Videos that can be Used to Build Interest in 8th Grade PE Lessons for Standard #1
Websites that contain lesson plans for 8th Grade PE Standard #1
http://www.pecentral.org/lessonideas/searchresults.asp?category=56
http://www.livinghistoryfarm.org/farminginthe40s/lrMusic04.html
http://www.sparkpe.org/physical-education/lesson-plans/middle-school/
http://www.sharemylesson.com/taxonomysearchresults.aspx?parametrics=90011,90136,90789&mode=browse
http://betterlesson.com/directory/eighth_grade/physical_education
http://www.livinghistoryfarm.org/farminginthe40s/lrMusic04.html
http://www.sparkpe.org/physical-education/lesson-plans/middle-school/
http://www.sharemylesson.com/taxonomysearchresults.aspx?parametrics=90011,90136,90789&mode=browse
http://betterlesson.com/directory/eighth_grade/physical_education
PE Square Dance Lesson Plan
GRADE: 8th Grade U.S. History Class and PE Class combined instruction
STANDARD : Write out completely (Add PE Frameworks page #)
8.1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
8.1.1 Identify and demonstrate square dance steps, positions, and patterns set to music.
Framework Pages 106-108
NEEDED EQUIPMENT:
· Gym or outside area with enough space for 50 students to be able to separately and comfortably learn and perform a square dance.
· Speaker system
· Microphone
· “Rolling in My Sweet Baby’s Arms” by Earl Scruggs, Doc Watson, and Ricky Skaggs from the CD “The Three Pickers”
http://www.youtube.com/watch?v=zDgYN5qeG4Y
· Instruction Video: http://www.schooltube.com/video/daf5139fa5a240c9bd12/Rolling%20in%20My%20Sweet%20Baby's%20Arms%20Square%20Dance%20(Instructions)
LEARNING GOAL/OUTCOME/OBJECTIVE: Students will be able to identify and demonstrate a complete square dance sequences with little to no mistakes. Students will learn some brief history of square dancing, be exposed to some old fashioned “pickers” (fiddle, guitar, banjo and mandolin players) and a song from the 1930s, as well as perform some traditional square dance moves.
Opening /Introductory Activities (What you will do to get students ready to receive instruction for this standard)
5-8 Minutes
Students will be asked to journal about the following questions: How and why do you think different dances are created?
Then students will receive the following quick verbal lesson on the history of square dancing:
According to the book, Dance Awhile, 10th Edition, the early part of the 19th century was a time when Americans were dancing. They danced everywhere they could and on all occasions. In fact, dance was reported to be the main source of amusement and entertainment. Dancing occurred in taverns, town halls, barn raisings, husking bees and even in kitchens. While all of America loved to dance, the various regions of the country developed differently. Over time, the various regional characteristics blended together to form a truly American western square dance.
The music: The song, “Rolling in My Sweet Baby’s Arms”, was first released in 1931. It was recorded by the author, Preston Young. It has been a mainstay in the bluegrass repertoire. This version is played by 3 renowned “pickers”, Earl Scruggs, Doc Watson, and Ricky Skaggs.
Step 1- students will come in before the tardy bell rings and take out their equipment.
Step 2- Students will see the warm-up question on the board and begin to journal about it
Step 3- Students will be asked to share their answers, and they will be chosen by pulling their names out of a cup.
Step 4- Then student will receive a quick lesson on the history.
Instruction/Skill Development/Concept (What you will do to instruct the students on this standard)
15 minutes
Student will then be partnered up and receive the first set of instructions for this particular square dance sequence. This will be discussed and a video will be shown to provide a visual for students to see what they will be doing.
Step 1- Group student in groups of 4 boys and 4 girls.
Step 2- Instruct each girl to chose partner up with a boy.
Step 3- Place each set of partners in the proper place.
Step 4- Have student practice the first step with teacher help and direction, and if they need assistance they can watch the video that is projected on the wall.
Step 5- students will practice with the teachers help and direction on steps 2-6
Effective Practice Activity (How you will have students practice this standard?
12-20 minutes
Students will then practice this in their groups of 8 without music for 6-10 minutes
Students will then practice this in their groups of 8 with music for 6-10 minutes
Step 1- students will remain in groups and begin practicing each sequence until it is mastered.
Step 2- students, once they mastered the 6 steps, will begin practicing with music
Closure (What you will do to help students remember this instruction and how they might keep on practicing independently)
5 minutes
Students will be expected to practice this on their own in preparation for the assessment that will take place the next day.
Step 1- Students will practice this at home tonight by themselves or in a group.
Step 2- they will continue practicing for 25 minutes and their parents will sign off stating that they completed their practice.
