Beacon Lesson Plan Library
Listen, Look, and Move!
Michele Dawn Manieri
Hillsborough County Schools
This lesson presents a personalized, interactive socialization song-game in which students sing and move to a familiar melody.
The student knows how to offer simple, constructive suggestions for the improvement of his or her own and others' performances.
The student demonstrates basic locomotor skills (e.g., hop, walk, run, jump, leap, gallop, skip, and slide).
The student follows directions given by instructor or group leader.
-"Skip To My Lou" songsheet and directions (See Associated File: Page 1)
-Possible Actions/Movements sheet (See Associated File: Page 2)
-Pad/pencil, or board/marker/eraser
-Assessment Checklist Chart (See Associated File: Page 3)
-If using accompaniment, a musical instrument
1. Duplicate the pages in the associated file.
2. Become familiar with the suggested calls and how those lyrics fit into the melody "Skip To My Lou."
3. Become familiar with the rules, procedures, and directions of the song-game.
1. Introduce this song-game by telling the students that they will learn a fun listening, looking, and moving game today. Directions are on page 1 in the file.
2. Students will offer the words for various actions and movements for the verses (calls for turns). Write a list from the students' suggestions. There are also additional suggestions on page 2 of the associated file.
3. Some students will already know how to do these movements, such as skipping and tiptoeing, and others will learn by having a model student helper (cooperative learning).
4. Teach students to sing the melody of "Skip to My Lou" replacing words with the syllable -la.
5. Go over general game instructions. (See page 1 of the Associated File.)
Define the game area, the size of circle, and the inner moving space that will be used.
(a) All students move to the right on the inside of the circle.
(b) All students sing the new words for each turn.
(c) Look at your own body and demonstrate the action or movement, when you have what is called.
(d) Walk safely back to your original seat at the end of each turn, and be ready for the next call. (See Associated File.)
(e) Provide examples of various calls and how students will know if they should take a turn or not.
(f) Assure the students that the teacher will point out the best skippers as models, and that all others should observe and try to imitate that large motor coordination of skipping.
(g) Provide students with examples of how to fit the call words into the familiar melody of "Skip To My Lou."
(h) Explain the four categories of possible calls: (1) clothes, (2) shoes, (3) socks/stockings, and (4) hair color.
6. Provide for practice. Students practice this game initially, and then practice it at future times. Time blocks may vary.
7. Provide feedback:
(a) The teacher and students assist all students to learn how to do the actions and movements.
(b) Encourage the efforts of all players and set a safe learning environment by not allowing teasing or laughing at the players.
(c) Provide specific academic praise for students following the game directions and/or demonstrating a correct action or movement, throughout this lesson activity.
(d) Encourage students who break procedures or game rules to state how they can improve, and then resume playing.
8. At the end of the practice session, students share verbal evaluation about how they could improve some aspect of the game or skill and/or specific ways that the entire group could improve.
9. After the students have successfully played this song-game once, share how this game is interesting as it changes. The game changes each day the game is played. Have students suggest different action and movement words for the turns, and depending on the calls that the teacher makes, students will have different and more or fewer turns, based on what they wear that day.
Note: Ongoing specific verbal feedback should be given by the teacher throughout this lesson and practices. Several practice sessions may be needed before the teacher completes the formal assessment chart in the Associated File.
At the end of the practice block, review the set criteria for successfully practicing this song-game. Use the Assessment Checklist Chart in the Associated File.
1. Evaluate each student, writing a star in either Satisfactory or Needs Improvement for following the song-game directions and procedures.
2. Each student who demonstrated various actions or movements during the game receives a star for Satisfactory.
3. Students who offer suggestions for improvement, for his/her own or overall group performance, receive an extra star.
4. Students who model or assist other students receive an extra star.
5. Total assessment:
A final total of 1 star equals Needs Improvement.
2 stars equals Satisfactory.
3-4-5 stars equal Excellent.
This song-game can be reviewed and practiced in a short amount of time or as a full practice session. With kindergarten, first grade, and ESE students, the goal of mastering the gross motor skills of moving can be modified to reward the attempt to demonstrate the action and the participation of taking appropriate turns. The teacher may assist students in knowing when to take appropriate turns based on the calls. The Assessment Checklist Chart can be modified to show the total of 0= Needs Improvement, 1= Satisfactory, and