Announcements

Your digital agenda is now in Google Classroom.

Digital Agenda: Wednesday, 4 March 2015

Common Core Standards:2.5 Improve and maintain physical fitness by adjusting physical activity levels according to the principles of exercise.

Learning Objectives:

• Recall, and apply learned material (DOK 1)
• Compose a constructed response (DOK 3)

Lesson Activities:

• Do Now 28.2 - Fitness For Life Online Study Guide, 5E (when you complete the review, DO NOT click next. Close the window and come back to Classroom)
• FFL 5 Chapter Test (Google Forms)
• Reading: Self-Management Skill - Setting Goal Setting (this reading is on actively learn. Use the link below and the code for your period to get into the class.
• www.activelylearn.com/signup
• Period 2 - f94ea
• Period 3 - 8b536
• Period 4 - fa972
• Period 5 - 5110e
• Period 6 - 3f8eb

Digital Agenda: Friday, 27 February 2015

Common Core Standards:

1.1  Combine and apply movement patterns, simple to complex, in...combatives.

1.3  Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in...combatives.

1.12 Demonstrate independent learning of movement skills

Learning Objectives:

1. Identify differences in combative systems (DOK 1)
2. Demonstrate independent learning of various movement skills (DOK 2)

Lesson Activities w/Time Frames:

• Change [5 min]
• Do Now 27.3 [5 minutes] 
• Go to Google Classroom (use your browser or the app). 
• Open the assignment due today (It's called Combatives Notes)
•  Once the document opens, you are done.
• Review Stances and Strikes [15 min] 
• Neutral Stance 
• Fighting Stance 
• 7 Elbow Strikes 
• Finger Jab 
• Practice Defense against chokes and grabs [75 min] 
• Wrist Grab 
• Same Side 
• Opposite Side 
• Two on one 
• Chokes 
• Front 
• Rear 
• Side 
• Bear Hugs 
• Front (trapped/free) 
• Back (trapped/free) 
• Kicks
• Stomp Kick
• Exit Ticket 27.3 [5 min]
• Period 6
• Period 4
• Period 2
• Change [5 min]

Digital Agenda: Thursday, 26 February 2015

Common Core Standards:

1.1  Combine and apply movement patterns, simple to complex, in...combatives.

1.3  Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in...combatives.

1.12 Demonstrate independent learning of movement skills

Learning Objectives:

1. Identify differences in combative systems (DOK 1)
2. Demonstrate independent learning of various movement skills (DOK 2)

Lesson Activities w/Time Frames:

• Change [5 min]
• Do Now 27.3 [5 minutes] 
• Go to Google Classroom (use your browser or the app). 
• Open the assignment due today. 
• Follow the instructions. 
• Review Stances and Strikes [15 min] 
• Neutral Stance 
• Fighting Stance 
• 7 Elbow Strikes 
• Finger Jab 
• Practice Defense against chokes and grabs [75 min] 
• Wrist Grab 
• Same Side 
• Opposite Side 
• Two on one 
• Chokes 
• Front 
• Rear 
• Side 
• Bear Hugs 
• Front (trapped/free) 
• Back (trapped/free) 
• Exit Ticket 27.3 [5 min]
• Period 5
• Period 3
• Change [5 min]

Digital Agenda: Wednesday, 25 February 2015

Common Core Standards:

1.9 Create or modify practice/training plans based on evaluative feedback of skill acquisition and performance in aquatic, rhythms/dance, and individual and dual activities. 

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

What levels of cognition must students acquire to master the above CCSS standard?

1. Explain how goal setting can help you plan your fitness program. (DOK 3)
2. Identify some guidelines you should follow when setting goals. (DOK 1)

Lesson Activities w/Time Frames):

• Do Now 27.2 - Quizlet [English | Espanol] [5 minutes]
• FFL 5.2 - Goal Setting
• FFL 5.2 - Goal Setting Worksheet

Digital Agenda: Tuesday, 24 February 2015

Common Core Standards:

1.1  Combine and apply movement patterns, simple to complex, in...combatives.

1.3  Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in...combatives.