Assessment: How will you assess progress in this standard? (refer to pages in the PE Framework that support your plan)
The assessment will take place on the following day. Students will be expected to complete the square dance with less than 5 mistakes.
Step 1- students will be given 5-7 minutes to practice their square dance routine with music.
Step 2- each group will perform the dance with the teacher watching to calculate if any mistakes are being made, and if so how many.
Class Management (How you will manage this instruction so that all students learn well)
I will make sure that students are place in groups that are more likely to not allow for distractions. I will also make sure that all students are participating at all times.
Step 1- preplan and make sure that students are in groups that have been predetermined.
Step 2- Students will be expected to be participating the entire time. Students will be warned that if they are caught not participating then they will automatically get 1 mistake tallied against them for the next day’s assessment.
Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers)
ELD Learner:
Strengths- they will be able to follow the video just like others.
Weaknesses- they might not be able to understand the verbal directions.
Your intervention or adaptation:
Have this student work with a native speaker if available so that an explanation can be provided.
Have this student watch the videos the day prior to the lesson so that they are more prepared for the lesson.
Give this student a step-by-step instruction sheet that will be available for them to refer to while performing the dance. Framework Pages 214-216.
Step 1- Preplan for this student to work in a group with a native speaker so translations can be made in their native tongue.
Step 2- Have this student watch the videos the day prior to the lesson so that they are more prepared for the lesson.
Step 3- Have this student use a step-by-step sheet for each part of the dance.
Step 4- consistently watches this student’s progress and provides help when necessary.
Special Needs Learner:
Strengths- should be able to perform basic steps of the dance.
Weaknesses- might not be able to memorize all of the steps.
Your intervention or adaptation: This student will need to complete a percentage of the dance that fits in line with their 504 or IEP. This will provide an environment for the student to be able to successfully complete the task. Also preplan the group that this student will be working in. Framework pages 221-224.
Step 1- preplans the group that this student will be working in.
Step 2- determines what percentage of this dance the student should be able to complete according to their IEP. Make sure that the accommodation lines up with the IEP.
Step 3- Provide direct help to this person when needed. Allow one other student to help coach this student through the dance.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
It takes a lot of preplanning to ensure that the student is able to complete and learn the task in the least restrictive environment. Students must have accommodations made for their specific needs in order to allow for them to have the greatest possibility of achieving the objective for the lesson. Students, depending on their needs, are going to have different hurdles that they must overcome and it is our jobs as teachers to ensure that we can coach them along in that process and provide help where necessary.
What area of this instructional plan was easy to complete?
The part of the instructional plan that was easy to complete was the actual layout of the lesson because it is a step-by-step process. As long as the teacher is able to think through the steps that are necessary to teaching this skill then they will be able to write out the step-by-step lesson that describes what to do.
What area will you need more knowledge/skill in order to do the task well?
I will personally need to learn how to square dance. I know the steps in theory but actually being able to perform them in front of the class as a demonstration would be difficult without some practice.
STANDARD : Write out completely (Add PE Frameworks page #)
8.1 Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
8.1.1 Identify and demonstrate square dance steps, positions, and patterns set to music.
Framework Pages 106-108
NEEDED EQUIPMENT:
· Gym or outside area with enough space for 50 students to be able to separately and comfortably learn and perform a square dance.
· Speaker system
· Microphone
· “Rolling in My Sweet Baby’s Arms” by Earl Scruggs, Doc Watson, and Ricky Skaggs from the CD “The Three Pickers”
http://www.youtube.com/watch?v=zDgYN5qeG4Y
· Instruction Video: http://www.schooltube.com/video/daf5139fa5a240c9bd12/Rolling%20in%20My%20Sweet%20Baby's%20Arms%20Square%20Dance%20(Instructions)
LEARNING GOAL/OUTCOME/OBJECTIVE: Students will be able to identify and demonstrate a complete square dance sequences with little to no mistakes. Students will learn some brief history of square dancing, be exposed to some old fashioned “pickers” (fiddle, guitar, banjo and mandolin players) and a song from the 1930s, as well as perform some traditional square dance moves.
Opening /Introductory Activities (What you will do to get students ready to receive instruction for this standard)
5-8 Minutes
Students will be asked to journal about the following questions: How and why do you think different dances are created?
Then students will receive the following quick verbal lesson on the history of square dancing:
According to the book, Dance Awhile, 10th Edition, the early part of the 19th century was a time when Americans were dancing. They danced everywhere they could and on all occasions. In fact, dance was reported to be the main source of amusement and entertainment. Dancing occurred in taverns, town halls, barn raisings, husking bees and even in kitchens. While all of America loved to dance, the various regions of the country developed differently. Over time, the various regional characteristics blended together to form a truly American western square dance.
