rhythmic activities unit plan

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					                   Whitney Piatt
ESS 360: Teaching Rhythmic Activities and Gymnastics
                  15 March 2011




     Rhythmic Activity Unit Plan
             Developmental Level II
                                       Introductory Activities


1) Locomotor skills to music: I will lay two stacks of papers on the ground that have numbers on

    them, with another stack that have locomotor skills on them. Have two students come up and

    get one paper each. The students then must do the locomotor skills and perform each of them

    the same amount of times that it states on the papers respectively. The only thing is they must

    do it to the beat of the music. Locomotor skills include: walking, running, jumping, hopping,

    galloping, skipping, sliding, and leaping. (Pangrazi, pg 316- 322)

2) Animal movements to music: I will lay two stacks of papers on the ground that have numbers on

    them, with another stack that have animal movements on them. Have two students come up

    and get one paper each. The students then must do the animal movements to music trying to

    keep with the beat of the music as best as possible. (Pangrazi, pg 464)

3) Parachute Activities: I will give the students many different activities that include fitness, levels,

    cooperative activities, etc. (McNevich)

4) Tumbling and Inverted Balances: Students will be given their own mat and asked to do each

    tumbling and inverted balancing skills. There will be a pile of papers with different things on

    them. They’ll each have to go to the middle and grab one and take it back to their mat and do

    that particular skill. (Pangrazi, pg 464-465)

5) Balancing stunts: Students will be given their own mat and asked to do each balancing stunt.

    There will be a pile of papers with different things on them. They’ll each have to go to the

    middle and grab one and take it back to their mat and do that particular skill. (Pangrazi, pg 464-

    465)

6) Crab, Horse, Frog: The students all start as crabs, crab walking while the music is playing. When

    the music stops they must find another crab to play a game of rock paper scissors. If they win

    they are now a frog and hop when the music is playing. If they lose they must go back down to a
    crab, and if they win they go up to a horse and gallop while the music is playing. Play as long as

    you want. (Steele)

7) Pink Panther: Play the first part of the Pink Panther song and have students practice either

    snapping their fingers or tapping the floor to the beat of the song. Play the middle part of the

    song (when the mood of the song changes) and have students practice locomotor skills

    (skipping, galloping, slide). Directions - When students hear the Pink Panther music they are to

    move creatively, but to the beat of the music. Students can pretend they are looking for clues to

    solve a mystery. Remind students to practice moving forward, sideways, and backwards to the

    beat of the music. Encourage students to be creative with how they move. Near the middle of

    the song, the music picks up the pace and becomes louder. When this happens, students are to

    begin skipping. When the music changes back to the slow pace, students are to go back to

    moving to the beat of the music. (Lawry)

8) High Five Dance Warm Up: Have students make a close knit circle. Give students a number (1's,

    2's, 3's, more or less can be used depending on the size of your class) and tell students to

    remember their number. When student hear their number called throughout the dance, they

    must grapevine (step, step-behind, step-together) to the middle of the circle. Once students are

    in the middle of the circle, they must high five somebody/anybody and then grapevine out of

    the circle. Teacher can call out numbers sequentially or two at a time or all at the same time.

    Tell students that everyone must get a high five once in the middle, so giving two five fives is

    definitely okay. Students on outside of circle can step to the music or perform any dance step

    previously learned in class. This warm up can be adapted to your dance and the moves/steps

    you've taught. The important part of this warm up is students listening for their number and

    giving their fellow classmates a high five while moving/dancing to music. Teaching Suggestions:

    To help everyone you can put numbers on posterboards to give cue to move to the center of
    circle visually instead of verbally. It could be done to review a step or move taught in class. It

    could be a great introduction to a dance unit you have planned. If done at start of dance unit,

    this would be a great way to do a needs assessment to see who's confident and comfortable

    dancing and who is not. (Mora)

9) Zoo Tag: Mark off the play area with four different locations to be for the different animals. Tell

    the children they can choose to be a zebra, kangaroo, antelope, or cheetah. Whatever animal

    they choose decides on how they should move during the game. Zebras gallop. Kangaroos jump.

    Antelopes skip. Cheetahs walk fast. Choose one or two children to be the zoo keeper whose job

    it is to round up the animals. If an animal is caught, they have to go to their appropriate space

    e.g. "cage" on the floor, all the while using the correct locomotor movement. To get back in the

    game another child is chosen to be a monkey and their job is to cause mischief by freeing all the

    animals from their "cages" even after getting caught. (Matlock)

10) Shake It Up: As students enter the class have each of them get a bottle. Turn on CD to song #7

    "Twist and Shout" (Russell/Medley). Let students shake the bottle as much as they want.

    Encourage students to shake the bottle high, low, right, left, two hands, one hand, under the

    leg, away from the body, etc. Variations: Have students come up with routines with a partner.

    Adaptations for Students with Disabilities: Add or empty some water to the bottle to make it

    heavier or lighter. Use smaller sized bottles. (Laub)
                                             Dances

1) Apat Apat:
   Formation: double circle, partners facing counterclockwise with inside hands joined
   1        all face counterclockwise with inside hands joined and walks forward four steps. On
            count 4, release hands and do a half turn right to face clockwise (walk, 2, 3, turn)
   2        take four walking steps forward clockwise. Release hands on the fourth step and face
            partner (walk, 2, 3, face)
   3        walk four steps backward away from partner (away, 2, 3, 4)
   4        walk four steps forward toward partner with each partner taking a quarter turn to the
            right on count 4. Partners now face opposite directions (forward, 2, 3, right turn)
   5        walk forward four steps with partners moving in opposite directions
   6        walk backward four steps to meet partner
   7        face partner. With right-hand star (join right hands with elbows bent), walk clockwise
            around partner four steps in place (star, 2, 3, 4)
   8        release hands; dancers inside circle walk forward four steps counterclockwise to meet
            next partner. Dancers outside circle do a half turn in pace to wait for new partner
2) Bingo:
   Formation: Double circle, partners side by side and facing counterclockwise, Partners A on the
   inside and inside hands joined.
   Part 1: Partners walk counterclockwise around the circle, singing the refrain (walk, 2, 3,…, 15;
   face center)
   Part 2: All join hands to form a single circle, Partner B on Partner A’s right. They sing (spelling
   out) with these actions.
   Actions: All take four steps in the center, all take four steps backwards, all take four steps
   forward again, take four steps backward, drop hands, and face partner
   Part 3: Shake right hands with the partner, calling out B on the first heavy not. All walk forward,
   passing their partner, to meet the oncoming person with a left handshake, calling out I on the
   next chord. Continue to the third person with a right handshake, calling out N. Pass on to the
   fourth person, shake with the fifth person, face each other, raise the arms high above the head,
   shake all over, and call out a long, drawn-out O. The fifth person becomes the new partner, and
   the dance is repeated.
3) The Bird Dance (Chicken Dance):
   Formation: circle or scatter formation, partner facing
   1        Four Snaps-thumbs and fingers, hands up.
   2        Four Flaps-arms up and down, elbows bent.
   3        Four Wiggles- hips, knees bent low.
   4        Four claps

    5-16    Repeat action of measures 1-4 three times

    1-8     With a partner, do either a right-hand star sigh 16 skips or 16 walking steps, or an elbow
            swing. (Skip, 2, 3,…, 15; change hands)

    9-16    Repeat with the left hand. On the last 4 counts of the swing, everyone changes partners.
            If dancing in circle formation, partners B advance forward counterclockwise to the next
            partner A. If dancing in a scattered formation, everyone scrambles to find a new
            partner. (Skip, 2, 3,…,12; change partners)
4) Popcorn:
   Formation: single lines of students, no partners
   1-24 wait 24 counts; gently bounce up and down by bending the knees during the
            introduction
   1-4      touch right toe in front and return; repeat (right, together, right, together)
   5-8      touch left toe in front and return; repeat (left, together, left, together)
   9-12 touch right toe in back and return; repeat (back, together, back, together)
   13-16 touch left toe in front and return; repeat (back, together, back, together)
   17-20 lift right knee up in front of left knee and return; repeat (knee up, return, knee up,
            return)
   21-24 lift right knee up in front of left knee and return; repeat (knee up, return, knee up,
            return)
   25-26 lift right knee up in front of left knee and return (knee up, return)
   27-28 lift left knee up in front of right knee and return (knee up, return)
   29-30 clap both hands together once
   31-32 jump and do a quarter turn to the right (jump and turn)
5) Wild Turkey Mixer:
   Formation: trios abreast, facing counterclockwise around the circle
   1-8      in lines of three, with the right and left person holding the near hand of the center
   person, all walk 16 steps forward (walk, 2, 3,…, 16)
   9-12 the center person (wild turkey) turns the right-hand person once around with right
   elbow (turn, 2, 3, …, 8)
   13-16 the wild turkey turns the left-hand person with the left elbow and then moves forward
   to repeat the dance with the two new people ahead (turn, 2, 3, 4; forward, 2, 3, 4)
6) Green Sleeves:
   Formation: Double circle with the couples in sets of four, facing counterclockwise. Two couples
   form a ser and are numbered 1 and 2. Inside hands of each couple are joined.
   1-8      walk forward 16 steps
   9-12 each member of the couple 1 turns individually to face the couple behind. All join right
            hands and circle clockwise (star) for eight steps.
   13-16 reverse direction and form a left hand star. This should bring couple 1 back to place
            facing in the original direction.
   17-20 couple 2 arches, and couple 1 backs under four steps while couple 2 moves forward four
            steps. Couple 1 then arches, and couple 2 backs under (four steps for each)
   21-24 repeat the action of measures 17-20
7) Jiffy Mixer:
   Formation: double circle, partners facing
   1-4      wait, wait, balance apart (push away on the left foot and touch the right). Balance
            together (forward on the right and touch the left)
   1-4      strike the left heel diagonally out and return to touch the toe near the right foot.
            Repeat. Do a side step left with a touch ( heel-toe, heel-toe, side-close, side-touch)
   5-8      repeat while moving in the opposite direction, beginning with the right foot. (Heel-toe,
            heel-toe, side-close, side-touch)
   9-12 take four chug steps backward, clapping on the upbeat. (chug-clap, chug-clap, chug-clap,
            chug, clap)
   13-16 starting with the left foot, take four slow, swaggering steps diagonally to the right,
            moving to a new partner (walk, 2, 3, 4)
8) La Raspa:
    Formation: partners facing, couples scattered around room
    1-4      beginning right, take one bleking step. (slow, slow, fast-fast-fast)
    5-8      turn slightly counterclockwise away from partner (right shoulder to right shoulder) and,
             beginning with a jump on the left foot, repeat measures 1-4.
    9-12 repeat action of measures 1-4, facing opposite direction (left shoulder to left shoulder)
    13-16 repeat action of measures 1-4, facing partner
    1-4      do a right elbow swing, using eight running or skipping steps. Release and clap hands on
             count 8 (swing, 2, 3,…, 7, clap)
    5-8      do a left elbow swing, using eight running or skipping steps. Release and clap the hands
             on count 8
    9-16 repeat the actions of measures 1-8
9) E-Z Mixer:
    Formation: single circle, couples in promenade position, inside hands joined, facing
    counterclockwise
    1-2      with partner B on the right, walk forward four steps (forward, 2, 3, 4). Back out to face
             center in a single circle. (circle, 2, 3, 4)
    3-4      partners B walk to the center (In, 2, 3, 4) Back out of the center (out, 2, 3, 4)
    5-6      Partners A take four steps to the center and do a half turn to the left on count 4 (in, 2, 3,
             turn left) they take four steps toward the corner. (out, 2, 3, 4)
    7-8      partners A swing the corner B twice around, opening up to face counterclockwise, back
             in starting position, to begin the dance again (swing, 2, 3, open)
10) Oh, Susanna:
    Formation: single circle, all facing center, partner B on the right
    1-4      partners B walk forward four steps and back four, as partners A clap hand. (Forward, 2,
             3, 4; back, 2, 3, 4)
    5-8      reverse, with A walking forward, and back, and b clapping time
    1-8      partners face each other and all do a grand right and left by grasping the partner’s right
             hand and passing to the next person with a left-hand hold. Continue until reaching the
             seventh person, who becomes the new partner. (face, 2, 3,…, 8)
    1-16 all join hands in promenade position with the new partner and walk counterclockwise
             around the circle for two full choruses.
11) Pata Pata:
    Formation: single lines facing in one direction
    1-2      start with feet together; touch right foot sideways right and return next to left foot
    (right touch, together)
    3-4      same as above with left foot. (left touch, together)
    5        with feet together, move toes out, keeping heels on the ground. (toes out)
    6        turn heels out, keeping toes on the ground (heels out)
    7        turn heels in, keeping toes on the ground (heels in)
    8        turn toes in, keeping heels on the ground. The feet are now together (toes in)
    9-12 raise right knee diagonally in front of the body and then touch right foot next to left
             foot. Repeat for counts 11-12 (lift, touch, lift, touch)
    13-16 kick left foot forward while doing a quarter turn to the right with weight on the right
             foot. Step backward left, right, left. Feet are together at the end of count 16 (kick, left,
             right, left)

12) Polly Wolly Doodle:
    Formation: Double circle, partners facing with the both hands joined, partner A with the back to
    center of the circle
    1-4     all slide four steps- A partners to left, Bs to right, counterclockwise
    5-8     drop hands and all turn solo circle, A partners to left, Bs to right, with five stamps in this
            rhythm: 1-2-1, 2, 3. (Stamp, on the word polly, stamp the other foot on the word
            doodle, and do three quick stamps on the word day) (Turn, 2, stamp, 2, 3.)
    9-16 Repeat measures 1-8, but in the opposite direction, A partners moving to the right and
            Bs to left.
    1-4     Both bow to each other, A partners with hands on hips, Bs with hands at sides
    5-8     with four walking steps (or skipping steps), both move backward, away from each other.
    9-12 Both move diagonally forward to own left to meet a new partner.
    13-16 with a new partner, elbow swing in place using a skipping step. (swing, 2, 3, 4.) repeat
            the dance from the beginning with the new partner.
13) Pop Goes the Weasel:
    Formation: Double Circle of sets of four; couples facing with partner B on Partner A’s right.
    Couples facing clockwise are number 1 couples; couples facing counterclockwise are number 2
    couples.
    1-4     Join Hands in a circle of four and circle left, once around, with eight skipping or sliding
            steps. (Circle, 2, 3,…,8.)
    5-6     Take two steps forward, raising the joined hands, and two steps backward, lowering the
            hands. (Forward, 2; back, 2)
    7-8     “Ones” pop the “Twos” under: couples number 1 raise their joined hands to form an
            arch and pass the number 2 couples under. All walk ahead to meet a new couple.
            (Forward; pop through)
    1-2     Sets of three dancers skip forward four times. (Forward, 2, 3, 4.)
    3-4     Sets of three skip backward four times
    5-6     Sets of three skip forward four times
    7-8     On “Pop goes the weasel,” the two back dancers raise their joined hands, and the front
            dancers back up underneath to the next set. This set, meanwhile, has “popped” it’s
            front dancer back to the set behind it. (Raise and pop under)
14) Shoo Fly:
    Formation: single circle, couples facing the center with all hands joined; about six couples to a
    circle
    1-4     introduction (no movement)
    1-4     all walk four steps to the center and four steps back to place. (center, 2, 3, 4; back, 2,
            3,4)
    5-8     repeat action of measures 1-4
    9-12 partners turn each other clockwise with a right forearm grasp using eight walking steps.
            (Turn, partner, 3, 4, …, 8)
    13-16 partners turn each other counterclockwise with a left forearm grasp using eight walking
            steps
    1-8     repeat action of measures 1-8 in part 1
    9-12 keep hands joined. Choose a leading couple to form an arch by lifting inside joined
            hangs and then move toward the center of the circle. The couple opposite the leading
            couple pulls the continuous circle through the arch using eight steps. (Through, arch, 3,
            4, …, 8)
    13-16 when all have passed through the arch and are facing out, the leading couple turns
            under their joined arms to turn the circle inside out. (Inside, out, 3, 4,…, 8)
        1-8     repeat action of measures 1-8 in part 1, but all walk backward four steps to the center
                and then forward four steps back to place. Repeat. (backward, 2, 3, 4, forward, 6, 7, 8;
                repeat)
        9-12 leading couple release joined hands (others keep joined hands) and separate, pulling
                dancers attached to them by joined hands around the circle with either walking steps.
                (release, 2, 3, …, 8)
        13-16 continue following leaders with eight walking steps until in original places facing the
                center. Lead couple joins hands to form a circle again. (circle, 2, 3, …, 8)
    15) Ve David:
        Formation: Double circle, couples facing counterclockwise, partner B on partner A’s right. Inside
        hands joined, right foot free.
        1-2     all walk forward and form a ring. Take four walking steps forward, starting with the right
                foot and going counterclockwise; then back out, taking four walking steps to form a
                single circle, facing center, with the right foot. (walk, 2,3 4; single, circle, 3, 4)
        3-4     All forward and back. Four steps forward to center and four steps backward to center
                and four steps backward, starting with the right foot. (Forward, 2, 3, 4; back, 2, 3, 4)
        1-2     B partners forward and back; A partners clap. Partners B, starting with the right foot,
                walk four steps forward to center and four steps backward to place while partners A
                clap. (Bs in, 2, 3, 4; out, 2, 3, 4)
        1-2     Partners A forward and back; circle to the right, and move to a new partner; all clap. A
                Partners, clapping hands, walk four steps forward to the center, starting with the right
                foot. They do an about-face right on the last “and” count and walk forward four steps,
                passing their original partner and moving forward to the next. (A partner in, 2, 3, 4; Turn
                to new partner)
        3-4     Swing the new partner. The A and the new Partner B swing clockwise with right
                shoulders adjacent, right arms around each other across in front, and left arms raised-
                pivoting with the right foot for an 8-count “buzz-step” swing. (Swing, 2, 3,…,8)
Reference: Pangrazi, R.P. Dynamic Physical Education for Elementary School Children (16th Edition)
                              Unit Plan Content Standards Worksheet



                      Title __Rhythmic Activities_Developmental Level II__

                                     Author __Whitney Piatt__



    Physical Education                     Physical Education Performance Indicators
        Standards


▪ Psychomotor:                    TSWBAT perform at least 10 out of the 15 dances learned within this
                                  unit by making no more than 3 mistakes per dance
3.1 Motor Skills and
Movement Patterns: Students
demonstrate competency in
motor skills and movement         TSWBAT perform a dance without the help of an instructor performing
patterns needed to perform a      with them 80% of the time.
variety of physical activities.



▪ Cognitive:                      TSWBAT describe dance moves they have learned through a written
                                  response with a 90% accuracy.
3.2 Movement Concepts:
Students demonstrate an
understanding of movement
concepts, principles,             TSWBAT count/say the steps out loud while performing the dance 90%
strategies, and tactics as they   of the time.
apply to the learning and
performance of physical
activities

▪ Affective:                      TSWBAT work with a partner cooperatively for the dances that force
                                  them to have a partner 100% of the time.
3.5 Responsible Personal and
Social Behavior: Students
exhibit responsible personal
and social behavior that          TSWBAT give 100% effort when performing the dances learned in
respects self and others in       class, by doing all the steps 100% of the time.
physical activity settings.
     (Fine Arts: Dance)                      (Fine Arts: Dance) Performance Indicators
         Standards

▪ 3.1 LEARNING DANCE SKILLS        TSWBAT count out loud the beats to a measure, as well as dance cues
AND THE CREATIVE PROCESS:          while performing a dance 100% of the time.
Students demonstrate
knowledge and skills of dance      TSWBAT perform a dance in time and keeping the beat at different
                                   tempo speeds without the help of the teacher without missing any
elements.
                                   steps to the dance.




    (History) Standards                            (History) Performance Indicators

▪ 3.3 Students will explain that   TSWBAT describe where the dances we learn in class are originated,
simple grid systems (latitude      and the culture of the country for 10 out of the 15 dances when given
and longitude) are used to         a quiz.
locate places on maps and          TSWBAT point out on a map where each dance we learned was
globes, and will begin to          originated from with at least 85% accuracy on a written exam.
understand the Earth/sun
relationship, identify the
distinctive physical and
cultural features of their
community, and explain the
geographic relationships
within their own community
with the state and other states
within the region.
Peer Assessment (Johnson, Randall)

       A group of students perform a particular dance, while another group of students watches
       and evaluates the performing group using a set rubric, and also by giving them feedback.
       Rubric:

       Performer:                     Evaluator:
       Directions: Circle the best score for the performer. 1=yes 2=a little 3=no
       Keeps to count:
       The performer stays with the music and is not behind, or out of time with their partners.
       1      2       3
       Steps:
       The performer forgets more than four steps of the dance.
       1      2       3
       Counting and Cues:
       The performer was able to say the counts along with the dance cues during the whole
       dance.
       1      2       3
Affective Domain written Quiz: (PE Central)

        The student takes a quiz on a particular dance learned. The quiz measures their attitude
        towards the dance, and to see if they know the background of the dance. Here is an
        example taken from PE Central.
Student Name:                                      Grade:

        1) Fill in the faces by drawing a happy face if you feel good or you agree with the
           sentence, straight line if you are unsure, or a frown if you don't feel good about or
           disagree with the statement.


        2)          1. I am good at physical education.


        3)          2. I liked the physical education dance class.


        4)          3. I like to dance with others in physical education.


        5)          4. I learned a new dance this week in physical education class.


        6)        5. I liked the "La Vinca" dance.
        7) The "La Vinca" dance comes from what country?:
        8) The dance is about:

        9) This is a picture of me dancing the "La Vinca" dance:
Checklist Rubric: ("Rubrics.")

        The students will perform a particular dance, while the teacher evaluates using a rubric
        checklist to give them feedback to create a grade for the student. Here is an example of a
        general rubric checklist.

        Performer:
        Key: 1 = at a proficient level with no mistakes 2 = at a slightly proficient level with
        minimal mistakes 3 = a non proficient level and the student had many mistakes
        Keeps to count:
        The performer stays with the music and is not behind, or out of time with their partners.
        1      2       3
        Steps:
        The performer forgets more than four steps of the dance.
        1      2       3
        Counting and Cues:
        The performer was able to say the counts along with the dance cues during the whole
        dance.
        1 2 3
Anecdotal Record Sheet: ("Anecdotal Record Sample.")

       This is basically a teacher’s journal of the progress the student is making. It will include
       places for different students’ entries. The teacher can enter things such as their progress
       on participation, on the knowledge of the dance, or even behavior. An example is below.

       Class    Ms. Piatt’s Class Date                 Activity_________

       Student’s Name:
       Notes:
Student Journal: ("HPP PE JOURNAL.")

       The students will keep their own journal of what they did that day, what they learned, and
       how they felt about the lesson. This is another way for the teacher to assess what kind of
       learning is taking place. The student can set up this journal however they want. Some
       different examples are offered on this website.
                                              Written Test

Name__________________          Date_______



Directions: Write the name of the country of origin of each dance beside it.

    1)    Apat Apat
    2)    Bingo
    3)    Popcorn
    4)    Green Sleeves
    5)    Jiffy Mixer
    6)    La Raspa
    7)    Shoo Fly
    8)    Ve David
    9)    Pata Pata
    10)   Oh, Susanna

Directions: Answer each question to the best of your knowledge.

    11)   Name a dance that we learned how to do the “Star Hold”.

    12)   Name a dance that we learned how to do the “Promenade Position” with a partner.

    13)   Name a dance that we learned how to do the “Grand right and left”.

    14)   Name a dance that we did the “Turn Under” move.

    15)   Name your favorite dance that we have learned.
                                           Written Test: KEY

Name__________________          Date_______



   1)    Apat Apat     Phillipines
   2)    Bingo US
   3)    Popcorn       US
   4)    Green Sleeves England
   5)    Jiffy Mixer US
   6)    La Raspa      Mexico
   7)    Shoo Fly      US
   8)    Ve David      Israel
   9)    Pata Pata     Africa
   10)   Oh, Susanna US



   11)   Name a dance that we learned how to do the “Star Hold”.

         Green Sleeves, Apat Apat, The Bird Dance

   12)   Name a dance that we learned how to do the “Promenade Position” with a partner.

         Oh, Susanna

   13)   Name a dance that we learned how to do the “Grand right and left”.

         Bingo, Oh, Susanna

   14)   Name a dance that we did the “Turn Under” move.

         Pop Goes the Weasel
                        ESS 303 Teaching Gymnastics and Rhythmic Activities

                                                UNIT BLOCK PLAN

       Day 1                   Day 2                    Day 3                   Day 4                   Day 5

Intro Activity:         Intro Activity:          Intro Activity:         Intro Activity:         Intro Activity:

Locomotor Skills        Parachute                Crab, Horse, Frog       Animal Movements        Pink Panther
to Music                Activities                                       to Music



Movement                Movement                 Movement                Movement                Movement
Sequences:              Sequences:               Sequences:              Sequences:              Sequences:



Learn “Elbow Swing”     Learn the “Turning       Review “Elbow           Learn the “Bleking      Review all skills
skill and “Star Hold”   Under” skill             Swing” and learn        Step” and review        learned as well as
skill                                            “Partner Change”        “Elbow Swing”           sliding, turning,
                                                 skill                                           and walking for the
                                                                                                 dance




Assessment              Assessment               Assessment              Assessment              Assessment

Affective Domain        Checklist Rubric         Checklist Rubric        Peer Assessment         Student Journal (take
Written Quiz                                                                                     home)

Culminating Activity:   Culminating Activity:    Culminating Activity:   Culminating Activity:   Culminating Activity:



The Bird Dance          Pop Goes the             Wild Turkey Mixer       La Raspa                Polly Wolly Doodle
                        Weasel




       Day 6                   Day 7                    Day 8                   Day 9                  Day 10

Intro Activity:         Intro Activity:          Intro Activity:         Intro Activity:         Intro Activity:

Shake it Up             Zoo Tag                  Tumbling and            Animal Movements        Parachute
                                                 Inverted Balances       to Music                Activities
Movement                Movement                Movement                Movement                Movement
Sequences:              Sequences:              Sequences:              Sequences:              Sequences:



Learn the “Right/Left   Review “Star            Review “Elbow           Learn the “Pivot”       Review skills
Grand”                  Formation” and          Swing” and learn        skill and the “Buzz     learned this week
                        learn “Over and         how to “Swing in        Step”                   and Learn the
                        Under” skill            Closed Position”                                “Promenade
                                                                                                Position” and
                                                                                                review “The Grand”




Assessment              Assessment              Assessment              Assessment              Assessment

Anecdotal Rubric        Peer Assessment         Student Journal         Checklist Rubric        Student Journal (take
                                                (take home)                                     home)


Culminating Activity:   Culminating Activity:   Culminating Activity:   Culminating Activity:   Culminating Activity:



Bingo                   Green Sleeves           E-Z Mixer               Ve David                Oh, Susanna



      Day 11                  Day 12                  Day 13                  Day 14                  Day 15

Intro Activity:         Intro Activity:         Intro Activity:         Intro Activity:         Intro Activity:

High Five Dance         Balancing Stunts        Parachute               Shake it Up             Crab, Horse, Frog
Warm Up                                         Activities


Movement                Movement                Movement                Movement                Movement
Sequences:              Sequences:              Sequences:              Sequences:              Sequences:



Review all skills       Review star hold        Learn the “Toe          Review “Toe             Review the “Chug
learned thus far        as well as other        Touch” skill, “Knee     Touch” skill, and       Step” and Learn
and learn the           skills learned          Lifts” skills, and      “Knee Lift” skill as    the “Heel-and-Toe
“Chug Step”                                     “Quarter Turns”         well as other skills    Step”



Assessment              Assessment              Assessment              Assessment              Assessment
Affective Domain        Anecdotal Rubric        Student Journal         Checklist Rubric        Written Test
Written Quiz                                    (take home)



Culminating Activity:   Culminating Activity:   Culminating Activity:   Culminating Activity:   Culminating Activity:



Shoo Fly                Apat Apat               Pata Pata               Popcorn                 Jiffy Mixer




H:\Gymn & Rhythms\Unit Block Plan Worksheet.doc
                               Unit Plan Assessment Checklists



                   Unit Title _Rhythmic Activities Developmental Level II_

                                    Author __Whitney Piatt__




                                  “Type of Assessment Checklist”



Performance         Observation   Scoring Guide   Rubric      Written          Presentation
Indicator           Checklist                                 Test/Worksheet


▪ TSWBAT            Peer          Peer            Checklist
perform at least    Assessme      Assessment      Rubric
                    nt
10 out of the 15
dances learned
within this unit
by making no
more than 3
mistakes per
dance



▪ TSWBAT                                                      Student
describe dance                                                Journal
moves they have
learned through
a written                                                     Affective
                                                              Domain Quiz
response with a
90% accuracy.



▪ TSWBAT            Peer          Peer            Checklist                    Anecdotal
perform a dance     Assessme      Assessment      Rubric                       Rubric
                    nt
in time and
keeping the beat
at different
tempo speeds
without the help
of the teacher
without missing
any steps to the
dance.




                                                “Bloom’s Taxonomy Checklist”



Assessment                        Knowledge     Comprehension     Application       Analysis              Synthesis        Evaluation
Activity

▪Affective                        Where         Model/Illustrat
Domain Written                                  e
Quiz

▪Peer                                           Demonstrate                         Analyze                                Value
Assessment

▪Student Journal                  Write         Give
                                                Examples




                                          “Gardener’s Multiple Intelligences Checklist”



Class Activity       Verbal/        Inter-        Bodily/         Musical/      Visual/        Logical/           Intra-           Naturalistic

                     Linguistic     Personal      Kinesthetic     Rhythmic      Spatial        Mathematical       Personal

▪ The Bird Dance                    X             X               X             X                                 X

▪ Intro. Activity:                                X               X             X                                 X                X
Animal Skills to
Music

▪ Intro Activity:       X   X   X       X
Crab, Horse, Frog

Assessment:         X               X
Student Journal
                                               References

"Anecdotal Record Sample." Preschool Curriculum and Planning Solutions for You! Primarily Kids,


                LLC. Web. 20 Apr. 2011.

                <http://www.primarily-kids.com/anecdotal_record.html>.

Binello, Marino. "PEC: Lesson Plans for Physical Education." PE Central: The Web Site for


        Health and Physical Education Teachers. 29 May 2000. Web. 20 Apr. 2011.

        <http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1166>.


"HPP PE JOURNAL." VSS Homepage. 2011. Web. 20 Apr. 2011.


        <http://vss.sd22.bc.ca/hpp/pe_journal.html>.


Johnson, Randall. “Peer Assessments in Physical Education.” JOPERD 75.8 (2004): 307. Print


Laub, Russel. "Shake It Up." PEC: Lessons Plans for Physical Education. PE Central, 14 Dec. 2000.


        Web. 14 Mar 2011.


        <http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=1831>.


Lawry, Peter. "Pink Panther." PEC: Lessons Plans for Physical Education. PE Central, 11 Nov. 2009. Web.


        14 Mar 2011.


        <http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=9447>.


Matlock, Jimmy. "Zoo Tag." PEC: Lessons Plans for Physical Education. PE Central, 18 Apr. 2003.


        Web. 14 Mar 2011.
        <http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=4437>.


McNevich, Chuck. "Parachute Activity List." N.p., n.d. Web. 14 Mar 2011.


        <http://www.pelinks4u.org/teaching/para.htm>.


Mora, Andrew. "High Five Dance Warm Up." PEC: Lessons Plans for Physical Education. PE Central,


        17 Feb. 2007. Web. 14 Mar 2011.

        <http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=7071>.


Pangrazi, Robert, and Aaron Beighle. Dynamic Physical Education for Elementary School Children. 16th


        ed. San Francisco, CA: Pearson, 2010. Print.


"Rubrics." JHU Center for Technology in Education. Web. 20 Apr. 2011.


        <http://cte.jhu.edu/techacademy/web/2000/heal/rubrics.htm>.


Steele, James. "Crab, Frog, Horse." PEC: Lessons Plans for Physical Education. PE Central, 11 Nov. 2010 .

        Web. 14 Mar 2011.

        <http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=10264>.

				
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