1.12 Demonstrate independent learning of movement skills

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

What levels of cognition must students acquire to master the above CCSS standard?

1. Identify different combative systems (DOK 1)
2. Demonstrate independent learning of various movement skills (DOK 2)

Lesson Activities w/Time Frames):

• Do Now 27.1 [5 minutes]
• Revisit classroom policies and procedures [10 min]
• Go to Google Classroom - you have two assignments due today on Google Classroom, when you get into Classroom, be sure to look in the left hand side where it says "Upcoming Assignments" and look for the ones due today.
• Dance PB Post-Assessment [5 min]
• Combatives PB Pre-Assessment [5 min]
• Practice Stances, Strikes, Kicks [90 min]
• Exit Ticket 27.1 [5 min]

Digital Agenda: Monday, 23 February 2015

Common Core Standards:

1.1  Combine and apply movement patterns, simple to complex, in...combatives.

1.3  Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in...combatives.

1.12 Demonstrate independent learning of movement skills

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

What levels of cognition must students acquire to master the above CCSS standard?

1. Identify different combative systems (DOK 1)
2. Demonstrate independent learning of various movement skills (DOK 2)

Lesson Activities w/Time Frames):

• Do Now 27.1 [5 minutes]
• Revisit classroom policies and procedures [10 min]
• Go to Google Classroom - you have two assignments due today on Google Classroom, when you get into Classroom, be sure to look in the left hand side where it says "Upcoming Assignments" and look for the ones due today.
• Dance PB Post-Assessment [5 min]
• Combatives PB Pre-Assessment [5 min]
• Practice Stances, Strikes, Kicks [90 min]
• Exit Ticket 27.1 [5 min]

Digital Agenda: Friday, 20 February 2015

Common Core Standards:

HS1.3.7  Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.
HS1.3.8  Recognize the value of physical activity in understanding multiculturalism.
HS1.3.9  Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Learning Objectives: 

• Perform various dance routines (DOK 4)
• Analyze feelings about dancing in front of an audience (DOK 4)

Lesson Activities w/Time Frames:

1. Opening Ceremony - As a class we will open our event by performing The Cotton Eyed Joe for our guests.
2. Component 1 – Perform Your Own Hip Hop Routine
1. Today you’ll have the opportunity to perform the Hip Hop routines that your teams created earlier in the unit. 
2. We’ll take 20 minutes for all dance teams to refine and practice routines.
3. On signal, the audience will take their seats and dance teams will perform routines to be assessed by our panel of judges.
4. 
   
3. Component 2 – Line Dance Battle Steps
1. Now, each team will regroup to refine and practice 1 selected line dance learned earlier in the unit.
2. We’ll take 20 minutes for all dance teams to practice their chosen line dance.
3. On signal, the audience will return to their seats and dance teams will perform routines to be assessed by our panel of judges.
4. Closing Ceremony
• As a class we will close our event by performing Waltzing Royalty for our guests.
5. Exit Ticket 26.3

Digital Agenda: Thursday, 19 February 2015

Common Core Standards:

HS1.3.7  Analyze the role that physical activity plays in social interaction and cooperative opportunities in the family and the workplace.
HS1.3.8  Recognize the value of physical activity in understanding multiculturalism.
HS1.3.9  Recognize and evaluate the role of cooperation and positive interactions with others when participating in physical activity.

Learning Objectives: 

• Perform various dance routines (DOK 4)
• Analyze feelings about dancing in front of an audience (DOK 4)

Lesson Activities w/Time Frames:

1. Opening Ceremony - As a class we will open our event by performing The Cotton Eyed Joe for our guests.
2. Component 1 – Perform Your Own Hip Hop Routine
1. Today you’ll have the opportunity to perform the Hip Hop routines that your teams created earlier in the unit. 
2. We’ll take 20 minutes for all dance teams to refine and practice routines.
3. On signal, the audience will take their seats and dance teams will perform routines to be assessed by our panel of judges.
4. 
   
3. Component 2 – Line Dance Battle Steps
1. Now, each team will regroup to refine and practice 1 selected line dance learned earlier in the unit.
2. We’ll take 20 minutes for all dance teams to practice their chosen line dance.
3. On signal, the audience will return to their seats and dance teams will perform routines to be assessed by our panel of judges.
4. Closing Ceremony
• As a class we will close our event by performing Waltzing Royalty for our guests.
5. Exit Ticket 26.3

Digital Agenda: Wednesday, 18 February 2015

Common Core Standards:

HS1.1.12 Demonstrate independent learning of movement skills.

HS1.2.2  Participate in enjoyable and challenging physical activities that develop and maintain the five components of physical fitness.

Learning Objectives: 

• Participate in enjoyable and challenging physical activities (DOK 1)
• Demonstrate independent learning of movement skills (DOK 3)

Lesson Activities w/Time Frames:

1. Transition Down stairs [5 min]
2. Practice Cotton Eyed Joe and Waltzing Royalty - twice each [15 minutes]
3. Practice a line dance [15 minutes] - As a group, choose the line dance that you would like to perform (Hustle, Stomp, Boogie, or Cha-Cha)
4. Practice your Hip Hop Routine [25 minutes]

Digital Agenda: Tuesday, 17 February 2015

Common Core Standards:

HS1.1.1  Combine and apply movement patterns, simple to complex, in...rhythms/dance.

HS1.1.3  Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in...rhythms/dance.

HS1.1.6  Examine the physical, emotional, cognitive, and scientific factors that affect performance and explain the relationship based on those factors.
HS1.1.12 Demonstrate independent learning of movement skills

Learning Objectives: 

• Combine and apply movement patterns in their Hip Hop Routines (DOK 3)
• Identify, explain, and apply the skill-related components of fitness (DOK 4)
• Examine the physical, emotional, cognitive, and scientific factors that affect performance (DOK 3)

Lesson Activities w/Time Frames:

1. Transition Down stairs [5 min]
2. Practice Cotton Eyed Joe and Waltzing Royalty - twice each [15 minutes]
3. Practice a line dance [15 minutes] - As a group, choose the line dance that you would like to perform (Hustle, Stomp, Boogie, or Cha-Cha)
4. Practice your Hip Hop Routine [25 minutes]

Digital Agenda: Friday, 13 February 2015

Common Core Standards:

HS1.1.7  Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in...rhythms/dance.

Learning Objectives: 

• Practice the steps for CYO Hip Hop routine (DOK 3)
• Learn and practice steps for Waltzing Royalty in Jigsaw groups (DOK 2)
• Teach dance group the moved learned in jigsaw groups (DOK 3)
• Combine and practice the Waltzing Royalty in it’s entirety. (DOK 4)

Lesson Activities w/Time Frames:

• Do Now 25.3 [10 min] - Preview Waltzing Royalty Dance
• Practice CYO Hip Hop Routine [30 min]
• Practice your Routine that your group created. By now you should have an idea of what music you want to play for your hip hop routine. You will be submitting this request as part of your exit ticket today.
• Waltzing Royalty Jigsaw [60 min] - Today’s dance is a mixer called Waltzing Royalty. A mixer is a dance in which participants change partners several times, mixing the group up. Waltzing Royalty is performed in a circle with leaders facing into the circle and followers facing out. It’s important your upper body creates a solid frame.
• Jigsaw Description
• Today you’ll use the Jigsaw method for learning the moves that make up Waltzing Royalty. First you’ll learn the frame, then the footwork. We’ll practice switching partners when you return to your dance teams. 
• One member of your team will be a “coach” and the remaining members will each join 1 of 4 separate learning groups.
• Elect a “coach” who will be positioned at 1 of the learning stations, then decide which learning group each of you would like to join.
• With coaches in position, join your selected learning group at the corresponding station. Use the Jigsaw Card to become the expert.
• Elect a coach and decide which learning group to join. (Coaches meet to decide which station to “coach” while students within each team decide which learning group to join.)
• On the signal, go to your station, and begin. (Allow adequate learning time.)
• On the signal, return to your original group. Take turns teaching your moves.
• Cues
• “Focus” – Use time wisely, your team is counting on you to learn and teach them.
• “Ask 3 B4 Me” – Don’t ask the teacher first. Rely on the group and coach for help.
• “Note It” – Jigsaw cards help you remember important information when teaching.
• Expert Groups
• Group 1 - Basic Balance Step
• Group 2 - Balance Step with Turn
• Group 3 - Side-to-Side Balance Step
• Group 4 - Switch
• Exit Ticket 25.3

Digital Agenda: Thursday, 12 February 2015

Common Core Standards:

HS1.1.7  Analyze and evaluate feedback from proprioception, from others, and from the performance of complex motor (movement) activities to improve performance in...rhythms/dance.

Learning Objectives: 

• Practice the steps for CYO Hip Hop routine (DOK 3)
• Learn and practice steps for Waltzing Royalty in Jigsaw groups (DOK 2)
• Teach dance group the moved learned in jigsaw groups (DOK 3)
• Combine and practice the Waltzing Royalty in it’s entirety. (DOK 4)

Lesson Activities w/Time Frames:

• Do Now 25.3 [10 min] - Preview Waltzing Royalty Dance
• Practice CYO Hip Hop Routine [30 min]
• Practice your Routine that your group created. By now you should have an idea of what music you want to play for your hip hop routine. You will be submitting this request as part of your exit ticket today.
• Waltzing Royalty Jigsaw [60 min] - Today’s dance is a mixer called Waltzing Royalty. A mixer is a dance in which participants change partners several times, mixing the group up. Waltzing Royalty is performed in a circle with leaders facing into the circle and followers facing out. It’s important your upper body creates a solid frame.
• Jigsaw Description
• Today you’ll use the Jigsaw method for learning the moves that make up Waltzing Royalty. First you’ll learn the frame, then the footwork. We’ll practice switching partners when you return to your dance teams. 
• One member of your team will be a “coach” and the remaining members will each join 1 of 4 separate learning groups.
• Elect a “coach” who will be positioned at 1 of the learning stations, then decide which learning group each of you would like to join.
• With coaches in position, join your selected learning group at the corresponding station. Use the Jigsaw Card to become the expert.
• Elect a coach and decide which learning group to join. (Coaches meet to decide which station to “coach” while students within each team decide which learning group to join.)
• On the signal, go to your station, and begin. (Allow adequate learning time.)
• On the signal, return to your original group. Take turns teaching your moves.
• Cues
• “Focus” – Use time wisely, your team is counting on you to learn and teach them.
• “Ask 3 B4 Me” – Don’t ask the teacher first. Rely on the group and coach for help.
• “Note It” – Jigsaw cards help you remember important information when teaching.
• Expert Groups
• Group 1 - Basic Balance Step
• Group 2 - Balance Step with Turn
• Group 3 - Side-to-Side Balance Step
• Group 4 - Switch
• Exit Ticket 25.3

Digital Agenda: Wednesday, 11 February 2015

Standard:

HS1.3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

Learning Objectives:

• Describe the stages of physical activity change (DOK 1)
• Describe several different self-management skills (DOK 1)
• Explain how you can use self-management skills for living a healthy life (DOK 3)

Lesson Activities w/Time Frames:

• Do Now 25.2 [5 min] - 
• Add yourself to your PE Class
• Period 2: http://quizlet.com/join/QjP335pXT
• Period 3: http://quizlet.com/join/jpW8MuHcp
• Period 4: http://quizlet.com/join/4ycXa9jx5
• Period 5: http://quizlet.com/join/Nd7Jjb2T7
• Period 6: http://quizlet.com/join/6Pxz3V4NT
• Use Quizlet to study vocabulary for “Learning Self-Management Skills” (English / Spanish)
• Jigsaw Activity [20 min]
• Form groups of 3 (you choose), this will be your Learning Group. Each member of the group choose one of the following colors: Yellow, White, Green. Everyone with the same color will get together into Expert Groups. Each expert group will be responsible for a part of the reading. You will be responsible for taking notes for what you learn in your expert group and your learning group.
• Reading as a group. Become the expert of the content of your reading. "Learning Self-Management Skills"
• Yellow Group - Read the yellow section (Stages of Physical Activity)
• White Group - Read the white section (Activity Levels of Teens)
• Green Group - Read the green section (Self-Management Skills for Active Living, Health, and Wellness Chart)
• Get back into your Learning Group and share what you have learned. Remember to take good notes.
• Academic Discourse (10 min)
• Exit Ticket 25.2

Digital Agenda: Tuesday, 10 February 2015

Common Core Standards:

PE HS1.2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

PE HS1.2.4 Use physical fitness test results to set and adjust goals to improve fitness.

Learning Objectives:

1. recall and recognize testing protocols for the physical fitness tests (DOK 1)
2. perform and collect data from the physical fitness tests (DOK 2)
3. analyze and compare their results to see if they meet the health-related physical fitness standards (DOK 3)
4. use physical fitness test results to make adjustments to previous goal(s) (DOK 1)
5. create an individualized plan to work at maintaining or improving their fitness (DOK 4)

Lesson Activities w/Time Frames:

• Do Now 25.1 (10 min)
• Go to Google Classroom
• Look on left side of the screen for "Upcoming Assignments" and click on the assignment due today titled "Fitness Personal Best Data Sheet."
• Follow the instruction for assignment, and input your scores from previous assessments.
• Fitness Personal Best Day
• Review assessments form breaks
• Form groups
• Perform assessments
• Data Collection and Reflection
• Use the form in Google Classroom to record your data that you collected today.
• Exit Ticket 25.1

Digital Agenda: Monday, 9 February 2015

Common Core Standards:

PE HS1.2.3 Meet health-related physical fitness standards established by a scientifically based health-related fitness assessment.

PE HS1.2.4 Use physical fitness test results to set and adjust goals to improve fitness.

Learning Objectives:

1. recall and recognize testing protocols for the physical fitness tests (DOK 1)
2. perform and collect data from the physical fitness tests (DOK 2)
3. analyze and compare their results to see if they meet the health-related physical fitness standards (DOK 3)
4. use physical fitness test results to make adjustments to previous goal(s) (DOK 1)
5. create an individualized plan to work at maintaining or improving their fitness (DOK 4)

Lesson Activities w/Time Frames:

• Do Now 25.1 (10 min)
• Go to Google Classroom
• Look on left side of the screen for "Upcoming Assignments" and click on the assignment due today titled "Fitness Personal Best Data Sheet."
• Follow the instruction for assignment, and input your scores from previous assessments.
• Fitness Personal Best Day
• Review assessments form breaks
• Form groups
• Perform assessments
• Data Collection and Reflection
• Use the form in Google Classroom to record your data that you collected today.
• Exit Ticket 25.1

Digital Agenda: Friday, 6 February 2015

Common Core Standards:

HS1.1.1 Combine and apply movement patterns, simple to complex, in...rhythms/dance.

Learning Objectives:

• Perform basic dance steps on count (DOK 2)

Lesson Activities w/Time Frames):

1. Do Now 24.3 [10 min] 
2. Practice CYO Hip Hop Routine [30 min]
• Practice your Routine that your group created. Remember the criteria for the finished dance are:
• You must include at least 5 moves learned previously.
• Use any moves you want. However, they must be safe and appropriate for school.
• Your routine must be at least 32 counts and a maximum of 64 counts.
3. Cotton Eyed Joe [60 min]
• Today’s dance is a partner-style version of the Cotton Eyed Joe. This dance is considered by many to be the “national” dance of Texas. There are many variations of this dance.
• Today you'll use the Jigsaw method for learning the moves of the Cotton Eyed Joe.
• We'll practice the footwork in the jigsaw groups before partnering up. 
• One member of your team will be a “coach” and the remaining members will each join 1 of 4 separate learning groups.
• Elect a “coach” who will be positioned at 1 of the learning stations, then decide which learning group each of you would like to join.
• With coaches in position, join your selected learning group at the corresponding station. Use the Jigsaw Card to become the expert.
• Groups 1 and 3 you will be learning the Cross-Kick
• Groups 2 and 4 you will be learning the Gallop
4. Exit Ticket 24.3 [5 min]

Digital Agenda: Thursday, 5 February 2015

Common Core Standards:

HS1.1.1 Combine and apply movement patterns, simple to complex, in...rhythms/dance.

Learning Objectives:

• Perform basic dance steps on count (DOK 2)

Lesson Activities w/Time Frames):

1. Do Now 24.3 [10 min] 
2. Practice CYO Hip Hop Routine [30 min]
• Practice your Routine that your group created. Remember the criteria for the finished dance are:
• You must include at least 5 moves learned previously.
• Use any moves you want. However, they must be safe and appropriate for school.
• Your routine must be at least 32 counts and a maximum of 64 counts.
3. Cotton Eyed Joe [60 min]
• Today’s dance is a partner-style version of the Cotton Eyed Joe. This dance is considered by many to be the “national” dance of Texas. There are many variations of this dance.
• Today you'll use the Jigsaw method for learning the moves of the Cotton Eyed Joe.
• We'll practice the footwork in the jigsaw groups before partnering up. 
• One member of your team will be a “coach” and the remaining members will each join 1 of 4 separate learning groups.
• Elect a “coach” who will be positioned at 1 of the learning stations, then decide which learning group each of you would like to join.
• With coaches in position, join your selected learning group at the corresponding station. Use the Jigsaw Card to become the expert.
• Groups 1 and 3 you will be learning the Cross-Kick
• Groups 2 and 4 you will be learning the Gallop
4. Exit Ticket 24.3 [5 min]

Digital Agenda: Wednesday, 4 February 2015

Standard:

HS1.3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity.

Learning Objectives:

1. Review vocabulary from the previous chapters readings (DOK 1)
2. Show level of understanding of vocabulary (DOK 2)

Lesson Activities w/Time Frames:

• Do Now 24.2 [5 min]- Study your vocabulary words for this chapter, you may use your quizlet app or the links. (4.1, 4.2)
• How Much Is Enough Assessment [25 min]
• Preview “Learning Self-Management Skills” Vocabulary [10 min]- Quizlet (English / Spanish)
• NewsELA - newsela.com
• Sign up with the code for your class period.
• period 2 - P424ZF
• period 3 - DKNC8R
• period 4 - SH3SSU
• period 5 - 9N6PSG
• period 6 - G4U6ED
• With any extra time you have, you can read this article on obesity and pizza

Digital Agenda: Tuesday, 3 February 2015

Common Core Standards:
HS1.1.1 Combine and apply movement patterns, simple to complex, in...rhythms/dance.

 Learning Objectives:
What levels of cognition must students acquire to master the above CCSS standard?

• Perform basic dance steps on count (DOK 2)

Lesson Activities w/Time Frames):

• Do Now 24.1 [10 min]
• Practice CYO Hip Hop Routine [30 min]
• Practice your Routine that your group created. Remember the criteria for the finished dance are:
• You must include at least 5 moves learned previously.
• Use any moves you want. However, they must be safe and appropriate for school.
• Your routine must be at least 32 counts and a maximum of 64 counts.
•  Stutter Stomp [30 min]
• Dance and Practice: We are going to use the “add-on method”
• Now that you've learned the Stutter Stomp return to your dance teams and practice perfecting the steps as a team. (Practice Plan) Remember to communicate, cooperate, and help each other).
• Cha-Cha Challenge [30 min]
• Now that you've learned the Cha-Cha Challenge return to your dance teams and practice perfecting the steps together. (Practice Plan) Remember to communicate, cooperate, and help each other).
•  Exit Ticket 24.1 [5 min]