Jake Rogalia

               Lab C

          “Krumping”

Country: General Information

Krumping was originated in the United States of America. As we all know there are many

different cultures in the U.S. Krumping was created by the African American community. Since Krumping

was created in the African American community I thought I would talk about the unique cultural

differences in the African American culture. As you know African American culture is rooted from Africa,

it’s a mix of sub Saharan African and Sahelean cultures. African American culture has rapidly become a

significant part of American Culture. By the early 20th century a few African American musical forms

were looked at being popular American Music. African American dancing went all the way back to when

slavery was going on. In 1891 the first African American dance to become popular with using white

dancers was the cakewalk. African American dance has a huge influence on our modern dances today

and also had a huge influence on hip hop.

        In the 1960’s African Americans wore clothing that combined cultural dress from modern

fashion and west African traditional clothing. In the African American community hairstyles were used to

convey messages, a few examples are age, marital status, and rank in the community. One popular hair

style that came about in the 1960’s was the “fro.” African Americans that the “fro” was a way to express,

pride, power, and differentiation. The “fro” was such a hit that it was used by singers, performers, artists,

and even gang members. African American Dance and songs were a way for other African Americans to

look for inspiration. Many African Americans were in poverty and lived in horrible neighborhoods. This

lead many young African Americans to join gangs. African Americans used dance and singing as ways to

try and escape poverty and ways to get away from gangs. This is when Krumping comes into play,

krumping was created so that African Americans could escape gangs and stay out of trouble.        

Teachable Idea’s

Krumping came about in the early 2000’s and was created in Los Angeles, California. Krumping

can be performed by anyone but it was originated in the African American community. Krumping is a

street dance that involves being very energetic while using your head, arms, legs, chest, and feet.

Krumping was created so that people could get away from gang life. Krumping gave African Americans a

way to express their anger and aggression without being violent. The word Krump means Kingdom

Radically Uplifted Mighty Praise, which means krumping is a form of art. After a few years famous artists

began to use krumping in their music videos. A few artists that used krumping in their videos are Missy

Elliott, Black Eyes Peas, and Madonna. Krumping is known for being a type of freestyle dance and it’s

used in battles. Songs that people use while Krumping involve songs that are upbeat and fast paced. A

few words or terms that krumpers use that we might not be aware of are session, which is when the

krumpers form a circle, and they krumpers go into the middle one at a time to battle. Another word is

labbin, which is when the krumpers get together to try and form new moves. While you’re krumping you

should show a lot of emotion and expression, it’s a chance for the krumpers to show everyone how they

are feeling.

Possible Objective for Other Lessons

Psycho-Motor: 1A/1 – By the end of class students will be able to perform the MJ kick, Hat turn, and the hat toss with minimal errors.       “visual check by teacher”

Psycho-Motor: 1B/1- By the end of class students will be able to put together their own krumping dance using the techniques and skills that we learned in class.    “ visual check by teacher”

Affective: 2A/5 -  Students will demonstrate responsibility by respecting themselves and the other student’s personal space, student’s will also be positive and assist others that need help.   “visual check by teacher”

Affective: 2B/6 – throughout the lesson students will be able to show expression while krumping and also be able to interact with other students about the skills we have learned in class.      “visual check by teacher”

Cognitive: 2C/5 – By the end of class students will be able to identify the safety tips of krumping by reciting the cues we went over at the beginning of class.  “verbal check by teacher”

Cognitive: By the end of the lesson students will show an understanding of krumping opportunities in the community by reciting the opportunities to the instructor.   “verbal check by teacher”

Lesson Plan

1of 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 by scoring at least a 3 on the krumping assessment

Teacher checklist assessment

Unit: Krumping

Focus: learn basic skills

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 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

Warm up Dancing  - have students line up in two line facing 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 krumping instructor. Fist we are going to watch a short video on krumping so everyone can have a better idea of what krumping is. Ok everyone we are going to have a lot of fun in class today! My signal for attention is going to be 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? We’ll these two actions are two moves that are used in krumping. While you krump make sure to 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 skill

1.  lift R or L knee up 90 degrees

- stomp 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. Punch
  • - 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
  1. cock arm back

- punch forward

2. use non dominant hand

Easier – slow punch

Harder -  fast punch, multiple punches

1 min

T

S S S S

S S S

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

3. slide your heels inward then outward

- inward/outward

- be light on your heels

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

Easier – slow skill down

Harder -  speed skill up

1 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 shoulders, and thrust chest forward
  • Repeat skill

4. take deep inhale

- lift shoulders

- thrust chest forward

4.  see how many chest pops the students can perform in 30 secons

Easier – slow chest pops

Harder -  fast and harder chest pops

1 min

T

S S S S

S S S

  1. Buck Bang

- students will spread out in the gym using the designated half of the gym

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

5. use chest pops

-arm swings

-foot stomps

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

Easier – slow skill down

Harder -  speed skill up

Activity close (Optional)

2 min

S S S S

      T

           S S S

Split class into two teams, explain that they are going to be battling each other, One person from team A come out and krumps, one person from team B come out and krumps, teams keep alternating back and forth, Assess the psychomotor and affective domains, The purpose is to execute skills in a battle like scenario, Most importantly have fun!

Cognitive assessment

Lesson Closure,

Hook to Next Lesson

1 min

T

S S S S

S S S

Alright everyone bring it in, that was a great job today class! Did everyone have fun? Can anyone tell me some of the cues we learned today? Very good! I was a lot of great krumping out there today. Next lass we have some special guest dancers coming in and we’re going to teacher you how to Dougie!

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:


MOST COMPLEX SKILL

Tasks (Extensions)

The activities for the whole class

Cues (Refinements)

Secrets to improve performance

Challenges (Applications)

More chances to practice the same tasks

1

Front Flip Ending

Front flip, land on back

See how many front flips they can do in 30 seconds

2

Toe Walk

Stand on both toes and walk forward R/L R/L

See how far they can walk in 30 seconds

3

Moonwalk

Feet shoulder width apart, pick up R heel and keep ball of foot on ground, shift weight to R foot, keep left foot flat to ground, drag back

Alternate movement from foot to foot

4

Buck Bang

Use chest pops, arms swings, and foot stomps together

How many different combinations can they do in 30 seconds

5

Double Kick

Kick R leg up, land on 2 feet, kick L leg up, land on 2 feet

See how many double kicks they can do in 30 seconds

6

Knockdown

Act like someone just knocked you down, pop back up

See how many times they can do the knockdown in 30 seconds

7

Crossover

Feet shoulder width apart, cross L foot in front of R, bring R foot back behind L

Alternate which foot you bring in front

8

Toe Stand

Stand on R or L toe, bring other leg back behind

Use non-dominant leg

9

180 Jump

Jump in the air, turn your body in a 180 while in the air

How many 180’s they can do in 30 seconds

10

Leg Pop

Pop leg out, control motion through thighs and knees

Use non-dominant leg

11

Chest Pop

Take deep inhale, lift shoulders, thrust chest forward

See how many chest pops they can do in 30 seconds

12

Knee Drop

Start on feet, drop down to knees

See how many knee drops they can do in 30 seconds

13

Jumping Leg Split

Jump straight up, land with 1 foot in front, 1 behind

Alternate which leg lands in front

14

Single Leg Jump

Stand on 1 foot, jump up or down or left or right

Use non-dominant leg

15

Twist

Face forward, spin body in a 360

See how fast they can spin in a 360

16

MJ Kick

Kick leg out, twist leg while kicking

Use non-dominant leg

17

Knee Hold

Lift knee to 90 degrees, hold for 3 seconds

See how long they can hold their knee up

18

Hip Circle

Rotate hips in circle

see how many hip circles they can do in 15 seconds

19

Crisscross Jump

Jump straight up in the air, land with your legs crisscrossed

Alternate which leg lands in front

20

Side Jump

Jump L or R

See how far they can jump sideways

21

Heel to Toe

L on heel, R on toe, jump up, alternate heel to toe with your feet

See how fast they can perform the heel to toe

22

Sliding Side Step

Feet shoulder width apart, step right with right foot, slide left foot over to your right

See how far they can slide step in 30 seconds

23

The U

Make shape of a u with your arms, rotate arms down then back up

See how many times they can perform the u in 30 seconds

24

Heel Turn

Slide heels inward, then outward, I/O I/O I/O

See how many heel turns they can do in 60 seconds

25

Backwards walk

Walk backwards, L/R L/R

See how far they can walk backwards in 30 seconds

26

Jump

Jumping straight up in the air

How many jumps can they do in 30 seconds

27

Spike

Act like there is something in your hand, spike it down

Use non-dominant hand

28

Hat Toss

Grab the brim, toss it off your head

See how far they can throw their hats

29

Hat Turn

Grab the brim, turn it slightly to the side

See how many hat turns they can do in 30 seconds

30


Windmill

Spin arms in a circle, spin around head or by your side

Use non-dominant arm

31

Double Shoulder Roll

Roll shoulders either backwards or forward

See how many shoulder rolls they can do in 30 seconds

32

Single Shoulder Roll

Roll either R or L shoulder backwards or forward

See how many shoulder rolls they can do in 30 seconds

33

Punch

Cock arm back, punch forward

Use non-dominant hand

34

Squat

Squat down to 90 degrees, lift body back up

See how long they can hold a squat for

35

Arm Swing

Swing arms back and forth, criss crossing them

See how many arm swings they can do in 30 seconds

36

Foot Stomp

Lift R or L knee up, stomp down

See how hard they can stomp down

37

Knee Lift

Lift R or L knee up to 90 degrees, bring leg back down

Alternate legs as fast as you can

38

Brush back

Hand in front of face, brush hair back with hand

Use non-dominant hand

39

Double Shoulder Lift

Raising both shoulders up then back down, up-down

See how many shoulder lifts they can do in 60 seconds

40

Single Shoulder Lift

Raise either R or L shoulder up, then back down

See how many shoulder lifts they can do in 30 seconds

Least Complex Skill

Cognitive, Psychomotor, Affective Assessment

Individual:                                                                          Date/class:

      4

Individual demonstrates an understanding of the skill movements in our end activity , guides others that need help, and can relay all cues to the instructor

           3

Individual demonstrates an understanding of the skill movements in our end activity, can relay most of the cues back to the instructor

           2

Individual demonstrates an understanding of the skills but makes a few errors, has trouble relaying the cues to the instructor

           1

Individual doesn’t demonstrate an understanding of the skill movements, can’t relay any cues back to the instructor

Curriculum Planning K-12 Scope & Sequence Chart

 
 

Lab C 

 
Designing Downward!
Prescription for Success! 
 

Curriculum Committee Members

1                                                      2                                               3 
 
4                                                      5                                               6                               
 NY State Standards - End of Unit Performance Task    (What can the students do at Commencement Level?) 
 

Type in: At the end of the krumping unit, students will be able to show an understanding of Krumping by developing their own two minute krump dance. Studets will also be able to perform the krumping skills with minimal errors and be able to recite cues to the teacher. 
 
The following activities should be sequenced and represent a progression from the end of the Unit Performance Task down to the 12th grade, then 11th grade, 10th grade etc. all the way to and
Concluding at the Kindergarten level. Activities should be developmentally appropriate at each level.                                                                                                 
 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

12th 
 
 
 
 
 
 
 
 

Students will show an understanding of Krumping by developing a two minute krump dance using the skills they have learned over the years.

Music, sneakers

Dance off at the end of the unit.
 
 
 
 
 

Can be done with any class size

 
 
 
 
 
 
 
 

 

 

 

 

11th 
 
 
 
 
 
 
 
 
 
 

Introduce and teach expert level krump moves. Introduce and teach the buck bang, moonwalk, toe walk, double kick, and front flip ending. Teach students how to put multiple moves together.

Music, sneakers

See how many different krump moves the students can do in one minute

 



 
 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

10th 
 
 
 
 

Continue teaching students hard level krumping skills. Introduce the chest pop, leg pop, 180 jump, and the knockdown.  

Music, sneakers

Increase pace of skill movements.

 

 
 
 
 
 
 

 
 
 
 
 
 
 
 

 

 

 

9th 
 
 
 
 
 
 
 
 
 
 

Introduce students to hard level krumping skills. Teach students the single leg jump, knee drop, and the jumping leg split

Music, sneakers

If students are easily performing the skills, increase skill level 

 



 
  
 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

8th 
 
 
 
 

 
 
Continue to teach students intermediate krumping skills. Introduce the  crisscross jump, Knee hold, and the MJ kick 
 
 
 
 

Music, sneakers

See how long they can do a knee hold for, see how many crisscross jumps they can do in one minute

 

 
 
 
 
 
 
 
 

 

 

 

 

7th 
 
 
 
 
 
 
 
 

Introduce students to intermediate krumping skills. Teach students the sliding side step, heel to toe, and the side jump

Music, sneakers

Speed up the pace of the skills

 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

6th 
 
 
 
 
 
 

Teach students how to combine moves. Have students develop their own krump dance using the skills we have learned so far.

Music, sneakers

Have students perform a dance off at the end of the lesson.

 

 
 
 
 
 
 
 
 

 

 

 

 

5th 
 
 
 
 
 
 
 
 
 
 

Teach students jumping, backwards walk, and heel turn. Teach students how to start developing their own krump dance.

Music, video

Have the students be creative and see how many krump moves they can do in one minute.

 



 
 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

4th 
 
 
 
 
 
 
 
 

Teach Students hat turn, hat toss, and the spike

Music, sneakers, hats

See how many hat throws and turns the students can do in one minute.

 

 
 
 
 
 
 
 
 

 

 

 

 

3th 
 
 
 
 
 
 
 
 
 
 

Demonstrate and teach new krumping skills, brushback, knee lift, shoulder roll.

Music, sneakers

If students are mastering the skills, speed up the motion of their moves.

 

Grade

Activity Description

Equipment Needed

Rules/ Modifications

Number of players

2nd 
 
 
 
 
 
 
 
 
 
 

Continue working on beginner level skills, and begin learning new skills.

Music, sneakers

As students improve, introduce them to harder skills.

 

1st 
 
 
 
 
 
 
 
 

Develop a better understanding of Krumping styles. Show students a video on krumping.

Music, projector, laptop, sneakers

Let students experiment and start working on their own krumping style

 


 
 
 
 
 
 
 
 

Introduction to Krumping, very basic skills like foot stomp and punch. Letting the students get used to Krumping skills and their motions. Scarf juggling,

Music, sneakers

Start with easiest skills, as students improve increase difficulty

 

  Block Plan

PLEASE DOWNLOAD/COPY-PASTE TO YOUR              COMPUTER 

Name: Jake Rogalia
Teacher Candidate(s):
Skill(s):  Krumping           
  

Day 1:

 
Theme: Krumping
 
Intro: Introduce the class to the dance style krumping, and explain what were doing over the next few class periods. 

Warm-up: Circle Dancing
 
Lesson focus: Begin the Krumping unit. Introduce students to different krumping styles and begin learning beginner skills.

Fitness component:  Students will get a physical workout when participating in the krumping unit.
 
Closure:  Talk to the students about what were doing next class and ask students questions about the cues they learned in class today.
 

Day 2:

 
Theme: Krumping
 
Intro: Introduce new beginner krumping skills
 
Warm-up:  Follow the leader dance
 
Lesson focus: Continue teaching beginner krumping skills 

Fitness component:  Students will get a physical workout when participating in the krumping unit.
 
Closure:  Talk to the students about what were doing next class and ask students questions about the cues they learned in class today.
  
 

Day 3:

 
Theme: Krumping
 
Intro: Introduce students to beginner skills that involve starting to use both your arms and legs at the same time.

 
Warm-up: Dance Tag
 
Lesson focus: Beginner movements that involve using both arms and legs at the same time.

Fitness component:
Students will get a physical workout when particpating in the krumping unit.

Closure: Explain to the class what were doing next class and ask students questions about the cues we learned in class today.

Day 4:

 
Theme: Krumping
 
Intro:   
 
Warm-up: Legs only dancing
 
Lesson focus: Continue teaching beginner movements that involve using both your arms and legs at the same time.

Fitness component:
Students will get a physical workout when particpating in the krumping unit.

Closure: Explain to the class what were doing next class and ask students questions about the cues we learned in class today.
 

Day 5:

Theme: Krumping
 
Intro:  Introduce students to intermediate krumping skills
 
Warm-up: arms only dance
 
Lesson focus: Teach intermediate krumping skills. Talk about music used for krumping.
 
Fitness component: Students will get a physical workout when particpating in the kruming unit.
 
Closure: Explain to the class what were doing next class and ask the students questions about the cues we learned in class today.

Day 6:

Theme: Krumping
 
Intro: 
 
Warm-up: copy me dance
 
Lesson focus: continue teaching intermediate krumping skils.

Fitness component: Students will a physical workout when particpating in the krumping unit.

Closure: Explain to students what were doing next class and ask the students questions about the cues we leanred in class today.

Day 7:

 
Theme: Krumping
 
Intro: Explain to the students that the skills are going to start getting even harder.
 
Warm-up: dance dance revolution
 
Lesson focus: teach students intermediate skills that involve using your head, arms, and legs together.
 
Fitness component: Students a physical workout when particpating in the krumping unit.

Closure: Explain to the class what were doing next class and ask the students questions about the cues we learned in class today.
 
 

Day 8:

 
Theme: Krumping
 
Intro:
 
Warm-up: dance off
 
Lesson focus: Continue teaching the students intermediate skills that involve using your head, arms, and legs together.
 
Fitness component: Students will get a physical workout when particpating in the krumping unit.
 
Closure: Explain to the class what were doing next class and ask the students questions about the cues we learned in class today.
 

Day 9:

 
Theme: Krumping
 
Intro: Introduce students to hard krumping skills.
 
Warm-up: Freeze Tag
 
Lesson focus: Teach students hard krumping skills. Have students begin to start putting skills together. Get a lot of repetitions with the new skills.
 
Fitness component: Students will get a physical workout when particpating in the krumping unit.
 
Closure: Explain to the class what were doing next class and ask the students questions about the cues we learned in class today.
 
 

Day 10:

 
Theme:  Krumping
 
Intro: Introduce students to partner krumping skills.
 
Warm-up: Musical Chairs
 
Lesson focus: Teacher students about the different partner krumping skills. Continue working on putting krumping skills together.
 
Fitness component: Students will a physical workout when particpating in the krumping unit.
 
Closure: Explain to the class what were doing next class and ask the students questions about the cues we learned in class today.
 
 

Day 11:

 
Theme: Krumping
 
Intro: Talk to students about how they are going to create their own krumping dance for a dance off next class.
 
Warm-up: Dance off

 

Lesson focus: Students will be given the entire class period to work on their own krump dance. Students will be able to watch videos for ideas. This is a great chance for the students to work on the kruming skills that we have practiced in class.
 
Fitness component: Students will get a physical workout when particpating in the krumping unit.
 
Closure: Explain to the class we are going to do next class and ask the students questions about the cues that we learned in class today.
 

Day 12:

 
Theme: Krumping
 
Intro: Talk to the students about how the dance off works and explain the rules.
 
Warm-up: Freestyle Dance
 
Lesson focus: Students will be divided into two teams. While the music is playing the students are going to have a dance off. One student dances at a time. One student from team A will come out and dance then one student from team B comes out and dances, and you keep alternating teams.
 
Fitness component: Students will get a physical workout when particpating in the krumping unit.

 

Closure: Talk to the class about how the krumping unit went. Ask the students questions about the cues we have learned throughout the lesson.