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