Feleciana Stevenson
Dr. Jamal Cooks
SED 720
3 December 2003
Curriculum Guide
Research Articles
Fromel, K., Vasendova, J., Stratton, G., & Pangrazi, R. P. (2002). Dance as a fitness activity:
İİİİİİİİİİİ the impact
of teaching style and dance form. Journal of Physical Education Recreation
İİİİİİİİİİİ and dance, 73 (5), 26-30.
Summary:
The authors of this article explain the two major goals that drive our physical education programs. The first goal is that the activities offered must meet the needs of the students and the second goal is to teach the activities with care and a positive attitude. One such activity that falls into this category is dance. The researchers discovered that the two most popular girlsí activities were swimming and dance. In this particular study the researchers wanted to ìanalyze the amount of activity, the intensity of the activity, and the attitude of participants in classes taught with different teaching styles (direct vs. problem solving) and three different dance forms (country vs. rock & roll vs. social) used in dance instruction with high school girls in a physical education setting.î
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The study was conducted on 138 females in the Czech Republic, in ten physical education classes from five different high schools. The participants were given a questionnaire at the end of each lesson that covered cognitive, emotive, health, social, attitudinal, and creative dimensions. The researchers found that there was no significant effect in intensity of activity relative to teaching style. It did however affect the volume of activity. They found that the direct teaching style was more effective in eliciting more steps and garner complete participation. They also discovered that out of the three dance styles, country elicited a greater number of dance steps. As far as attitude, the students with the problem solving teaching style had ìmore positive attitudes than did the students in the direct teaching style classes.îİ
Connection to Literacy:
This article shows that the teaching style can make an impact on how the students learn. If they are successful at achieving a goal in movement they will most likely carry this attitude on throughout other subjects. The students involved in the study had to reflect on their class experience and fill out the questionnaire.
Significance of Research:
This study shows that it is important to offer students a variety of activities in physical education. Dance is a powerful tool that offers so much more to the curriculum. It is an activity that can be done through out life therefore completing the task we set out to do as a physical educator. The study also shows that both teaching style and the type of dance will have an impact on the intensity and the volume of work done by the students.
Montgomery, W. (2001). Journal writing: Connecting reading and writing in mainstream
İİİİİİİİİİİ educational settings. Reading and Writing Quarterly, 17, 93-98.
Summary:
The article was a focus on inclusion for children with educational challenges. The author explains that reading and writing can be developed through journal writing. Not only does it help the student, but it ìgives the teachers important insights about their students.î Montgomery also claims ìit is an authentic means of connecting reading and writing and, at the same time, it permits mainstreamed students to participate in an activity in the same manner as students who are not receiving special education service.î The author discusses how to implement journal writing in the classroom effectively as an instructional tool. Sharing and discussing is also an important factor so that children feel they are contributing and learning from others.
Connection to Literacy:
This article uses writing as a means of connection to the class. Not only for the students who have been mainstreamed but also for the students with out an IEP. Writing allows the student to reflect on their experience in class and understand or realize they donít understand something. It will allow them to put movement from their body to their mind forcing the transfer of energy.
Significance of Research:
The use of journals is a perfect way to allow mainstreamed students to connect what they are doing, reading, and learning in class to other material. The author speaks mainly of mainstreamed students but the techniques offered by the author are good for all students. It will allow the teacher also a portal to the students minds to see what they may be struggling with and need additional guidance.
Richardson, M. & Oslin, J. L. (2003). Creating and authentic dance class using sport education.
İİİİİİİİİİİ Journal of Physical Education Recreation and dance, 74 (7), 49-55.
Summary:
This article articulated the Sport Education Curriculum Model (SECM) as an approach to dance class. Basically the class was split up into different groups and each student took on a specific role and responsibility. This style of teaching changed the class from a teacher centered to a student centered environment allowing the students more freedom to express themselves. Each day the ìtroupes begin stretching and doing abdominal exercises. The assistant then led the class through technique skills, such as plies and turns.î
Fourteen students took part in the focus group: 7 senior girls, 1 junior boy, 6 sophomore girls. They filled out a questionnaire with 10 questions and were interviewed to collect data. The researchers ìidentified four major themes: (1) roles provide class organization, (2) teamwork improves performance, (3) the teacherís role is more of a facilitator and is appreciated by the students, (4) Students perceive the dance environment as authentic.î
Connection to Literacy:
This article shows the critical thinking involved with such a process in the studio. The teacher is no longer telling the students everything, hand feeding them knowledge. Here they are out doing and creating on their own. They also had to assess their experience to answer the focus questions. With this model they become competent in three dance styles, create their own choreography, and have to write a story to explain their solo performance.
Significance of Research:
The significance of this article was the children liked their roles and felt they were really a part of the process. The researchers demonstrated the ìversatility of the SECM in a setting outside of sport and successfully provide an authentic dance environment for high school students.î This process showed that it is important to ìpromote practice, teamwork, and organizational skills.î
Summerford, C. (2001). What is the impact of exercise on brain function for academic learning.
