciation for their
peers’ efforts during
feedback and class voting,
fostering a positive
learning environment.

7. E. YOUR REFLECTION OF: WHAT WAS GOOD? WHAT WAS A CHALLENGE? HOW WILL YOU CHANGE?
1. LEARNERS


Students demonstrated strong
creativity and teamwork in their
dance routines. Many groups
effectively collaborated to
produce unique and entertaining
performances, showcasing their
ability to work together and think
creatively under time constraints.
Some students struggled with time
management, finding it difficult to balance
creativity with the limited time for
choreography. A few groups faced
challenges in coordinating their movements
and maintaining synchronization, which
impacted the overall execution of their
routines.
In future lessons, I will
offer more structured
guidance on time
management and routine
planning to help students
use their time more
effectively. I will include
brief mini lessons on basic
dance coordination and
synchronization
techniques to support
students in refining their
performance skills.
Additionally, I will
consider introducing a
homework component
where students start
choreographing their
routine at home before
finalizing it in class.
Offering additional

8. practice time before the
final performance will also
help improve their
confidence and execution.
2. YOUR PRESENTATION

The lesson was successful in
keeping students highly engaged
and focused, with minimal
distractions or disruptions. They
maintained a positive and
respectful environment
throughout the activity, and the
10 minutes allocated for routine
creation allowed them to
effectively showcase their
creativity and coordination. Most
groups demonstrated strong
teamwork and enthusiasm in their
dance routines, and students
showed respect and attentiveness
during other groups’
performances, contributing to a
supportive atmosphere.
The limited preparation time of 10 minutes
proved challenging for some groups,
impacting the quality and execution of their
routines. Additionally, one group
experienced conflicts among members, with
students arguing and resisting their leader’s
guidance. The lack of structured guidance on
choreography and time management meant
that some groups struggled to complete
their routines cohesively. Without sufficient
practice time, students had limited
opportunities to refine their performances.
In future lessons, I will
establish clearer
guidelines and
checkpoints for time
management to ensure
groups stay on track. I will
also provide more
detailed instructions on
how to plan and execute
dance routines, including
guidance on choreography
and teamwork dynamics.
To address conflicts, I will
incorporate strategies for
effective group
collaboration and
leadership skills.
Additionally, I will

9. schedule practice sessions
within class time to allow
students to refine their
routines before the final
performance, aiming to
improve their overall
preparation and
execution.


STUDENT: I.N Khosa

DATE: 03 September 2024

LECTURER

DATE: