Krumping- Lab C Packet.docx

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 2– A 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 3– Resource 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

-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	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	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	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	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	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	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
K	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.

Lesson Plan