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: 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: 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]

Digital Agenda: Monday, 2 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]

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: 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.