Digital Agenda: Friday, 30 January 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 23.3 [10 min] - In small groups, preview the two dances that we are going to learn today.
• Night Fever Hustle
• Brain Boostin' Boogie
• 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.
•  Night Fever Hustle [30 min]
• Dance and Practice: We are going to use the “add-on method”
• Now that you've learned the Night Fever Hustle return to your dance teams and practice perfecting the steps together. (Practice Plan) Remember to communicate, cooperate, and help each other).
• Brain Boostin’ Boogie [30 min]
• Now that you've learned the Brain Boostin’ Boogie return to your dance teams and practice perfecting the steps together. (Practice Plan) Remember to communicate, cooperate, and help each other).
•  Exit Ticket 23.3 [5 min]

Digital Agenda: Thursday, 29 January 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 23.3 [10 min] - In small groups, preview the two dances that we are going to learn today.
• Night Fever Hustle
• Brain Boostin' Boogie
• 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.
•  Night Fever Hustle [30 min]
• Dance and Practice: We are going to use the “add-on method”
• Now that you've learned the Night Fever Hustle return to your dance teams and practice perfecting the steps together. (Practice Plan) Remember to communicate, cooperate, and help each other).
• Brain Boostin’ Boogie [30 min]
• Now that you've learned the Brain Boostin’ Boogie return to your dance teams and practice perfecting the steps together. (Practice Plan) Remember to communicate, cooperate, and help each other).
•  Exit Ticket 23.3 [5 min]

Digital Agenda: Wednesday, 28 January 2015

Standards:

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

Learning Objectives:

What levels of cognition must students acquire to  

to master the above standard?

1. Recognize how to choose a good activity
2. Draw conclusions on how to choose a good activity.
   

Lesson Activities w/Time Frames):

• Do Now 23.2 - Reading - Taking Charge: Choosing a Good Activity [5 min]
• Discussion
• Why was it no longer feasible for Norma to continue participating in high school?
• What might help her get involved in a physical activity again?
• Why do you think Kim Lea started to participate in activities?
• Activity - Circuit Workout
• Exit Ticket 23.2 - Self-Management Skill
• Questionnaire

Digital Agenda: Tuesday, 27 January 2015

Common Core Standards:

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

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

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

1. Practice Hip Hop Dance moves (DOK 4)
2. Create and design a hip hop routine (DOK 4)

Lesson Activities w/Time Frames):

• Do Now 23.1 [10 min] Look up your groups here
• Hip Hop ASAP [10 min]
• Practice the Hip Hop moves from last week. You can review by going back to the website here
• Hip Hop Jigsaw [30 min]
• Use the Jigsaw method for learning additional Hip Hop moves (Card 1, Card 2, Card 3, Card 4). One member of your team will be a “coach” and the remaining members will each join 1 of 5 separate learning groups.
• Create Your Own Hip Hop Routine [30 min]
• You will begin choreographing a Hip Hop routine in your groups. Choreographing involves creating and combining moves to make up an entire dance routine. You have 30 minutes to create and practice your routine. 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.
• Write your routine down using the form in Google Classroom titled “CYO Dance Routine”
• Exit Ticket 23.1 [5 min]

Digital Agenda: Monday, 26 January 2015

Common Core Standards:

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

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

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

1. Practice Hip Hop Dance moves (DOK 4)
2. Create and design a hip hop routine (DOK 4)

Lesson Activities w/Time Frames):

• Do Now 23.1 [10 min] Look up your groups here
• Hip Hop ASAP [10 min]
• Practice the Hip Hop moves from last week. You can review by going back to the website here
• Hip Hop Jigsaw [30 min]
• Use the Jigsaw method for learning additional Hip Hop moves (Card 1, Card 2, Card 3, Card 4). One member of your team will be a “coach” and the remaining members will each join 1 of 5 separate learning groups.
• Create Your Own Hip Hop Routine [30 min]
• You will begin choreographing a Hip Hop routine in your groups. Choreographing involves creating and combining moves to make up an entire dance routine. You have 30 minutes to create and practice your routine. 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.
• Write your routine down using the form in Google Classroom titled “CYO Dance Routine”
• Exit Ticket 23.1 [5 min]

Digital Agenda: Friday, 23 January 2015

Common Core Standards:

HS1.1.2 Demonstrate proficient movement skills in rhythms/dance activities.

