Down by the Sea

Jeremy Thomas
Kin 489A
Spring 2022
 Curriculum Map
This curriculum plan was developed for Molly Marvin, who is attending ASAPP this
semester. The chart below displays a 10-week progression map to be followed during
Molly’s time in ASAPP. There will be two – 30-minute meetings each week, and new unit
will be covered bi-weekly. The first two-weeks will consist of an assessment, determining
Molly’s present level of performance, and behavioral observations. The weeks to follow will
be gross motor /locomotor skills, fitness and cardiovascular, and object manipulation skills.
The final two weeks will be a dance unit (because Molly’s mother says she enjoys dancing)
and a post assessment. Throughout this oncoming semester there will be a focus on finding a
fitness goal for Molly and any changes to the plan will be discussed with the student, parent,
and teacher.
Week Unit Concept Main Activity
Day 1: Introductions
1 Assessment
Day 2: APEAS II
Pre-Assessment/
Introduction Day 1: APEAS II
Assessment/ YouTube
2 Day 2: YouTube Exercise
Workout
Video

Day 1: Walk the Line

3 Balance
Gross Motor/ Day 2: The Floor is Lava
Locomotor Skills
Day 1: Swim like a fish
4 Muscular Endurance
Day 2: Moving a Mountain

Day 1: Along the beach

5 Cardiorespiratory Endurance
Fitness and Day 2: Beach Volleyball
Cardiovascular Day 1: Gone Fishing
6 Muscular Strength
Day 2: A Whale of a Time
Day 1: Underhand Toss/
Catching Tech.
7 Baseball
Day 2: Overhand Throw/
Object
Catching Tech cont.
Manipulation
Day 1: Rules/Tossing
8 Bocce Ball
Day 2: Scoring/Game

Day 1: The Ribbon Dance

9 Dance Rhythm and Time
Day 2: “Cupid Shuffle”
Post-Assessment/ Day 1: APEAS II
10 Assessment
Final Day 2: Free Play
Introduction
The units in this plan are to help Molly achieve a standard level of fitness. Each
activity is designed to target Molly’s gross motor and locomotor functions. Molly, who is 16,
is a sophomore (10th grade) in highs school, has a cognitive disability. Molly is very friendly,
easy-going, and hard working. She loves to dance, watch Disney, and try new things. Molly
goes to the ASAPP program at California State University Long Beach on Tuesdays and
Thursdays from 3:45 pm to 4:45 (~5) pm. Though the program is an hour, 30 minutes is
given for individual time (which can be used for assessments, behavior observation, and unit
activities); the remaining 30 minutes is dedicated to the days lesson plan. The After School
Adapted Physical-Activity Program or ASAAP is a program that helps prepare new adapted
physical education teachers, motivates students with disabilities to socially interact with
other students who have disabilities, and supports fitness with all individuals of every age
and grade level. Molly responds to positive reinforcement and encouragement and is more
than willing to learn the correct way of performing an activity.
To create and meet some of the physical activity goals, Molly will meet with an
instructor on Tuesdays and Thursdays for 30 mins (individual time) to help improve Molly’s
fitness progression. Molly does have some difficulty performing certain task such as
balancing and standard pushups but that has been incorporated into the curriculum plan
during weeks 3, 4 and 6. As shown on the plan chart the first day is a lead up to the second
day, meaning the first day of the week is to help Molly understand the concept of the gross
motor function and the second day is the activity to see her progress. Each unit is based on
what she needs to improve; Balance, strength, object manipulation, and rhythm and timing;
which is all leading to the post assessment. All activities are enjoyable and modifiable if
necessary. And please do not forget to bring music, it really helps with the motivation.
California State Standards: (Unit 4: Object Manipulation)
Standard 1: Students demonstrate the motor skills and movement patterns needed to
perform a variety of physical activities.
Grade 2
1.7 Roll a ball for distance, using proper form.
1.8 Throw a ball for distance, using proper form.
1.9 Catch a gently thrown ball above the waist, reducing the impact force.
1.10 Catch a gently thrown ball below the waist, reducing the impact force.
Grade 3
1.8 Roll a ball for accuracy toward a target.
1.9 Throw a ball, using the overhand movement pattern with increasing accuracy.
1.10 Throw and catch an object with a partner, increasing the distance from the partner and
maintaining an accurate throw that can be easily caught.
Grade 6
 1.6 Throw an object accurately and with applied force, using the underhand, overhand, and
sidearm movement (throw) patterns.
1.10 Combine motor skills to play a lead-up or modified game.

