Lesson Plan

1 of  1

NYS/NASPE

Standards

Teacher Candidates(s):   Jake Rogalia

School: SUNY Cortland

Date: 3/21/11

Grade: PED 255

# in class: 7

Bold Teaching Style:       Command        Practice              Reciprocal          Self-Check           Guided Discovery

                                           Inclusion          Convergent       Divergent            Jigsaw                  Cooperative

Domains

Objectives (Be sure to include Situation, Task and Criteria for each objective)

Assessment Tool &

When it is used

Length of class:   15   mins

Psychomotor

1A/1

1. By the end of class students will be able to perform the basic skills of krumping and scoring at least a 3 on the krumping assessment.

Teacher checklist assessment

Unit: Krumping

Focus: to learn the basic skills of krumping

Affective

2B/6

2. Throughout the lesson students will be able to challenge themselves by learning new moves and also showing self expression

Visual check by teacher

Equipment: music, projector, laptop

Cognitive

1A/2

3. By the end of the lesson students will show an understanding of the basic skills of krumping by reciting the cues to the instructor

Verbal check by teacher

References:  (e.g. Book, course packet, pg #, complete web address URL): 

http://www.youtube.com/watch?v=7GMNbZ8B1xA

Safety Statement

2  / 5

4. Since we are dancing everyone needs to be aware of their surroundings, while dancing everyone should give themselves enough room where they aren’t going to be bumping into any other students.

NYS Learning Standard 1 – Personal Health and Fitness

1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities.

1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition

NYS Learning Standard 2A Safe and Healthy Environment 

2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity.

2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

NYS Learning Standard 3Resource Management

3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity.

3b. Students will be informed consumers and be able to evaluate facilities and programs.

3c. Students will also be aware of career options in the field of physical fitness and sports

NASPE Content Standards – A physically educated person:

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.

4. Achieves and maintains a health-enhancing level of physical fitness.

5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

What is the ongoing fitness theme or emphasis in this lesson?

Health-related Fitness (HRF)

NYS LS 1B

            (Please Bold)

Cardiovascular endurance                               Muscular strength

Muscular endurance                                        Flexibility

Body composition

Explain how it is developed and where in the lesson it occurs:

  • Battling at the end of the lesson

  • Battling at the end of the lesson

-performing skill movements

Skill-related Fitness (SRF)

NYS LS 1A

            (Please Bold)

Balance                                                   Coordination

Agility                                                  

Reaction time

Speed                                                  

Power

Explain how it is developed and where in the lesson it occurs:

  • Maintaining balance during foot stomp
  • Ability to perform skill movements throughout the lesson
  • Ability to perform skills movements at a quicker pace

(i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)

(i.e. Concepts taught, goals, FITT,  etc.)


Lesson Components

Time (mins)

Organization &

Transitions

Description

Adaptations Assessments, Reminders

Instant Activity

1 min

             

         S  S  S

     T

        S  S  S  S

Warm up dancing

  • Have students line up in two lines and face each other
  • When the music is playing everyone is freestyle dancing to get warmed up

Introduction, Signal for Attention,

Hook

2 min

 T

S S S S

S S S

Good morning class, how is everyone doing today? I’m Mr. Rogalia, your krump instructor. First we are going to be watching a short video on krumping so everyone can have a better idea of what krumping is. “ show video” Ok everyone were going to have a lot of fun in class today. My signal for attention is going to my voice and also the music.. when you hear the music stop, stop what you’re doing and wait for my instruction. Has anyone ever pretended to fight, or stomp the ground because you’re mad. We’ll these two actions go hand in hand with krumping. While you krump you show a lot of emotion and passion. Now let’s get into our first krumping skill

Check for understanding

Demonstration

2 min

T

S  S  S  S

S  S  S

Apply safety statement

Body of Lesson

(Lesson Focus)

Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class.  

Tasks (Extensions) - Activities for the whole class. E.g. Hit the ball over the net to your partner 10 times.

Cues (Refinements) – Simple secrets to improve performance. E.g. Low to high

Challenges (Applications) - More game-like chances to practice the same tasks at the same difficulty level. E.g. In 90 seconds, see how many times you can hit the ball to your partner.

Modifications –

Add modifications to make the tasks easier and harder according to the skill level of the students.

Adaptations Assessments, Reminders

1 min

T

S  S  S  S

S  S  S

  1. Foot Stomp

-students will stand in 2 parallel lines facing the instructor

-students will lift their knee’s up and stomp down

Keep repeating the skill

1.  lift right or left knee up to 90 degrees

- stop down

1. see how hard the students can stomp down

Easier – light stomp

Harder -  hard stomp

1 min

T

S  S  S  S

S  S  S

  1. Punh
  • Students will spread out in the gym staying on the designated half of the gym
  • Students will cock their arms back and punch forward
  • Repeat skill

 

2. Cock arm back,

-punch forward

2. use non-dominant hand

Easier – slow, short punch

Harder -  follow through will your punch, fast

1 min

T

S  S  S  S

S  S  S

  1. Heal Turn
  • Students will spread out in the gym staying on the designated half of the gym
  • Students will slide their heal inward and outward
  • Repeat for 30 seconds

3. slide your heels inward then back outward

- inward-outward

-be light on your heels

3. see how many heel turns the students can perform in 30 seconds

Easier – slow skill down

Harder -  speed skill up

2 min

T

S  S  S  S

S  S  S

  1. Chest Pop
  • Students will spread out in the gym staying on the designated half of the gym
  • Students will inhale, lift shoulder, and thrust their chest’s forward
  • Repeat skill

 

4.take deep inhale

-    lift shoulders

- thrust chest forward

4.  see how many chest pops

Easier – slow skill down

Harder -  speed skill up

2 min

T

S  S  S  S

S  S  S

  1. Buck bang

- Students will spread out in the gym staying on the designated half of the gym

- students will use chest pops, arm swings, and foot stomps together

5.use chest pops

-arm swings

-foot stomps

- use together

5. see how many different combinations the students can do in 30 seconds

Easier – Slow down skill

Harder -  speed skill up

Activity close (Optional)

2 min

S S S

      T      S

           S S S

  • Battle
  • Split class into two teams
  • Explain that they are going to battling each other
  • One person from team A comes out and krumps
  • 1 person from team B comes out and krumps
  • Keep alternating
  • Assess the psychomotor and affective domains
  • Purpose: execute skills in a battle like scenario
  • Have Fun

Psychomotor assessment/affective assessment

Lesson Closure,

Hook to Next Lesson

1 min

T

S S S S

S S S

  • Alright everyone, let’s bring it in!
  • That was a great job today class
  • Did everyone have fun today?
  • Can anyone tell me some of the cues we went over today?
  • Very good, I saw a lot great krumping out there today. Next class we have some guest dancers coming in and we’re going to teach you how to Dougie

Cognitive assessment

Evaluation of Lesson

Pre-planning: Previous instruction in this activity (earlier grade levels)

Post-planning: “Assessment Informs Teaching:” future needs based on assessment results

Teacher Reflection Notes: