Needs Assessment. Management Plan

Transcription

1 Unit Plan Outline Needs Assessment This three day dance unit plan is for 6 th, 7 th, and 8 th grade students at Revere Middle School. From what I know from my cooperating teacher and some of the students, I heard that they haven t done anything with dance since the 3 rd grade when they did square dance. Many students have voiced their opinions about dance to me, and most all of them are not excited to participate. The boys are especially hesitant, as they are not sure what the dance unit will exactly look like. In the previous lacrosse unit, many of my students seemed coordinated, so those specific students might possibly have an easier time than some of the others. I don t know how well they will feel the beat and which dances they have already done. Management Plan Equipment Routines (distribution, during activity, collection): Preparation- The CD player and the CD will be set up before the students arrive. Distribution- None Care- When the music stops, you stop. Clean-up- At the end of the day I will return the CD player/cd to Mr. Gough s office. Management: Rules: -Must Change Daily -Keep your mouths free of gum -Respect -Cooperate -Give me your best work/effort Consequences: -Proximity -Teacher Look -Use name in the lesson -Warning -2 nd warning -Have a seat out -Behavior Contract -Call Home -Principal Safety/ Rules for Lesson: NO ONE CAN MAKE FUN OF A STUDENT S DANCING ABILITIES AT ANY TIME. Students will be properly spaced out so that they do not hit into each other or so no one kicks each other during the dances. Grouping:

2 I will take all those students who can do the dances, and I will space them evenly throughout the five lines as leaders for the other students to watch if needed. Equipment Needs: 1. Whistle 2. CD Player 3. CD Emergency Procedures: Fire Drill: -The students will line up quickly and quietly in a single file line at the door and walk to the nearest exit (the back door) where I will then take attendance and fill out a pink fire drill sheet to turn into the monitor. Tornado Drill: -The students will line up quickly and quietly in a single file line at the door and walk out into the hallway where they will get down on their knees against the wall and cover their heads. Lock Down: -The students will stop activity, set their equipment down, and go to the room across the hall. No one is to come in or out of the room until the signal is given. Terminal Goal: By the end of the 3 day dance unit, the students will successfully participate in many line dances (the Cha Cha Slide, The Cupid Shuffle, The Electric Slide, The Ally Cat, The Cleveland Shuffle, and part of the Hoedown Throwdown by completing each step of each dance on the beat both with and without the music. Through Q&A, the students will list the steps of each dance in order and will state what type of wall dance it is (1 wall, 2 wall, 4 wall). In addition, the students will demonstrate respect for their classmates by only giving positive words of encouragement to each other while they are dancing instead of putting other people down.

3 Content Map Psychomotor Cognitive Affective/Social Skills Names of Dances: -Cupid s shuffle -Cha Cha Slide -MIB dance -Electric slide -Cleveland Shuffle -Ally Cat -Hoedown Throwdown Dances: -Cupid s shuffle -Cha Cha Slide -MIB dance -Electric slide -Cleveland Shuffle -Ally Cat -Hoedown Throwdown (parts of it) Dance Steps -Grapevine -Step/Touch -Criss Cross -Reverse -Charlie Brown -Kick -Heel Digs -Scuff -Walk back/forward -Turns (1/4, ½, full) -Hop -Box Step -Heel Clicks - RONDÉ Types of Dances: -1 wall dance -2 wall dance -4 wall dance Dance Steps -Grapevine -Step/Touch -Criss Cross -Reverse -Charlie Brown -Kick -Heel Digs -Scuff -Walk back/forward -Turns (1/4, ½, full) -Hop -Box Step -Heel Clicks - RONDÉ Respect: -gives positive words of encouragement to peers -only says positive statements in regard to the dance unit -respects the teacher by trying his/her best at each dance -listens and follows directions the first time asked Block Plan -Lesson Focus: Introduction to line dance -Objectives: Day 1

4 1. [P1] During the class period, the students will successfully participate in the Electric Slide, The Cupid Shuffle, The Cha-Cha Slide, and the Cleveland Shuffle by displaying the given dance steps at the proper times when cued by the teacher (with and without the music). 2. [C2] Through Q&A, the students will list the steps of each dance in order correctly without the prompts of the teacher. 3. [A5] During the class period, the students will demonstrate respect for their classmates by giving them ONLY positive words of encouragement and displaying positive body language, no matter the skill levels of the other students, and they will do so without having to be reminded a second time. -Outline: Intro: Welcome them in, jog to music around the outside until everyone gets in. Then take attendance, and bring them over to the opposite side of the gym and explain spacing, lines, and respect/no side conversations. Dance 1: Cha Cha Slide (Cha Cha Slide Music- Casper) The first dance I will teach them will be the Cha Cha Slide. -The whole class will try a few moves as a group that I will teach them individually -Charlie Brown- right foot out in front, land on left behind body, and repeat -Cha Cha- right forward, ball change, right back, ball change (repeat) -Criss Cross- Make an X with your feet (right across in front, left cross behind) -Reverse (180 turn and back) Then we will just do it as a group because it is pretty easy and many of them have most likely practiced this song before. Dance 2: Cupid Shuffle (Cupid Shuffle Music) -Wait 16 counts before starting to the right -4 Steps R (step together and repeat) -4 Steps L (step together and repeat) -4 Kicks (R, L, R, L) -Walk in place (be creative) and turn 90 degrees CC. -Repeat- you can be creative with the walk it by yourself part Dance 3: Electric Slide (Electric Slide Music) -Wait 16 counts before starting: 4- Grapevine R, clap on 4 4- Grapevine L, clap on 4

5 4- Step back R, L, R, L Heel 4- Step L, Tap R toe back, Step R, L Heel 4- Step L, Kick out R, ½ turn CC and start grapevine over again. Closure: check for understanding about 4 wall dances, names and ask for questions. Day 2: -Lesson Focus: Reviewing Intro Dances, adding the Ally Cat and the Cleveland Shuffle -Objectives: 1. [P1] During the class period, the students will successfully participate in the Electric Slide, The Cupid Shuffle, The Cha-Cha Slide, and the Cleveland Shuffle by displaying the given dance steps at the proper times when cued by the teacher (with the music). 2. [P1] During the class period, the students will successfully participate in the Alley Cat and The Cleveland Shuffle by displaying the given dance steps on the beat at the proper time when cued by the teacher (both with and without music). 3. [C2] Through Q&A, the students will verbally list the steps of each dance in order correctly with me as we go through the dances (with and without music). 4. [A5] During the class period, the students will demonstrate respect for their classmates by giving them ONLY positive words of encouragement and displaying positive body language, no matter the skill levels of the other students, and they will do so without having to be reminded a second time. -Outline: Intro: As they come in I will have music on and they can either jog/walk around the outside or begin moving to the music on their own. I will take attendance and then they will walk over to their lines and get ready to begin. Warm-Up: review the previous 3 dances 1 time through (Part of the Cha Cha Slide, Cupid Shuffle, & Electric Slide) Dance 1: The Ally Cat -4 counts: Slide R, L step together, Slide R, step together -4 counts: Slide L, R step together, Slide L, step together -4 counts: Slide R, L step together, Slide back L, step together -4 counts: WALK- 3 forward (R, L, R) then bend L knee up and pivot ¼ turn R -4 counts WALK 3 steps back (L, R, L) Right touches down in place Dance 2: Cleveland Shuffle (Billie Gene- Michael Jackson)

6 SIDE, TOGETHER, SIDE, TOGETHER, SIDE, TOGETHER, SIDE, TOGETHER 1-2 Touch R, back in 3-4 Touch L, back in 5-6 Touch R, back in 7-8 Touch L, back in SIDE STEP, ¼ TURN HITCH, SIDE STEP ¼ TURN, HITCH, SIDE STEP, HITCH, STEP ¼ TURN,HITCH ¼ TURN 1-2 Step right to right side turning foot ¼ turn to right, bring left knee up 3-4 Step left foot ¼ turn to right, bring right knee up 5-6 Step back ¼ turn left onto right, bring left knee up 7-8 Step left foot down ¼ turn to left, bring right knee up TWO JAZZ BOX SQUARES Cross right over left, step left back, step right next to left, click heels Cross left over right, step right back, step left next to right, click heels KICK & KICK, RONDÉ, KICK & KICK, ¼ TURN RONDÉ 1& Kick right forward, step right next to left 2& Kick left forward, step left next to right 3-4 Swing right foot around into a backwards "C" shape, set right foot next to left 5& Kick left forward, step left next to right 6& Kick right forward, step right next to left 7-8 Swing left foot around into a "C" shape as you turn ¼ turn to your left, set left next to right HOP FORWARD, HOP BACK, 4 HOP FORWARDS 1-2 Hop forward - right, left, hold 3-4 Hop back - right, left, hold 5 Hop forward - right, left 6 Hop forward - right, left 7 Hop forward - right, left 8 Hop forward - right, left Closure: check for understanding about creating space, the give and go/fakes, and check the scores of the tournament games. Day 3 Lesson Focus: Reviewing the previous dances and trying part of the Hoedown Throwdown (as

7 much of it as possible in the time we have). -Objectives: 1. [P1] During the class period, the students will participate in the Hoedown Throwdown by displaying the given dance steps (or simplifications) in slow motion as I count out the steps, and then will try their best when doing it to the music. 2. [C2] Through Q&A, the students will verbally list the steps of each dance in order correctly with me as we go through the Hoedown Throwdown. 4. [A5] During the class period, the students will demonstrate respect for their classmates by giving them ONLY positive words of encouragement and displaying positive body language, no matter the skill levels of the other students, and they will do so without having to be reminded a second time. -Outline: Intro: They immediately come in and start warming up with the previous dances. I will have them playing and I will be leading them right away as the students come in. Once they are all in, we will take attendance and then begin. Dance 1: The students will vote on their favorite dance to review and we will do it as a class warm up. Dance 2: The Hoedown Throwdown (Miley Cyrus) *The dance is difficult, but all the students in each class keep asking to try it, so we will take the last day and try it. I will go through the dance and find the really hard moves to make easy simplifications for the students who have trouble. Those that can pick up the real dance can try it. Hoedown Throwdown (12 measures- 48 counts)- this is quick Counts 1-4 Pop It - L arm out Lock it - body back and elbows out Polka Dot it - R pointer finger up, Step L, together, L, together Counts 5-8 Countrify It - R heel dig, back, L heel dig back (hands on belt loops) Hip Hop It - arms out curved, Kick R leg out/r leg back and arms back/ arms back out but closer to body Counts 9-12 Hawk in the Sky - Step R, arms out 1, R on top of L on 2, hit back hands 3, back down 4 Side to Side - keep arms the same rock L then R Counts Jump L, Stick and Glide - Scoop L foot, R in front, L back to side/ feet together/l hand up,

8 slide backward keeping hand up Counts Zig Zag Touch - R foot across, back, behind to the L and then touch with L hand Across the Floor - R step to side, together, R step to side, together Counts Shuffle In Diagonal - L diagonal step touch X2, back R diagonal step touch X2 Counts Hit the Drum - Kick L and R arm out, and switch- Kick R and L arm out (while walking forward) Hands on the Hip - arms straight out then on hips Counts Turn -3 steps to R-facing 180 degrees from start - Wait, Hop L, L, L back around to original spot, hands down on 4 Counts Zig Zag Touch - R foot across, back, behind to the L and then touch with L hand Step and Slide - Counts Clap 3 times - wait, clap, clap, clap (moving in a ½ circle from the ground up) Lean it Left - both arms out but bent at elbows, R forward, L forward, R forward/ R knee up on 4 Counts Shake it out - Walk in a circle with arms out and bent at elbows (can be creative here) Counts Throw it Together - L step forward, R back and cross That s how we roll - R step forward, lean back and arms up (bent at elbows) **I will add simplifications for some of the harder steps as well as try to slow the music down** Closure: Thank them for working hard, as them for any questions, say goodbye since it s my last day. Instructional Materials -Video clip of the Hoedown Throwdown youtube -Charts with the steps of the dances written on them?

9 Assessment During this five day lacrosse unit, I will assess the students by: -Observing to see if they are using the correct steps or variations during each dance. -(Through Q&A) assessing to see if the students understand what to do during each step and to see if they understand the concepts of 1, 2, and 4 wall dances. NASPE National Standards for Physical Education NASPE Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities Because this standard deals with the psychomotor domain, every dance targets this standard in some way. The students are learning new dances that many of them have never done before (Cupid Shuffle, The Cleveland Shuffle, Cha Cha Slide, Electric Slide, MIB Dance, Hoedown Throwdown, etc.) as well as new dance steps like the Grapevine, Step/Touch, Criss Cross, Reverse, etc. NASPE Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. This standard (measuring cognitive knowledge) is addressed in all lessons during the instructional segments, the demonstrations, and the verbal cues during the dances to help them stay on beat. During these sections the dance steps are explained and demonstrated along with related concepts like the definitions of 1, 2, and 4 wall dances. NASPE Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. This standard (affective) is targeted throughout each lesson through the students implementation of respectful behavior. They will make it a point to give positive words of encouragement to each other during class and they will refrain from using negative comments that criticize anyone else s dancing abilities. Resources: Dr. Lavine- line dance packet from Secondary Methods (Spring 2007). Pittman, A. M., Waller, M. S., & Dark, C. L. (2005). Dance a while: A handbook of folk, square, contra, and social dance. San Francisco, CA: Pearson Education Inc.