Learning Objectives:

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

1. Identify current level of proficiency in dances (DOK1)
2. Recognize how dance counts work with steps (DOK 1)
3. Perform basic dance steps on count (DOK 2)
1. Grapevine
2. Grapevine turn
3. Kick-Step
4. Twist down and up
5. Kick-ball change
6. Jazz square
4. Perform basic hip hop dance steps on count (DOK 2)
1. The J Turn
2. Heel Tap
3. Hop and Slide
4. Cowboy
5. Jump Start
6. Heel Toe Slide
7. Heartbeat
8. Scuff Jump
9. Body Box
10. Swoop and Chug
11. Basic Stall

Lesson Activities w/Time Frames):

• Do Now/Change [10 min]
• Copy and paste your Google Classroom code below
• Period 2 - qxo7tb0
• Period 4 - k1n27a
• Period 6 - q9eb38
• Go to: classroom.google.com
• Find the assignment due today titled "You got in" and mark the assignment as done. Help others in class if you finish.
• The objective today is to evaluate your current skill level and set personal goals for our Dance Unit. We'll do this by learning and teaching basic Hip Hop moves with a Learning Jigsaw. After you complete the Jigsaw, you will answer the questions in your Dance Personal Best Assessment. Record your score and set a goal. Add your scores and give yourself a personal rating.
• Fitness ASAP [10 min]
• Choose from the eight Fitness ASAPs that have been created or create one of you own. Remember, all ASAPs must follow the correct order: Aerobic, Flexibility, Muscular.

• Hip Hop Jigsaw [60 min]
• Today you’ll use the Jigsaw method for learning basic Hip Hop moves. Each of you will join 1 of 5 separate learning groups (Decide which learning group each of you will join.)
• Join your selected learning group at the corresponding station. Use the Hip Hop Jigsaw Card to learn the moves described.
• After learning the information, rejoin your team to jigsaw teach your moves.
• Closing Questions (Think-Pair-Share) [5 min]
• What types of Hip Hop dancing have you seen?
• The Hip Hop moves that we learned today are appropriate for school. Why is it important to demonstrate appropriate behaviors?

• Exit Ticket 22.3/Change [15 min]
• Go back to Google Classroom
• Find the assignment titled, "Dance Personal Best Assessment"
• Click on the assignment and complete it for your exit ticket. Don't forget to turn it in.

Digital Agenda: Thursday, 22 January 2015

Common Core Standards:
HS1.1.2 Demonstrate proficient movement skills in rhythms/dance activities.

Learning Objectives:
What levels of cognition must students acquire to master the above CCSS standard?
Identify current level of proficiency in dances (DOK1)
Recognize how dance counts work with steps (DOK 1)
Perform basic dance steps on count (DOK 2)

• Grapevine 
• Grapevine turn 
• Kick-Step 
• Twist down and up 
• Kick-ball change 
• Jazz square 

Perform basic hip hop dance steps on count (DOK 2)

• The J Turn 
• Heel Tap 
• Hop and Slide 
• Cowboy 
• Jump Start 
• Heel Toe Slide 
• Heartbeat 
• Scuff Jump 
• Body Box 
• Swoop and Chug 
• Basic Stall

Lesson Activities w/Time Frames):

• Do Now/Change [10 min]
• Copy and paste your Google Classroom code below
• Period 3 - 893e88g
• Period 5 - gzy5r
• Go to: classroom.google.com
• Find the assignment do today titled "You got in" and mark the assignment as done. Help others in class if you finish.
• The objective today is to evaluate your current skill level and set personal goals for our Dance Unit. We'll do this by learning and teaching basic Hip Hop moves with a Learning Jigsaw. After you complete the Jigsaw, you will answer the questions in your Dance Personal Best Assessment. Record your score and set a goal. Add your scores and give yourself a personal rating.
• Fitness ASAP [10 min]
• Choose from the eight Fitness ASAPs that have been created or create one of you own. Remember, all ASAPs must follow the correct order: Aerobic, Flexibility, Muscular.
• Square ASAP [10 min]
• When you complete the Fitness ASAP, join the rest of the class in the Square Moves activity
• Hip Hop Jigsaw [60 min]
• Today you’ll use the Jigsaw method for learning basic Hip Hop moves. Each of you will join 1 of 5 separate learning groups (Decide which learning group each of you will join.
• Join your selected learning group at the corresponding station. Use the Hip Hop Jigsaw Cards to learn the moves described.
• After learning the information, rejoin your team to jigsaw teach your moves.
• Closing Questions (Think-Pair-Share) [5 min]
• What types of Hip Hop dancing have you seen?
• The Hip Hop moves that we learned today are appropriate for school. Why is it important to demonstrate appropriate behaviors?

• Exit Ticket 22.3/Change [15 min]
• Go back to Google Classroom
• Find the assignment titled, "Dance Personal Best Assessment"
• Click on the assignment and complete it for your exit ticket. Don't forget to turn it in.

Digital Agenda: Wednesday, 21 January 2015

Common Core Standards:

HS1.3.1 Accept personal responsibility to create and maintain a physically and emotionally safe and nonthreatening environment for physical activity. Learning Objectives: What levels of cognition must students acquire to master the above CCSS standard?

1. Define: criterion-referenced health standards, maturation (DOK 1)
2. Identify factors that contribute to fitness (DOK 2)
3. Discuss fitness ratings and how they apply to your physical activity program (DOK 3)
4. Describe several factors to consider when creating a personal physical activity program (DOK 3)

Lesson Activities w/Time Frames):

• Do Now 22.2
• Reading - How much fitness is enough?
• Quizlet (vocabulary) - English / Spanish
• Exit Ticket 22.2

Digital Agenda: Tuesday, 20 January 2015

Common Core Standards:

HS1.2.6 Identify the physical fitness requirements of an occupation.

Scaffolded Learning Objectives Specifying DOK Verbs & DOK Levels:

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

1. Recognize and Define what is dance (DOK 1)
2. Recall and Classify the 11 components of physical fitness into health- and skill-related fitness categories (DOK 2)
3. Formulate an opinion on the physical fitness requirements of a dancer, Cite Evidence (DOK 3)
4. Describe and Illustrate how the physical fitness requirements of a dancer is similar to another occupation (DOK 4)

Lesson Activities w/Time Frames):

• Do Now 22.1 [5 min] - Think-Pair-Share: What is dancing? Why do people dance? Do dancers have to be physically fit?
• Classify components of physical fitness into health- or skill-related [10 min]
• Kahoot
• Watch dance clips [12 min]
• Evolution of Dance (6:00)
• SYTYCD (6:00)
• Group Work [15 min]
• In groups work to formulate an opinion as to the physical fitness requirements to be a dancer. Find and cite evidence for the groups opinion(s)
• Unit Introduction [10 min]
• Unit Goal and requirements
• Exit Ticket 22.1 [5 min]

Also, here a few more pictures of our new school....soon.

Sidewalk in front of the school

Main Hallway

Digital Agenda: Friday, 16 January 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:

• Review, recall, and recognize the six assessment areas for the physical fitness test.
• Self-Assess Fitness levels in several areas of health-related fitness
• Self-Monitor fitness personal best goals

Lesson Activities w/Time Frames):

• Changing/Do Now (10 min)
• Do Now 21.1 - Answer the following questions
• How do you think you will perform today on the Fitness Personal Best?
• Do you feel that winter break effected how you will perform today?
• If you finish early, take a moment to review the assessments. It’s been a long 3 weeks, so you may have forgotten some things. Share with someone in class some questions you may have.
• Fitness Personal Best Day
• Review assessments form breaks
• Form groups
• Perform assessments
• Data Collection and Reflection
• Once you have completed your assessments and have set your goals for improvement, compare your results with the physical fitness standards and write a brief reflection for each at the Fitness Personal Best Reflection
• 
  

Digital Agenda: Thursday, 15 January 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:

• Review, recall, and recognize the six assessment areas for the physical fitness test.
• Self-Assess Fitness levels in several areas of health-related fitness
• Self-Monitor fitness personal best goals

Lesson Activities w/Time Frames):

• Changing/Do Now (10 min)
• Do Now 21.1 - Answer the following questions
• How do you think you will perform today on the Fitness Personal Best?
• Do you feel that winter break effected how you will perform today?
• If you finish early, take a moment to review the assessments. It’s been a long 3 weeks, so you may have forgotten some things. Share with someone in class some questions you may have.
• Fitness Personal Best Day
• Review assessments form breaks
• Form groups
• Perform assessments
• Data Collection and Reflection
• Once you have completed your assessments and have set your goals for improvement, compare your results with the physical fitness standards and write a brief reflection for each at the Fitness Personal Best Reflection