Yang- lesson plan, progression, assessment, quiz.rtf

SUNY Cortland Physical Education

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 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

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	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	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	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	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	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:

Activity Progression

Instructions:

One of the characteristics of effective teachers is their content knowledge. They are able to develop interesting progressions that help students learn the skills they are teaching. Use this template to create a logical progression sequence for a skill, task or activity for students of varying abilities.

The instructor will determine most complex step (or end point) for you. Devise as many steps leading to that end point as you can. These steps should be in order of complexity with the simplest element in the progression at the bottom of the page.

Once you have completed this progression, you should be able to select one or more components from it to use in developing a lesson plan

Skill(s):

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

Name: Date/Class:

Krumping Quiz- lesson 1

Name two cues for the chest pop____________________________

The buck bang is a combination of____________________

A) flipping, spinning, skipping

B) chest pops, arms swings, foot stomps

C) arm swings, splits, running

D) chest pops, neck rolls, toe walk

3) The two cues for punching are______________

4) True or False- Krumping is performed with emotion and passion.____________

5) A heel turn cue is___________

A) Left, right

B) inward, outward

C) front, back

D)side to side

Class rules

Respect yourself and others
When you hear my voice, stop, look, and listen
Keep your hands to yourself, no shoving
Keep a positive environment, encourage classmates
Be aware of your surroundings
Have Fun!

Technology

Using a laptop and a projector to show students a video on krumping so that the students will have a better understanding of what krumping is.

"Guiding and inspiring youngsters in the process of becoming physically educated and healthy for a lifetime." Last updated on 3/11/2011

Lesson Plan