İİİİİİİİİİİ Teaching Elementary Physical Education, 12 (3), 12-18.
Summary:
This article answers the question ìDoes movement actually accelerate cognition?î The study looked at sixth graders that were involved in continuous activity and others who were inactive. The research shows that exercise boosts the number of brain cells in the part of the brain centrally responsible for learning and memory. Therefore, exercise has a positive effective and does accelerate cognition.
Connection to Literacy:
This is connected to literacy because in order to learn a child must maintain focus of the class agenda. Allowing the child movement will boost their learning and memory, which is essential to literacy.
Significance of Research:
This validates the importance of physical education its need for all children. We can no longer cut physical movement classes because they too are a vital part of education. Math and English arenít the only subjects that provide a benefit to childrenís learning. This article articulates my assertion.
Smith, M. A., & Claxton, D. B. (2003). Using active
homework in physical education. Journal
İİİİİİİİİİİ of Physical Education Recreation and Dance, 74 (5), 28-32.
Summary:
This study looks at the effectiveness of providing homework in physical education, challenging the notion that students will participate in physical activity more out of class. The researchers believed this type of physical education home work would ìincrease student activity levels, encourag[e] family involvement, and provid[e] opportunities for daily activities.î Consequently, the researchers examined 47 seventh and 48 eighth graders in North Carolina who kept daily activity logs over a six week period. One group was designated to complete their active homework assignment with a parent or guardian. At the end of the study the studentís journals were collected and the researchers examined how much energy the children expended.
The researchers did not find that any more energy was expended with the active homework, but approximately 75% of the parents liked the idea and 78% said they enjoyed helping with the homework. The author of the article notes four main principles when assigning homework. (1) Assign students homework that will help them learn powerful curriculum ideals; (2) Give homework that is at the appropriate level of difficulty of the students so that they can be challenged without getting confused or frustrated; (3) Provide students with the information and resources to do their homework successfully; (4) Determine whether the homework is worth the studentís time and effort.
Connection to Literacy:
This article is connected to literacy because it gets the student and parent involved in reading for the activities assigned. It will get the student writing in their daily activity log and reflecting on each experience.
Significance of Research:
The significance of this research shows that it is okay to give your students homework in physical education. It may be weird for some at first but they will know this is the changing time and that they will learn in the class like any other subject they have in school. This does legitimize our field more when it is taken more seriously, especially getting the parents involved. This is exactly what we want to do as physical educators; create a lifetime of physical fitness and family and community involvement.
Critique of Lesson
Plans
Critique #1İİİİİİİİİİİİ http://pecentral.org/lessonideas/viewlesson.asp?ID=4509
Summary:
The author immediately connects the lesson to three of the National Dance Content Standards: 1, 2, and 6. The purpose of the lesson is to create a ìdance teamî routine by following a set procedure while having the students recognize that doing these type of dances is one way to keep aerobically fit. The suggested grade level is 9-12 at a beginner level of dance with prerequisites listed such as: the grapevine, º turns, step touch, jazz squares, etc. The author of the lesson also indicates it is important for the students to have some experienced success executing others choreography. The students will be in groups and will make up a dance putting a series of dance steps together on paper to make a short routine. They will eventually add music once the mini dance is mastered while keeping track of moves on a poster board.
Positive Aspects:
I liked this lesson plan; it was immediately connected to the standards and presents a new idea for the process. I am a big fan of writing everything down, that using post it notes to arrange and re-arrange is an excellent idea. Once the order is complete the students can write their dance on the large poster board, which can also be displayed in the studio. The author of the lesson also includes teaching suggestions to adapt for students with more dance experience as well as variations, assessment ideas, and adaptations for students with disabilities.
Development Areas:
Like most of the lesson plans I found on the web, it lacked any real substance. I would like to see more detail in the dance steps involved. The taking of the pulse before and after is a good idea but when they are doing a mini routine their heart rate would most likely not increase to the point of their target heart rate. They would have to do it repeatedly during performance leaving other students watching and not moving optimally.
Adaptations to the Lesson:
This lesson would be presented at the end of the school year so that the students have an abundance of dance vocabulary to access and use. I would have music on in the classroom, but for their final performance maybe let them bring their own music. I would also add a peer assessment since they would be working in groups to assess themselves and others.
Critique #2İİİİİİİİİ http://pecentral.org/lessonideas/ViewLesson.asp?ID=2653
Summary:
This lesson plan was called ìCreate a line danceî with a prerequisite of having learned 3 line dances prior to this activity. Each dance will have four parts with a minimum of four counts per part. The students will work in groups from three to six people and each group will use a ìCreate A Line Danceî form that will have them outline the cards they selected and the order of their parts. They are to practice in line dance form and self assess themselves on the form for their contribution for the day.
Positive Aspects:
I like the idea of putting groups together and having them create together and work as a team. Having the same song for everyone is another good idea since their practice time would be in class for this short lesson. Performing it for the class is of course my favorite thing so that would definitely be a positive aspect.
