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: 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: Tues 9/16/14

Common Core Standards/Clusters/Standards

PE HS1.2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

Today’s Learning Objective(s):  (student friendly)

• I will learn how to improve my Functional Fitness.

Lesson Activities + (time frame)

1. Do Now/change [15 min] - Figure out who is on your team and preview the activities for today (click on your period below to find your team)
1. Period 2
2. Period 4
2. Fitness ASAP [10 min]- choose one to do from the eight Fitness ASAP choices. Remember, you will be using the timer on your iPad to keep track of time.
3. Jigsaw: Functional Fitness [55 min] Part One
4. Closing/Changing [15 min]

Assessments  

• Teaching team members how to perform Functional Fitness exercises.

Digital Agenda: Mon 9/15/14

Common Core Standards/Clusters/Standards

PE HS1.2.11 Explain the role of physical activity in the prevention of disease and the reduction of health care costs.

Today’s Learning Objective(s):  (student friendly)

• I will learn how to improve my Functional Fitness.

Lesson Activities + (time frame)

1. Do Now/change [15 min] - Figure out who is on your team and preview the activities for today (click on your period below to find your team)
1. Period 1
2. Period 3
3. Period 5
2. Fitness ASAP [10 min]- choose one to do from the eight Fitness ASAP choices. Remember, you will be using the timer on your iPad to keep track of time.
3. Jigsaw: Functional Fitness [55 min] Part One
4. Closing/Changing [15 min]

Assessments  

• Teaching team members how to perform Functional Fitness exercises.

Digital Agenda: 08/21/14 & 08/22/14

Common Core Standards/Clusters/Standards

• CCSS RST 9.4. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
• PE HS1.2.4 Use physical fitness test results to set and adjust goals to improve fitness.

Today’s Learning Objective(s):  (student friendly)

• SW learn and teach important health-related fitness concepts

Lesson Activities + (time frame)

1. Fitness ASAP [10 min]
2. Out and Back [8 min]
3. Wellness Walking Personal Best (Pre) (handout) - [15 min]
1. 12-minute walk
4. Fun-day-mentals Jigsaw[60 min]
1. One member will be a “coach”; remaining members will join 1 of four groups: Muscular Fitness, Flexibility, Aerobic Capacity, and Body Composition
2. Elect a coach who will positioned at 1 of the starting cones, then decide which learning group each of you will join.
3. With coaches in place, have everyone join their learning group at the corresponding cone. Discuss the fitness concept with your learning group to become the expert.
4. Rejoin your team and continue walking and teaching the concept that was learned.
5. Cues
1. “Focus” – Use time wisely, your team is counting on you to learn and teach them.
2. “Ask 3 B4 Me” – Don’t ask the teacher first. Rely on the group and coach for help.
3. “Note It” – Jigsaw cards help you remember important information when teaching.