School: SUNY Cortland
Teacher Candidates(s): Matt Hayden
Date: 11/14/11 Grade: 9-12
Lesson Plan 1 of 1
# in class: 20
NYS/NASPE Standards Bold Teaching Style:
Command Inclusion
Domains Psychomotor
Convergent
Reciprocal Divergent
Self-Check Jigsaw
Objectives (Be sure to include Situation, Task and Criteria for each objective) 1a/2
Affective
2/5
Cognitive
3/6
Safety Statement
Practice
2 /5
1. By the end of the lesson, students will be able to demonstrate their knowledge of Zumba by being able to perform the moves to a whole dance routine. 2. During the lesson students, will be able to demonstrate a safe environment for both personal and social behavior by maintaining proper communication and being able to respect each other and their space, to ensure a positive experience for all learners. 3. By the end of the lesson, students will be able to recite the negative effects of bullying, when to report it, and who to report bullying to in the school when asked by the teacher.
4. Students will disperse into group to work at stations, they will spread out within their group at the station allowing adequate room for each other to participate in the task given safely.
NYS Learning Standard 1 – Personal Health and Fitness 1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition NYS Learning Standard 2– A Safe and Healthy Environment 2a. Students will demonstrate responsible personal and social behavior while engaged in physical activity. 2b. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication. 2c. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. NYS Learning Standard 3– Resource Management 3a. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. 3b. Students will be informed consumers and be able to evaluate facilities and programs. 3c. Students will also be aware of career options in the field of physical fitness and sports
Health-related Fitness (HRF) NYS LS 1B (Please Bold) Cardiovascular endurance Muscular strength Muscular endurance Flexibility Body composition
Guided Discovery Cooperative Assessment Tool & When it is used
Length of class:
40 mins
Unit: Dance Visual Check Visual Check Verbal Check
Visual Check
Focus: Zumba Equipment: Music, Gymnasium, Activity Cards References: (e.g. Book, course packet, pg #, complete web address URL): http://www.cdc.gov/ ViolencePrevention/pub/ understanding_bullying.html
NASPE Content Standards – A physically educated person: 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. 2. Demonstrates understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities. 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction
What is the ongoing fitness theme or emphasis in this lesson? Explain how it is developed and where in the lesson it Skill-related Fitness (SRF) occurs: NYS LS 1A ▪ Cardiovascular endurance is achieved during (Please Bold) the main body of the lesson when the students are Balance participating in the dance routines. Coordination ▪ Muscular endurance is achieved during the Agility lesson by repeating the dance movements. Reaction time ▪ Body composition is taught through the dance Speed moves, while dancing because it helps you to improve Power your overall health and fitness level. (i.e. Concepts taught, goals, estimated MVPA through a game/activity, heart rate, RPE, step counts, FITT, etc.)
Explain how it is developed and where in the lesson it occurs: ▪ Coordination is achieved by being able to follow along to the dance moves, and to be able to coordinate their movement while moving arms and legs simultaneously. ▪ Agility is achieved by being able to move to the song and perform these movements in a quick fashion.
(i.e. Concepts taught, goals, FITT, etc.)
Lesson Components Instant Activity
Introduction, Signal for Attention, Hook
Demonstration
Time (mins) 5 min
4 min
5 min
Organization & Transitions T SSSSSSSSSS SSSSSSSSSS
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Body of Lesson (Lesson Focus)
I will go around demonstrating each of the four stations to the class. The first station will be the most basic step with the fourth station a combination of the previous 3 stations. After the four stations I will bring the class in to perform a group dance using the dance moves that they practiced in the stations.
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2. Same as one above, side to side and slide your back foot
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2. step with right follow with left, step with left follow with right (slide back foot) 3. 1,2,3,4 step follow, step follow
2. How many can you get in 30 sec.try to get 5 in a row with out messing up
4. Same as above step left right, left right, and back to the right- right left right left and add arm movement to your steps
4. 1,2,3,4 step follow, step follow, add in arm motions
4. How many can you get in 30 sec. try to get 5 in a row with out messing up
5. Perform 2 dance routines using the steps that we went over in class, we will put them together.
5. 4 count, start out going to the left
5. add your own twist to the dance, add in some arms, and some hip movements
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3 min
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Activity close (Optional)
Good morning class I'm Mr. Hayden, Dr. Yang could not be here today. Today as we are going through the stations we are going to learn about bullying too. We will learn what to look for, when to report it, what is bullying, and who to report it to. How many of you watch Dancing With The Stars? I was once a contestant on the show, unfortunately unable to win the competition. Today that is what we are going to be doing, dancing with the stars. We are continuing with our Zumba lesson, and along with this we are going to focus on school bullying. My signal for attention today will be my whistle. When you hear it once I want you to stop, look, and listen, and when you hear it twice I want you to bring it in. Now this month is also anti-bully month so in order to become more aware of this, there are some cards at each station. I want each of you to read the cards at each station, and later I will tell you what I want you to do with them.
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3 min
10 min
Instant activity will be performing the Electric Slide when they come into class today. This will get the students moving and interested in the lesson that will be taught today.
Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet within the selected level of (PC/C/U/P) for the class. Tasks (Extensions) - Activities for the Cues Challenges (Applications) Modifications – whole class. E.g. Hit the ball over the net (Refinements) – - More game-like chances Add modifications to make to your partner 10 times. Simple secrets to to practice the same tasks the tasks easier and harder improve at the same difficulty level. according to the skill level of performance. E.g. E.g. In 90 seconds, see how the students. Low to high many times you can hit the ball to your partner. 1. Side to side 1. step left, step 1. Try to get 5 in a row right, step left, step without messing up Easier - slow down the beat right of the music Harder - speed up the beat, try and mirror your partner
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Adaptations Assessments, Reminders
Description
3. legs spread apart step left right, left right, and back to the right- right left right left
3. How many can you get in 30 sec. try to get 5 in a row with out messing up
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Easier - slow down the beat of the music Harder - speed up the beat, try and mirror your partner Easier - slow down the beat of the music Harder - speed up the beat, try and mirror your partner Easier - slow down the beat of the music Harder - speed up the beat, try and mirror your partner Easier Harder -
Adaptations Assessments, Reminders
Lesson Closure, Hook to Next Lesson
Evaluation of Lesson
Good job today guys, I hope everyone had a fun time. Now what I want you to do is go to www.cortlandpezumba.blogspot.com and answer the questions that I have uploaded to google docs. I want you to download them and post your answered questions to the blog by next class. Hopefully I can be your substitute again, you are all a great class. I hope you all look forward to your 4 min lesson next rumba lesson, and I hear that you will be creating your own routine, I bet that will be fun. Bring it all in for me. We are going to go Go Phys Ed on 3. 1,2,3 PHYS ED!! I will reinforce the important cues that were taught by checking for understanding. Pre-planning: Previous instruction in this activity (earlier grade levels) T SS SS SS SS SSSSSSSSSSSS
Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Teacher Reflection Notes:
