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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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