Development Areas:
This would be good for a physical education teacher with no dance training. It is very easy and simplistic, yet it is missing the meatiness of a true dance element. This is a very elementary approach and would encourage physical education teachers to get professional development in dance if they are going to teach it.
Adaptations to the lesson:
So they arenít just picking cards and putting them in order and learning them to perform I would add repetitions in order to increase their cardio (8-8,4-4,2-2,1-1) and make it so each group has a caller for their own part like an aerobics class. They can practice in their small groups with their small part with a build up of 3, 4, or 5 minutes (depending on their level) and they can teach it to the class as a whole. After one is finished another will go up and teach their part, so by the end of class they would have a full blown cardio session with their own creative edge.
Critique #3İİİİİİİİİ http://pecentral.org/lessonideas/ViewLesson.asp?ID=829
Summary:
This assignment is a great idea. This lesson plan is presented as extra credit for over the Winter break. It is called the ìTwelve Days of Winter Breakî, and allows the students to maintain physical activity for twelve days during their vacation. They are given a hand out with daily activities:
Day 1: On
the first day of Winter Break my Physical Education teacher gave to me, 1
minute of modified push-ups.
Day 2: On the second day of Winter Break my Physical Education teacher
gave to me, 2 minutes of curl-ups.
Day 3: On the third day of Winter Break my Physical Education teacher
gave to me, 3 hugs from a family member.
Day 4: On
the fourth day of Winter Break my Physical Education teacher gave to me, 4
healthy chores around the house, e.g. raking leaves, vacuuming , walking the
dog, dusting.
Day 5: On the fifth day of Winter Break my Physical Education teacher
gave to me, 5 minutes of jumping rope.
Day 6: On the sixth day of Winter Break my Physical Education teacher
gave to me, 6 minutes of lower body stretches.
Day 7: On the seventh day of Winter Break my Physical Education teacher
gave to me, 7 minutes dancing with a family member.
Day 8: On the eighth day of Winter Break my Physical Education teacher
gave to me, 8 minutes of reading the Washington Post Health Section for
children.
Day 9: On the ninth day of Winter Break my Physical Education teacher
gave to me, 9 minutes of playing at a local park.
Day 10: On the tenth day of Winter Break my Physical Education teacher
gave to me, 10 minutes walking with a family member.
Day 11: On the eleventh day of Winter Break my Physical Education
teacher gave to me, 11 backward push-ups.
Day 12: On the twelfth day of Winter Break my Physical Education teacher
gave to me, 12 minutes of jogging.
Positive Aspects:
This is a great idea. What a fantastic way to encourage our students to maintain movement outside of school. This is our whole point in creating an environment that will enable our students to achieve a lifestyle of physical fitness. It starts out slow since itís right out of school they can do one minute of modified push ups, easy. On the tenth day they are walking for 10 minutes with a family member also creating family connections that are also important. I like the fact the students can do these movements with a family member getting them involved and hopefully more physically active.
Developmental Areas:
The lesson is great. There are many variations that occur
from this lesson.
Adaptations to the Lesson:
I would change it up each year and maybe give this one to my 9th graders, while making it more challenging or dance oriented for my 10th, 11th, and 12th graders. I know it would probably be a lot of work, but maybe even tailoring it to specific student needs. (Example: Alex has known problem with turning in feet. Give tondue, degages and theraband exercises.) I would have a parent sign off each day the activity is complete.
Critique #4 İİİİİİİİİİİ http://www.pbs.org/wgbh/pages/frontline/teach/fat/lesson1.html
Summary:
This lesson plan is to allow students to recognize societies view and value of being thin. They will examine what ìideal weightî may differ from ìhealthy weightî and how certain perspectives and views of body image can lead to eating disorders. The lesson identifies lesson objectives as well as connecting it to national health standards one and three. The lesson will be lead by the PBS program ìFrontlineî so a VCR and television will be required as well as access to the internet and periodicals. There are eleven teaching strategies that opens the lesson with students looking at media images (t.v., magazines, newspapers, internet, etc.) and brainstorming characteristic images of men and women. There are many parts of the lesson where the students are working in groups and getting information on line to complete the assignment.
Positive Aspects:
This is great! I will definitely use this as one of my lessons when I become a teacher. It gives a lot of resources for the students to explore information and discover different things that another group may not discover. It offers a lot of self-reflection with research and writing. Because this is such an issue with many dancers and females this would be the majority of my student population.
Developmental Areas:
This could be a relief for some students and open their eyes to living a healthy lifestyle or it may give some ideas on how to become thin. There has to be a component of major journal writing so that the teacher may gauge what a student may be thinking. Also, this is listed as a lesson, but all of the information given from all eleven teaching strategies would be a unit and not just a lesson. It would truly be a pity to just pick a few for the lesson.
Adaptations to the Lesson:
To close the assignment I would have my students make a poster of different body images and factors they feel go along with different body sizes. The collage can be from any media or objects that can be stuck on the billboard. Then possibly have them make 4 8ís of movement inspired by their collage. I would then put them with a partner to have them collaborate to compose a duet.