Standard 2: Students demonstrate knowledge of movement concepts, principles, and

strategies that apply to the learning and performance of physical activities.
Grade 2
2.8 Compare the changes in force applied to a ball and the ball speed when rolling a ball for
various distances.
Grade 3
2.2 Explain and demonstrate the correct hand position when catching a ball above the head,
below the waist, near the middle of the body, and away from the body.
Grade 6
2.3 Analyze and correct errors in movement patterns.

Standard 3: Students assess and maintain a level of physical fitness to im-prove health and
performance.
Grade 2
3.1 Participate in enjoyable and challenging physical activities for increasing periods of
time.
3.7 Measure improvements in individual fitness levels.
Grade 3
3.1 Demonstrate warm-up and cool-down exercises.
Grade 6
3.6 Monitor the intensity of one’s heart rate during physical activity

Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and

strategies to im-prove health and performance.
Grade 3
4.3 Explain the purpose of warming up before physical activity and cooling down after
physical activity.
Grade 6
4.1 Distinguish between effective and ineffective warm-up and cool-down techniques.

Standard 5: Students demonstrate and utilize knowledge of psychological and sociological

concepts, principles, and strategies that apply to the learning and performance of physical
activity.
Grade 2
 5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups)
without interfering with others.
5.4 Encourage others by using verbal and nonverbal communication.
5.5 Demonstrate respect for self, others, and equipment during physical activities.
5.7 Participate positively in physical activities that rely on cooperation.
Grade 3
5.1 Set a personal goal to improve a motor skill and work toward that goal in non-school
time.
5.6 Work in pairs or small groups to achieve an agreed-upon goal.
Grade 6
5.1 Participate productively in group physical activities.

Unit Objectives
Motor
1. Students, when visually and verbally prompted, will overhand throw a ball (From a
standing position with dominant hand grasping ball, students will step forward with their
dominant foot [toes pointed forward, knees slightly bent, body leaning slightly forward],
bringing their dominant arm up to their ear and bending at the elbow to 90 degrees. When
arm reaches 90 degrees the students will swing their arm forward towards the front of
their body, while slightly rotating their body forward, with slight force releasing the ball
between the 45- and 15-degree mark and propelling the ball forward) to a partner or
paraprofessional 15ft away successfully at least 4 out of 6 times within 30 seconds.

2. Students, when visually and verbally prompted, will underhand toss a ball (From a
standing position with dominant hand grasping ball, students will step forward with their
dominant foot [toes pointed forward, knees slightly bent, body leaning slightly forward],
swing their dominant arm holding the ball back towards the posterior of their body, about
45 degrees. When arm reaches about 45 degrees students will swing their arm forward
towards the front of their body with slight force releasing the ball between the 15- and
45-degree mark and propelling the ball through the air forward) to a partner or
paraprofessional 15ft away successfully at least 4 out of 6 times within 30 seconds

3. Students, when visually and verbally prompted, will underhand roll a ball (From a
standing position with dominant hand grasping ball, students will step forward with their
dominant foot [toes pointed forward, knees slightly bent, body leaning slightly forward],
swing their dominant arm holding the ball back towards the posterior of their body, about
45 degrees. When arm reaches about 45 degrees students will swing their arm forward
towards the front of their body with slight force releasing the ball between the 15- and
25-degree mark and propelling the ball forward on the ground) to a partner,
paraprofessional, or objective 15ft away successfully at least 3 out of 4 times within 45
seconds

4. Students, when visually and verbally prompted, will catch an overhand thrown ball (From
a standing position, students will widen their stance so their feet are about shoulder width
 apart, hands are brought up to the face making a diamond shape [index fingers are
touching together and thumbs are touching together, elbows are bent preparing for impact
from the ball) from a partner or paraprofessional 15ft away successfully at least 4 out of 6
times within 30 seconds

5. Students, when visually and verbally prompted, will catch an underhand tossed ball
(While in a standing position students will widen their stance so their feet are about
shoulder width apart, hands are brought up to the face making a scooping shape [pinky
fingers are touching together and fingers are curved, hands open, elbows and knees are
bent, arms are below the waist preparing for impact from the ball) from a partner or
paraprofessional 15ft away successfully at least 4 out of 6 times within 30 seconds.

Cognitive
1. Students, when verbally prompted, will accurately give verbal cues for catching a ball
(standing position students, wide stance, feet shoulder width apart, hands in front of the
face, scooping shape, pinky fingers touching, fingers are curved, hands open, elbows and
knees bent, arms below waist) correctly at least 3 out of 4 times to the teacher during the
closure portion of the lesson.
2. Students, when verbally prompted, will give verbal cues for throwing a ball (standing
position, ball in dominant hand, step forward with dominant foot, knees slightly bent,
body leaning forward, dominant arm to the ear, bend elbow to 90 degrees, swing arm
forward, rotate body forward, release ball) correctly at least 4 out of 5 times to the teacher
during the closure portion of the lesson.
3. Students, when verbally prompted, will give verbal cues for tossing a ball (standing
position, ball in dominant hand, step forward with dominant foot, knees slightly bent,
body leaning forward, swing dominant arm back, swing arm forward, rotate body
forward, release ball) correctly at least 3 out of 5 times to the teacher during the closure
portion of the lesson.
4. Students, when verbally prompted, will explain how to score in Bocce Ball (closest bocce
to the pallino scores points, closest team gets a number of points equal to how many of
their bocce are closer to the pallino, a baci (bocce touches the pallino) earns the team 2
points for that ball, 12 points wins round (must be 2 more than opponents)) correctly at
least 4 out of 6 times to the teacher during the closure portion of the lesson.

Affective
1. Students, when verbally prompted, will give positive feedback to at least 3 other students
and/or paraprofessionals at the end of the lesson
2. Students, when verbally prompted, will help put away at least 4 equipment items during
the clean-up portion of the lesson.
3. Students, when verbally prompted, will high five at least 4 other students and/or
paraprofessionals after the closure section of the lesson.

Safety Procedures
1. Check the play area for any debris that may harm students or obstruct play area
2. Move large, heavy, and/or dangerous objects
3. Use soft balls/beanbags
 4. Establish rules for activities
5. Be aware of surroundings
6. Give students space to move, act and play
Facilities
- Inside: Gym or Classroom
- Outside: Grass, Sand, or Blacktop

Equipment
 Bean bags (9)
o Blue – 4
o Red – 4
o Any other color than red or blue - 1
 Deflated Tennis balls (4)
 Poly-spots (4)
 Music player
 Painters Tape
 [optional] Bocce ball set (if on grass/sand area)
 Mini-cones (8)
 Task cards

Class Rules
1. No Shark Attacks (No Violence)
a. No punching, kicking, hair pulling, spiting on others, or throwing objects at
others
b. No self-harm
2. Stay Hydrated
a. Place water bottles outside of play area
3. Swimwear
a. Wear appropriate exercise clothes
4. Don’t Swim too far out
a. Stay within the boundaries
5. Pay attention to life guards
a. Listen to the teachers and paraprofessionals
6. Stay as calm as the ocean
a. No screaming***
7. If you have a question don’t be afraid to ask
8. Let someone know you are going to the bathroom***
9. Keep hands to self
10. Have Fun!!!

Consequences
- Positive
o Verbal Praise
o Music selection
o Dance break
 o Certificate at the end of the program
- Negative
o Verbal Warning
o “Time out”
o Taken out of activity
o Call to parent

Routine
Every Tuesday and Thursday for the duration of the 10-week program when Molly arrives for
individual time, she will follow the following routine:
1. Greet the teacher and be asked the following question “How are we feeling today, Good,
mild, or not so good” to which she will respond with her current mood
2. The teacher and Molly will review the rules and expectations for the day
3. Warm-up (5 mins):
a. Tuesdays will be gross motor/locomotor exercises and Thursdays are ball
manipulation
b. Molly struggles with balance so a balance beam and balancing yoga poses would
be very beneficial
c. For object manipulation: set up 2 cones roughly 5 to 10 feet apart and have Molly
perform either
i. Soccer or basketball dribble around the cones 2 to 3 times (increasing as
development improves)
ii. Self-toss/catch at the opposite cone then toss to the instructor she is
working with
4. Lesson Focus (15 Mins): Molly will perform the weeks activities lesson focus
a. Week 7: Ball manipulation
b. Week 8: Bocce Ball
5. Closure/Review
a. Have Molly review the cues for the day’s lessons
b. Have Molly collect 3 to 4 equipment items
c. Music and dance break before group lesson

2 Week Block Plan: Object Manipulation Skills

Week 7: Baseball Throw/Toss and Catch

Week 7 Day 1: Underhand Toss and Catch

Equipment
- Bean bags - 5
- Deflated tennis ball - 5
- Poly-spot - 2
- Music Player
- Mini-cones - 4
- Painters Tape
- Task Cards
Setup
 1. Determine the width and length of the play area and place cones at the corners to mark
the borders
2. Check the play area for any equipment, items, objects that will not be used for the lesson
or are dangerous and remove it from the area
3. Select a side for the student(s) to toss from and place 2 poly-spots on the ground
o The first poly-spot is where the student will stand and the second will be for the
foot placement for the toss.
4. Stick painters’ tape to the back of the “tossing” task cards and attach them to the floor
o Be sure the task card is visible to the student and not place in an awkward position
(i.e., upside down or facing backwards
5. Place beanbags or deflated tennis balls next to the task cards
6. Designate area for students to place their water bottles and for the speaker/music player

Activity
- Molly is an angler who wants to catch fish but the fish are a distance away. So, Molly has
to spread bait to bring the fish closer so she can catch them.
- Objective is underhand toss to a partner/paraprofessional to get them closer
o With a ball (bait) Molly will underhand toss the ball (spread bait) to her partner
(fish)
o From the poly-spot Molly is standing on she will step on the poly spot in front of
her with her dominant foot and perform the underhand toss
o If the ball is caught not using the proper catching technique, then her partner
moves two step closer. If the ball is caught using the proper catching technique,
then the partner moves one step closer. If the ball is tossed over the partners head
or out of reach then the partner stays where they are at.
o When the partner gets at least 5 steps away then they are “caught” and the roles
are switched
- Task cards will be placed on the ground to display the proper motion that she should be
taking
Modifications
- To increase difficulty the partner can either be further away or moving left to right
- Rolled balls are allowed if thrower continuously overshoots (applies to much power and
goes over partners head)
- To decrease difficulty partner can be at a closer distance or take more steps forward
Cues
- Step on crab (step forward)
- Spread the bait (swing are back then forward)
- Watch the horizon (Look at target)

Week 7 Day 2: Overhand Throw and Catch

Equipment
- Bean bags - 5
- Deflated tennis ball - 5
- Poly-spot - 2
- Music Player
- Mini-cones - 4
 - Painters Tape
- Task Cards

Setup
1. Determine the width and length of the play area and place cones at the corners to mark
the borders
2. Check the play area for any equipment, items, objects that will not be used for the lesson
or are dangerous and remove it from the area
3. Select a side for the student(s) to throw from and place 2 poly-spots on the ground
o The first poly-spot is where the student will stand and the second will be for the
foot placement for the toss.
4. Stick painters’ tape to the back of the “throwing” task cards and either attach them to the
floor
o Be sure the task card is visible to the student and not place in an awkward position
(i.e., upside down or facing backwards
5. Place beanbags or deflated tennis balls next to the task cards
6. Designate area for students to place their water bottles and an area for the speaker/music
player

Activity
- Molly is an angler who wants to catch fish but the fish are a distance away. So, Molly has
to cast her line further so she can catch them.
- Objective is overhand toss to a partner/paraprofessional to catch them
o With a ball (fishing rod) Molly will overhand throw the ball (cast her line) to her
partner (fish)
o From the poly-spot Molly is standing on she will step on the poly spot in front of
her with her dominant foot and perform the overhand throw
o If the ball is caught not using the proper catching technique, then her partner does
not move. If the ball is caught using the proper catching technique, then the
partner moves 2 steps further If the ball is tossed over the partners head or out of
reach then the partner moves 3 steps further.
o When the partner is caught 5 times then the roles are switched
- Task cards will be placed on the ground to display the proper motion that she should be
taking

Modifications
- Partner takes small steps backwards to decrease difficulty
- Partner can move left or right to increase difficulty
- Thrower does not have to take step forward when throwing
- Thrower can substitute underhand toss for overhand throw

Cues
- Step on crab (step forward)
- Back cast (bring ball to ear)
- Cast the line (Throw ball forward)
Week 8: Bocce ball

Week 8 Day 1: Rules/Tossing

Equipment
- Bean bags - 9
- Painters Tape
- Poly-spots - 2
- Music Player
- Mini-cones – 4

Setup
1. Check the play area for any equipment, items, objects that will not be used for the lesson
or are dangerous and remove it from the area
2. Place cones in a rectangle (roughly 15 ft by 9ft) to mark off the play area
3. Place a poly-spot on the side the student(s) will be rolling from
4. At the station there will be a total of 9 bean bags
o 4 red, 4 blue, 1 color that is not red or blue
5. A task card will be attached the floor and placed between the bean bags to show what
action needs to be performed
6. Designate area for students to place their water bottles and an area for the speaker/music
player

Activity
- To get the basics and understand Molly, will play with a partner or paraprofessional and
will underhand roll ball to a target. The closer either one of them gets to the target the
more points they will earn. When one player gets to 15 points, they win the round
o Beanbags or deflated tennis balls will be used during this activity
o Tape will be place on the floor to mark the point distance
o Point markers will be as shown:

Player |task card|

X________________X
| |
| 1pt area |
| |
| 2pt area |
| Target |
| 2pt area |
| |
| 1pt area |
| |

o If a player’s ball touches and stays close to the target then it is considered 3
points
o The teacher/instructor will demonstrate how to perform the proper underhand
roll technique
Modifications
- Point system can be increased
- Players can step over the line
- The ball/beanbag can be tapped with the foot
- Students can be seated while rolling the ball/beanbag

Cues
- Squeeze in (get the balls close together)
- Catch and release (swing are back then forward)
- Step on crab (step forward)

Week 8 Day 2: Scoring/Game

Equipment
- Bean bags - 27
- Bocce Ball set (optional)
- Painters Tape
- Poly-spot - 6
- Music Player
- Mini-cones - 4

Setup
1. Check the play area for any equipment, items, objects that will not be used for the lesson
or are dangerous and remove it from the area
2. Place cones in a rectangle (roughly 15 ft by 9ft) to mark off the play area
3. Place a poly-spot on the side the student(s) will be rolling from
4. At the station there will be a total of 9 bean bags
o 4 red, 4 blue, 1 color that is not red or blue
5. Designate area for students to place their water bottles and an area for the speaker/music
player

Activity
- During this activity Molly will play with a game with a partner or paraprofessional using
the rolling technique she leaned the previous lesson. The object is to get 12 points per
round and to win 3 rounds to win the game.
o Beanbags or deflated tennis balls will be used during this activity
o Bocce ball can also be used during this activity if available
o Tape will be place on the floor to mark the point distance
o Point markers will be as shown:

Player |task card|

X________________X
| |
| 1pt area |
| |
| 2pt area |
 | Target |
| 2pt area |
| |
| 1pt area |
| |

o If a player’s ball touches and stays close to the target then it is considered 3
points
o Players must now win by 2 points to win the round
Modifications
- Point system can be increased
- Players can step over the line
- Students can be seated while rolling the ball/beanbag
- Decrease the points to win by

Cues
- Squeeze in (get the balls close together)
- Catch and release (swing are back then forward)
- Step on crab (step forward)
 Underhand Toss Rubric
Student Name: Date:
Observers Name: Score:

Skill Level Prompts Used

Beginner: 0 – 9 VE – Verbal
Intermediate: 10 – 15 VI – Visual
Advance: 16 - 20 PA – Physical Assistance

Skill Prompt Beginner Intermediate Advance Score

(Circle
Applied)
Body Faces VE VI PA Body is Body is Body is Fully
Target facing slightly facing target
away from facing away
target from target
1 3 5
Bring VE VI PA Arm is Arm is Arm is bent;
throwing going slightly hand is
hand nowhere bent; near behind body,
behind near the side ball in hand,
body back of the elbow is
body pointing
3 slightly up
5
1
Step with VE VI PA No lower One-foot Opposite foot
opposition body steps steps
movement forward forward
slightly before toss;
wider than foot stance is
necessary staggered
before throw
5
1 3
Release ball VE VI PA No force Ball is near Ball reaches
towards behind target area target area;
target and ball, ball but goes Tossing arm
hand goes in any overhead; follows
follows direction Follow though
through but through
forward
No follow
through
1 3 5
Notes and
Additional
Comments

Score out of 20
 Overhand Throw Rubric
Student Name: Date:
Observers Name: Score: /20

Skill Level Prompts Used

Beginner: 0 – 9 VE – Verbal
Intermediate: 10 – 15 VI – Visual
Advance: 16 - 20 PA – Physical Assistance

Skill Prompt Beginner Intermediate Advance Score

(Circle
Applied)
Body Faces VE VI PA Body is Body is Body is Fully
Target facing slightly facing target
away from facing away
target from target
1 3 5
Bring VE VI PA Arm is not Arm is bent; Arm is bent;
throwing bent and hand is level hand is near
hand to ear not at ear with ear but ear, ball in
level near eye hand, elbow
is pointing
outward
1 3 5

Step with VE VI PA No lower One-foot Opposite foot

opposition body steps steps
movement forward forward
slightly before
wider than throw; foot
necessary stance is
before throw staggered

1 3 5
Release ball VE VI PA No force Ball is near Ball reaches
towards behind target area target area;
target and ball, ball but goes Throwing
hand goes in any overhead; arm follows
follows direction Follow though
through but through
forward
No follow
through
1 3 5
Notes and
Additional
Comments

Score out of 20
 Underhand Rolling Rubric
Student Name: Date:
Observers Name: Score:

Skill Prompt Beginner Intermediate Advance Score

(Circle
Applied)
Body Faces VE VI PA Body is Body is Body is Fully
Target facing slightly facing target
away from facing away
target from target
1 3 5
Bring VE VI PA Arm is Arm is Arm is bent;
rolling going slightly hand is
hand nowhere bent; near behind body,
behind near back side ball in hand,
body of body elbow is
pointing
3 slightly up
1 5

Step with VE VI PA No lower One-foot Opposite foot

opposition body steps steps
movement forward forward
slightly before toss;
wider than foot stance is
necessary staggered
before throw
5
1 3
Release ball VE VI PA No force Ball is near Ball reaches
towards behind target area target area;
target and ball, ball but has Tossing arm
hand goes in any more flight follows
follows direction phase than though; Ball
through but being on rolled for
forward ground; 85% of its
No follow Follow movement
through through
1

3 5
Notes and
Additional
Comments

Score out of 20
 Catching Rubric
Student Name: Date:
Observers Name: Score:

Skill Level Prompts Used

Beginner: 0 – 9 VE – Verbal
Intermediate: 10 – 15 VI – Visual
Advance: 16 - 20 PA – Physical Assistance

Skill Prompt Beginner Intermediate Advance Score

(Circle
Applied)
Body Faces VE VI PA Body is Body is Body is Fully
Target facing slightly facing target
away from facing away
target from target
1 3 5
Leg VE VI PA Legs are Knees are Knees bent;
position for straight; slightly Ready for
catching No position bent; impact; Low
to brace slightly to ground
for ball ready for ready to
impact ball impact; receive ball
Low enough below waist
to catch ball 5
1 below waist

3
Overhand VE VI PA Hands are Elbows Elbows bent;
Catch by sides slightly bent, hands in
Position not ready palms open, front of face
to catch hands near with thumb
face, still not and index
ready for fingers
impact touching;
ready for ball
3 impact
1
5
Underhand VE VI PA Standing Knees Knees bent;
Catch straight; slightly pinky fingers
Position hands by bent; palms are touching,
sides; open at hands in a
attention waist level; cupping
on other attention figure; ready
 things kind of on to catch ball
partner below waist

1 3
5
Notes and
Additional
Comments

Score out of 20
Task Cards
 Music
Music will be played from phone. The apps that will be used are Spotify and YouTube Music

1. Cha Cha Slide (DJ Casper)

2. Cupid Shuffle (Cupid)
3. Harlem Shuffle (Bob and Earle)
4. Electric Slide (Marcia Griffiths)
5. Watch Me Whip/Nae Nae (Silento)
6. YMCA (Village People)
7. Macarena (Los Del Rio)
8. Stanky Leg (GS Boyz)
9. Gangnam Style (Psy)
10. Crank That Soulja Boy (Soulja Boy)
11. The Hustle (Van McCoy and the Soul City)
12. Old Town Road (Lil Nas X)
13. The Git Up (Blanco Brown)
14. Hokey Pokey (Brave Cambo)
15. Thriller (Michael Jackson)
16. Chicken Dance (The Emeralds)