The music: The song, “Rolling in My Sweet Baby’s Arms”, was first released in 1931. It was recorded by the author, Preston Young. It has been a mainstay in the bluegrass repertoire. This version is played by 3 renowned “pickers”, Earl Scruggs, Doc Watson, and Ricky Skaggs.
Step 1- students will come in before the tardy bell rings and take out their equipment.
Step 2- Students will see the warm-up question on the board and begin to journal about it
Step 3- Students will be asked to share their answers, and they will be chosen by pulling their names out of a cup.
Step 4- Then student will receive a quick lesson on the history.
Instruction/Skill Development/Concept (What you will do to instruct the students on this standard)
15 minutes
Student will then be partnered up and receive the first set of instructions for this particular square dance sequence. This will be discussed and a video will be shown to provide a visual for students to see what they will be doing.
Step 1- Group student in groups of 4 boys and 4 girls.
Step 2- Instruct each girl to chose partner up with a boy.
Step 3- Place each set of partners in the proper place.
Step 4- Have student practice the first step with teacher help and direction, and if they need assistance they can watch the video that is projected on the wall.
Step 5- students will practice with the teachers help and direction on steps 2-6
Effective Practice Activity (How you will have students practice this standard?
12-20 minutes
Students will then practice this in their groups of 8 without music for 6-10 minutes
Students will then practice this in their groups of 8 with music for 6-10 minutes
Step 1- students will remain in groups and begin practicing each sequence until it is mastered.
Step 2- students, once they mastered the 6 steps, will begin practicing with music
Closure (What you will do to help students remember this instruction and how they might keep on practicing independently)
5 minutes
Students will be expected to practice this on their own in preparation for the assessment that will take place the next day.
Step 1- Students will practice this at home tonight by themselves or in a group.
Step 2- they will continue practicing for 25 minutes and their parents will sign off stating that they completed their practice.
Assessment: How will you assess progress in this standard? (refer to pages in the PE Framework that support your plan)
The assessment will take place on the following day. Students will be expected to complete the square dance with less than 5 mistakes.
Step 1- students will be given 5-7 minutes to practice their square dance routine with music.
Step 2- each group will perform the dance with the teacher watching to calculate if any mistakes are being made, and if so how many.
Class Management (How you will manage this instruction so that all students learn well)
I will make sure that students are place in groups that are more likely to not allow for distractions. I will also make sure that all students are participating at all times.
Step 1- preplan and make sure that students are in groups that have been predetermined.
Step 2- Students will be expected to be participating the entire time. Students will be warned that if they are caught not participating then they will automatically get 1 mistake tallied against them for the next day’s assessment.
Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers)
ELD Learner:
Strengths- they will be able to follow the video just like others.
Weaknesses- they might not be able to understand the verbal directions.
Your intervention or adaptation:
Have this student work with a native speaker if available so that an explanation can be provided.
Have this student watch the videos the day prior to the lesson so that they are more prepared for the lesson.
Give this student a step-by-step instruction sheet that will be available for them to refer to while performing the dance. Framework Pages 214-216.
Step 1- Preplan for this student to work in a group with a native speaker so translations can be made in their native tongue.
Step 2- Have this student watch the videos the day prior to the lesson so that they are more prepared for the lesson.
Step 3- Have this student use a step-by-step sheet for each part of the dance.
Step 4- consistently watches this student’s progress and provides help when necessary.
Special Needs Learner:
Strengths- should be able to perform basic steps of the dance.
Weaknesses- might not be able to memorize all of the steps.
Your intervention or adaptation: This student will need to complete a percentage of the dance that fits in line with their 504 or IEP. This will provide an environment for the student to be able to successfully complete the task. Also preplan the group that this student will be working in. Framework pages 221-224.
Step 1- preplans the group that this student will be working in.
Step 2- determines what percentage of this dance the student should be able to complete according to their IEP. Make sure that the accommodation lines up with the IEP.
Step 3- Provide direct help to this person when needed. Allow one other student to help coach this student through the dance.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
It takes a lot of preplanning to ensure that the student is able to complete and learn the task in the least restrictive environment. Students must have accommodations made for their specific needs in order to allow for them to have the greatest possibility of achieving the objective for the lesson. Students, depending on their needs, are going to have different hurdles that they must overcome and it is our jobs as teachers to ensure that we can coach them along in that process and provide help where necessary.
What area of this instructional plan was easy to complete?
The part of the instructional plan that was easy to complete was the actual layout of the lesson because it is a step-by-step process. As long as the teacher is able to think through the steps that are necessary to teaching this skill then they will be able to write out the step-by-step lesson that describes what to do.
What area will you need more knowledge/skill in order to do the task well?
I will personally need to learn how to square dance. I know the steps in theory but actually being able to perform them in front of the class as a demonstration would be difficult without some practice.