Critique
#5İİİİİİİİİİİİ http://schools.eastnet.ecu.edu/pitt/ayden/PE-LP13.HTM
Summary:
The purpose of this lesson is to allow students to become efficient in eleven components of health and fitness. The lesson was broken into two parts; Part 1- Health Related Parts of Fitness:
Flexibility, Muscle Strength, Muscle Endurance, Cardiovascular Endurance, and Body Composition. Part 2- Skill Related Parts of Fitness: Balance, Coordination, Agility, Reaction Time, Power, and Speed. There are twenty assessments that are tested at stations over a three-day period. They are given two minutes at station where with a partner, where they each will have a minute to complete the assessment with the partner counting. At each station they will identify the component being tested. At the end of the three days they make a pledge to continue to practice three of the skills over the following six weeks and then be tested again. They are to keep a journal of the activities and skills practiced.
Positive Aspects:
This lesson lists the health related parts of fitness and the skills to be practiced like we are taught to list in our unit plans. This is the first lesson plan that I have seen on the web with any such list. I like the variety of skills given to the students to practice so they could get a little feel of what they like pick three and continue on those three skills over a six-week period. I also like the cooperative partner aspect of working with someone else.
Developmental Areas:
Although there is variety, I think twenty skills for one minute of practice is not giving the students a good enough chance for success. I would either give the students more time for each skill, therefore cutting the amount of skills or have the students pick ten from the list and explore that way with more time for each skill. Also, when is the student getting feedback and who is assessing what they are doing?
Adaptations to the Lesson:
My stations would be set up with music. I could get music to stop every minute as a cue for them to switch with their partner or activity. I would have a log that they can mark off when they have practiced the skill and the number, possibly signed
off by a parent if they do it at home.
Constructed Lesson Plans
Lesson #1
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Lesson
Plan |
İ Name: Feleciana Stevenson |
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Lesson
Focus: Introduction to inverted work |
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İ Grade Level: 11 & 12 |
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İ Content Subject: Physical Education/Dance |
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İ Number of Students: 34 |
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Psychomotor:
The students will
be able to demonstrate a hand stand on the wall without a spotter 2 out of 5 |
İ Period: 2 (9:10-10:10am) 60 min. |
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times
during structured practice. |
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İ Equipment: CD Player |
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TSWBAT
demonstrate a hand stand with out a wall and to a partner 1 out of 5 times
during structured |
İ Materials: C.A. 'Dirty' CD #3
(Combination) |
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practice. |
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T.M.
'Greatest Hits' C.D. #7 (Center Work) |
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M. 'Die
Another Day' #4 (Warm up) |
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Cognitive:
TSWBAT identify 3
out of 5 placements of "Wendy Kick Up" during closure and in
journal assignments. |
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TSWBAT
apply inverted hand stand to routine during structured practice. |
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Affective:
TSWBAT
demonstrate a positive social behavior by being supportive and accepting of
peers. |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
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9:10-:15 |
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Dress (in changing room) |
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9:15 |
Check in
for attendance, |
Set Induction |
Students
dispersed around the room writing |
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write in
journal to what music playing |
Teena Marie'' "Irons in the
fire" #4 |
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makes
them feel & what pictures |
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they see
playing in their mind |
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9:20 |
Following
Instructor |
Informing Task |
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*"really
reach to the ceiling and the walls" |
T |
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İ |
*Bent
over plie & stretch: |
İİİİİİİİİİİİ x x x x x x x x x x x x x x |
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İİ hand head over (look @ knees) |
İİİİİİİİİ x x x x x xİ x x x x x x x x x x |
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İİ exhale into stretch |
İİİİİİİİİİİİİİİİİİİİİ x x x x x x x |
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*Roll up
for 8 counts: |
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İİ roll up through each vertebrae |
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İİ use all 8 counts |
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İİİİİ "make it juicy" |
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*Deep
second: |
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İİ tuck butt |
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İİ hold abdominals |
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"What
are those called again?" |
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*Head
roll: |
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İİ look up, don't let head/neck crunch back |
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İİİİİ "Ouw!!!" |
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*Sit ups: |
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İİ "concave belly, not pooched"
"naval to spine" |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
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9:30 |
Listening |
*Demonstrate
hand stand |
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İİ hands scoop under |
İİİİİİİİİİİİİİİİİİİİİİİİİİİİ x x x x x |
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İİ hands close to the wall |
İİİİİİİİİİİİİİİİİİİİİİ xİ xxxxxxxx |
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İİ let spotter know which leg kicking first |
İİİ x xxxİ Tİİ xx |
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İİİİİ flatten back when inverted |
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Structured Practice |
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9:30:30 |
Performing
hand stands w/ or w/out |
extension:*
"Great! Now do a push up when your upside down" |
xxx
xİİİİİİİİİİİİİİİİİİİİİİİİİİİİİİİ x x x
x |
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a spotter
on the wall |
*Keep
feet pointed |
İİ xxxxİİİİİİİİİİİİİİİİİİİİİİİ x x x x x x x |
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*Relax
your head |
xxxxİİİİİİİİİİİİİİİ Tİİİİİİİİİİİİ xxxİ x x x |
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*Flatten
torso |
İİ xx x x x x x xİ xİ xİİ xİ
x x x |
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*Relax,
don't be scared |
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İİ You'll get used to it |
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9:35 |
Listening |
*Demonstrate
hand stand w/a partner off the wall |
İİİİİİİ İİİİİİİİİİİx x x x x x x x x x |
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"get
w/some one abt the same height" |
x x x xİİ Tİİİ x x x x |
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İİ "carry over weight" |
İİİİİİİİİİİİİİİİİİİİİ x xxx x x x x x |
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9:35:30 |
Performing
hand stands w/ or w/out |
"Partner
make sure your there for your classmate" |
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partner
in center |
"If
uneasy get some one else to assist" |
İİİİİİİİİİİİİİİİ xxxxİ x x x x x x x x x x |
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extension:
"after 5 or 6 times have partner let go to see how long |
x x x xİİ Tİİİ x x x x |
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you can
stay w/out being held" |
İİİİİİİ xxxxxxİİİİ İİİxxxxİİİİİİİİİİİİ xxxxx |
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extension:"can
any one try with out a partner?" |
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extension:
"try from top of feet from floor |
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İİ legs together |
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9:40 |
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Informing Task |
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Listening |
*Demonstrate
shoulder roll |
x x x xİİ xİİİ Tİ x x x x x |
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İ İtuck head under |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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İİ rolling on shoulder and not on neck |
İİİİİİİİİİİİİİİİİİİİ x x x x x x x x |
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İİ body carries over with strength |
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İİİİİ doesn't collapse down |
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Structured Practice |
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9:40:30 |
Practice
shoulder roll on r & l |
"tuck
head before roll"İİİ
"good" |
İİİİİİİİİİİİİİİİİİ x x x x x x x x x x |
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shoulder |
"don't
clomp down"İİİİİİİ
"almost!" |
x x x xİİ Tİİİ x x x x |
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"sustain
body over"İİİİİİİ "yes" |
İİİİİİİİİİİİİİİİİİİİİ x xxx x x x x x |
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9:42 |
Watching
& marking 8 |
*Show 8
count w/shoulder roll |
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İİ slide arm through |
x x x xİİ xİİİ Tİ x x x x x |
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İİİİİ shoulders right there |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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*(5) hold
"V" |
İİİİİİİİİİİİİİİİİİİİ x x x x x x x x |
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İİ navel to spine |
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İİ shoulders pressed down |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
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9:42:30 |
Performing
8 (shoulder roll) |
*Face SR
after shoulder roll |
x x x xİİ xİİİ Tİ x x x x x |
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|
*lifted
out on "V" |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
|
9:46:30 |
Watching
and Marking 8 |
*Show 8
count 'arm swing up' frm floor |
x x x xİİ xİİİ Tİ x x x x x |
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*lift
with chest & abdominals |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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9:47:00 |
Perfoming
8 (arm swing up) |
*Æ ft to
posse |
x x x xİİ xİİİ Tİ x x x x x |
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İ |
|
İİ different than coupe |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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*press
up, lead w/chest |
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*press
w/Æ hand |
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9:50:00 |
Watching
and Marking 1st 2 (8's) |
*Show
first 2 8's |
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İİ mood is "sad", slow, &
somber |
x x x xİİ xİİİ Tİ x x x x x |
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İİ hurt & anguish lead the mvmnt. |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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9:51:00 |
Performingİ |
*Counting
both 8's |
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*4 counts
to slide hands down to prepare |
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"Imagine
sitting in a cold room in a corner" |
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9:52:00 |
Watching
& marking next 2 8's |
*Extend
each movement |
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"Ahh!" |
x x x xİİ xİİİ Tİ x x x x x |
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*Release |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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"Remember
this" to "V" (8) |
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9:53:00 |
Performing
next 2 8's |
*Fulfill
the counts |
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"Make
it Juicy!" |
x x x xİİ xİİİ Tİ x x x x x |
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*counting
and singing beats |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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9:55:00 |
Performing
1st 4 8's together w/out |
*counting
and singing beats |
x x x xİİ xİİİ Tİ x x x x x |
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|
&
w/music |
*"look",
"leg", "slide hand down", "cobra",
"melt", "v" (8) |
İİİİİİİİİİİİİİİİ x x x x x x x x xİİ x |
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9:57:00 |
Watching
& marking 5th (8) |
*exhale
over leg |
İx x x xİİ T x x x x |
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İİ w/lead into 6th (&a1) |
*get
ready for 'arm swing up' |
İİİİİİİİİİİİİİİİİİİİ x x xİ x x x x x x x x x |
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*lead
w/chest |
İİİİİİİİİİİİİİİİİİİİİİİİİ x x x x x x x x x |
|
9:58:00 |
Performing
8 (&a1) |
*'give up
over legs' |
İİİİİİİİİİİİİİİİİİİİİİİ x x x x x x x xİİİİİİİİİİİİİİİİİİİİİİ T |
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*"do
you have more strength? Yes you're ready to face it!" |
İİİİİİİİİİİİİİİİİİİİİİ x x x x x x x x x x x |
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|
*singing
beats (counting) |
İİİİİİİİİİİİİİİİİİİİİİİİİ x x x x x x x x x |
|
10:00 |
Group 1
performs |
*Split
room in half |
İİİİİİİİİİİİİİİİİ
<---------------T--------------> |
|
|
Group 2
performs |
İİ "Work it out" |
İİ İİİİİİİİİİxx x x x x x x x x x x x x x |
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Do it all
together |
"Feel
your surroundings" |
İİİİİİİİİİİİİİİİİİİ x x x x x x x x x x x |
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İİ "be aware" |
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"Show
me with everything how she feels!" |
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Closure |
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10:03 |
Mirroring |
*Leading
cool down |
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İİ "I gave you 5 points to think about
during the Wendy kick up |
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İİ demonstration. What were some of
them?" |
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İİİİİ tuck toes |
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İİİİİ weight over to hands |
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İİİİİ push both legs up |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
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|
İİİİİ bend both |
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İİİİİ kick out (L) leg |
x T x |
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"great
work today" |
İİİİİİİİİİİİİİİİİİİİİİİİİ xİİ xİİİİİİ
x xİ |
|
|
|
"It's
looking good" |
İİİİİİİİİİİİİİİİİİİİİİİİİİ xİİİİİİİİİİİİİ x |
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"Great
support of classmates & teamwork w/spotters" |
İİİİİİİİİİİİİİİİİİİİİİİİİİİİ xİ xİİ
xİ x |
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"Excellent" |
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"Tomorrow
we'll apply the Wendy kick up in the routine" |
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İİ "Practice at home" |
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*"Write
about todays class in journal" |
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İİ ^how did you feel performing movement? |
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İİ ^How did you feel after class? |
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"Great
job everyone. See you tomorrow" |
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10:05 |
Clapping |
Bow |
İx x xx T x x x x |
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|
"Have
a great day!" |
İİİİİİİİİİİİİİİİİİİİİİ x xİİİ x xİİ
xİ xİİ xİ x |
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10:05 |
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Dress |
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10:10 |
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Excused |
Reflections & Comments:
- Donít force them to go upside down right away
- Many were really uneasy about inverting their bodies
Follow up activity/Homework:
- Write
in journal about todayís class
- Include
3 of 5 aspects of ìWendy Kick Upî in journal writing
Assessment:
- Student daily points as follows:
- 2 points for being there
- 2 points for active participation/behavior/attitude
- 1
point for being dressed appropriately
- During Closure will go over 5 placements of ìWendy Kick Upî
- Will verify placements in journal writing
- Students will receive 2 points for doing Journal Entry and following directions about content
Literacy Aspect:
- Students
will write during roll call in their journals about the music playing
- What
they hear in the music, what they feel from the music, what they envision
etc.
- Students
will write in their journal about the class for the day
- Any
problems or triumphs etc.
Lesson #2
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Lesson
Plan |
İ Name: Feleciana Stevenson |
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Lesson
Focus: Brazilian Carnival- Samba (Bahia) |
İ Grade Level: 10, 11 & 12 |
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İ Content Subject: Physical Education/Dance |
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İ Number of Students: 34 |
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Psychomotor:
SWBAT demonstrate the samba feet rhythm 60% of the time during movement
practice. |
İ Period: 2 (9:35-10:35am) 60 min. (Friday) |
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İ |
SWBAT
follow the instructor during changing of movements, beats, & rhythms. |
İ Equipment: CD Player, Rhythm Sticks |
||
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İ Materials: "Make you love me" CD
#4 (warm up) |
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İİİİİİİİİİİİİİİİİİİİİİİ -start at 10 min.
"Booty Call" |
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"Brazilian
Beats" #8 (slow progressions) |
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İİİİİİİİİİİİ İİİİİİİİİİİİ#9 (parade hip action) |
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İİİİİİİİİİİİİİİİİİİİİİİİ #7 (circle) |
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Cognitive:
SWBAT explain the
celebration aspect of the movement during cool down. |
İİİİİİİİİİİİİİİİİİİİİİİİ #3 (cool down) |
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SWBAT
compare 4 aspects of Bahia Samba & Rio Samba on a quiz. |
"Pepe
Mix" #10 (stillness) |
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İİİİİİİİİİİİİİİİİİİİİİİİ -'Stay humane'
0:-2:40 |
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Affective:
SWBAT be supportive of their classmates during class instruction. |
Open Journal Music |
|||
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"Carnival in Rio" #4 |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
|
|
9:35-940 |
|
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Dressing |
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9:40 |
Writing
in journal abt music playing |
"Brasiliana"- Loila #4 |
Students
dispersed around the room |
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İ -feeling instruments, "movies in |
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İİ mind" etc. |
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9:45 |
Following
Instructor |
*Flat
back- "extend neck and arms" |
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İİİ -"keep shoulder pressed down" |
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*"crazy
hips" |
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İİ -"butt follows foot" (salsa
step) |
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İİ -mambo steps |
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İİ -merengue steps |
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*"warm
up feet more" |
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*fondue-
"resist down" |
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*tondu
push off- "flick foot off ground" |
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9:55 |
Following
Instructor |
*Led
abductions-toes point to front |
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İİ -foot flexed |
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*Roll off
count 200 sit ups (freestyle) |
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10:00 |
Progressions |
"Brazilian Beats" #8 |
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Following
Instructor |
- slow
feet rhythm (1&2, 3&4Ö)İ -use
rhythm sticks for beat |
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(across
floor) |
-add butt
& hips |
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-faster
(up to tempo) feet |
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-add butt
& hips |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
|
|
10:10 |
Listening,
Watching, Marking |
#9 "Brazilian Beats" |
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(parade) |
-Parade
Walk |
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İİ -bird arms "undualte" |
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10:11 |
Following
Instructor |
-"Feather
costume & headress" (imagine) |
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-"travel
forward" |
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İİ -"pretend you're on a parade path,
thousands of people |
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İİİİ watching you" |
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-"push
hair up & give some hip" |
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10:16 |
Following
Instructor |
#7 "Brazilian Beats" |
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(call
& response) |
-samba
feet slow 4/4 |
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-"keep
up rhythm", "feel it" |
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-"start
arms from shoulder & end @ finger tips"- bird arms |
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-"go
crazy" (as beat picks up) |
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10:23 |
Following
Instructor |
#3 "Brazilian Beats" |
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(cool
down) |
-open low
wide 2nd position |
||
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-elbows
into inside of knees |
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-"can
anyone tell me the differences they heard in the music |
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İ or felt in the movement from yesterday's
(Rio Samba) to |
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İ today's (Bahia) Samba?" |
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-"How
many felt the celebration of the music, movement, & |
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İ gathering?" |
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10:25 |
Lying down
on the floor & on their |
-turn
lights off |
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İİ backs |
-"close
your eyes & allow your body to be silent & relaxed" |
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-"If
you hear a noise, acknowledge it and let it pass" |
||
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Start
'Jacobson's Progressive Relaxation" |
||
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"arms
should be beside body w/palms upward" |
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Face:
-squint eyes, wrinkle nose, make a faceÖnow relax |
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İİİİİİİ -open mouth wide, stick out tongue,
close mouth & clench |
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İİİİİİİİİİİİİ teethÖ.now relax |
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Neck:-Nod
head downward to touch chin to chestÖrelax |
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Head:-
Try to touch Æ ear to Æ shoulder, now (L) ear to (L) |
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İİİİİİİİİİİİ shoulderÖrelax & center
head over torso |
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Shoulders:-Shrug
shoulders up towards ears, pull down |
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İİİİİİİİİ -press hard against floor, one @ a
timeÖ.relax |
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Hands
& Arms:- Squeeze fingers, make a fistÖrelax |
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İİİİİİİİ - Raise Æ arm, bending at elbow
& "make a muscle" w/ |
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İİİİİİİİİİİ bicepsÖrelax |
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İİİİİİİİ -Repeat w/ (L) armÖrelax |
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İİİİİİİİ -W/arms on the floor, stiffen both,
make a fistÖrelax |
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Back:-Squeeze
shoulder blades togetherÖrelax |
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İİİİİİİ -press lower back area into
floorÖrelax |
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Thighs:-Contract
thigh muscles, one @ a time, both @ the |
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İİİİİİİ same timeÖ.relax |
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Calves:-Flex
toes back toward head and then point toes away |
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İİİİİİİİ from head, using Æ leg & then
(L) legÖrelax |
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Toes:-Curl
toes under, first Æ ft. then (L) ftÖ.relax |
|
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"Be
aware of relaxed state of body" |
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10:27 |
Still
lying on the floor (prone) |
-Start
"Pepe Mix" 0-2:40İİ İİİ"Stay Humane" |
|
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10:30 |
|
"Roll
over to one side and push your self up" |
|
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|
|
Clapping |
Bowİİ "Have a great weekend!" |
|
|
|
10:30 |
|
|
Dress |
|
|
10:35 |
|
|
Excused |
|
Reflections and Comments:
- They
really enjoyed this! Some were a little scared and kept saying, ìI canít
do it!î I encouraged them to continue to try.
- They
were worn out and appreciated the stillness at the end of class. Bianca
said, ìIt was a perfect way to end the class.î
- Close
the doors to the quad when they are experiencing something new and are
still unsure.
Follow up Activity/Homework:
- Go
to aguasdabahia.com and write about your findings in your journal
- At
end of unit: Will go to the Brazilian cultural center (SF)
- Attend
or perform in San Francisco Carnival Parade
Assessment:
- Student daily points as follows:
- 2 points for being there
- 2 points for active participation/behavior/attitude
- 1
point for being dressed appropriately
- Students
will receive 2 points for doing Journal Entry and following directions
about content
- Students
will receive 10 points for writing about visit to cultural center
- Students
will receive 15 performance points or 15 points for paper critique of
parade
Literacy Aspect:
- The students will write in their journal at the beginning of class about music playing.
- The students will include a journal entry about the dayís activities.
- The students will also include a journal entry about their findings from the aguasdabahia website.
- The students will write a paper on their experience after our field trip to the Brazilian cultural center.
Lesson #3
|
|
|
Lesson
Plan |
İ Name: Feleciana Stevenson |
|
|
Lesson
Focus: Syncopated Rhythm |
|
İ Grade Level: 9 |
||
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|
|
İ Content Subject: Physical Education/Dance |
|
|
|
|
|
İ Number of Students: 30 |
|
|
Psychomotor:
SWBAT demonstrate
stylized runs in slow motion 3 out of 8 times going across the floor |
İ Period: 2 (9:10-10:10am) 60 min. |
|||
|
|
SWBAT
perform syncopated hip hop step on beat 60% of the time going across the
floor. |
İ Equipment: CD Player |
||
|
|
SWBAT to
pony on the Æ or (L) foot for 5 out of 16 counts during warm up. |
İ Materials: Black Eyed Peas CD |
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Cognitive:
SWBAT apply 2 8's
of floor work to routine during structured practice. |
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|||
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İ |
SWBAT
recognized & recall a retard on quiz. |
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||
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|
Affective:
SWBAT be
supportive of their classmates when performing for one another during run
through. |
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|||
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
|
|
8:30-8:35 |
|
|
Dress |
|
|
8:35 |
Checking
in for attendance, |
#13 "Where is the love" |
Scattered
through out the room |
|
|
|
writing
in journal about music. |
|
|
|
|
8:40 |
Following
Instructor |
#1 "Hand's Up" |
|
|
|
|
|
-"Make
sure butt is sticking out when squating (like sitting in |
|
|
|
|
|
chair),
knees slightly over toes, squeeze pennie in butt cheeks |
||
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|
|
when
coming up" |
||
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|
|
-"We
always want to land our jumps in plie, because why?" |
||
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|
|
İİ -shock absorption |
||
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|
|
İİ -damage to shin and knee |
||
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|
|
İİ -graceful |
||
|
|
|
-"inhale"
"deep exhale" |
|
|
|
|
|
"hands
up" (4,4) (2,2,2,2) |
|
|
|
8:50 |
Following
Instructor |
#10 "The Boogie that be" |
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-"navel
to spine" |
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"don't
give upÖkeep onÖchallenge yourself" |
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-20 push
ups |
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-downward
dog |
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8:55 |
Following
Instructor |
-low runs
across |
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İİ |
İİ "like your in a jar of peanut
butter" |
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-run in
ultra slow motion |
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İİ "like the matrixÖuse all
counts" |
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-step
slide forward, torso twist |
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Time |
Content/Learning Experiences |
Teaching Actions/Strategies/Cues |
Organization/Transition/Safety |
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Following
Instructor |
-hip hop
step (1&2&3&Ö) |
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İİ 7& shoulders |
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İİ 8 head roll |
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-2 8's of
floor work from routine |
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9:03 |
Watching,
Marking, Listening |
-Show
opening entrance |
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İİİ -split in half (SR & SL) |
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İİİ -enter from either side |
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"face
audience on 8" |
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Performing
Opening |
"Use
all countsÖand spread out to you places" |
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Watching,
Marking, Listening |
-Show 1st
8 |
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Performing
opening w/1st 8 |
-doing it
with them and counting |
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Watching,
Marking, Listening |
-Show 2nd
8 count |
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Perform
2nd 8 count |
-doing it
with them and counting |
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Perform
from the top |
'-doing
it with them and counting |
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Watching,
Marking, Listening |
-Show 3rd
8 count |
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İİ "posse means you put you ft to the
side of your knee" |
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İ |
İİ "What is the term called
again?" |
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Perform
3rd 8 count |
-doing it
with them and counting |
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Watching,
Marking, Listening |
-Show 4th
& 5th 8 |
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Perform
4th & 5th 8 count |
-doing it
with them and counting |
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Perform
from the top |
-doing it
with them and counting |
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Watching,
Marking, Listening |
-Show 6
& 7th 8 (9 & 10 is a repeat of 7) |
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Perform
6th & 7th 8 count |
-doing it
with them and counting |
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Perform
from the top |
-doing it
with them and counting |
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-counting
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-watching??? |
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9:23 |
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Cool down/Closure |
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Following
Instructor |
-"can
we recall the 3 important positions of a squat?" |
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"Write in journal about today's class. |
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"have
a great day!" |
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9:25-9:30 |
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Dress |
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Reflections and Comments:
- Make
sure you keep your eye on the back line.
- Just
because they are moving, doesnít mean they have it.
Follow up activity and Homework:
- Go
to hip hop circuit website to get the lyrics for the song and write or
paste them into your journal.
Assessment:
- Student daily points as follows:
- 2 points for being there
- 2 points for active participation/behavior/attitude
- 1
point for being dressed appropriately
Students will receive 2 points for doing Journal Entry and following directions about content
Literacy Aspect: