whitney piatt ess 360: teaching rhythmic activities and...

Whitney Piatt

ESS 360: Teaching Rhythmic Activities and Gymnastics

15 March 2011

Rhythmic Activity Unit Plan

Developmental Level II

Introductory Activities

1) Locomotor skills to music: I will lay two stacks of papers on the ground that have numbers on

them, with another stack that have locomotor skills on them. Have two students come up and

get one paper each. The students then must do the locomotor skills and perform each of them

the same amount of times that it states on the papers respectively. The only thing is they must

do it to the beat of the music. Locomotor skills include: walking, running, jumping, hopping,

galloping, skipping, sliding, and leaping. (Pangrazi, pg 316- 322)

2) Animal movements to music: I will lay two stacks of papers on the ground that have numbers on

them, with another stack that have animal movements on them. Have two students come up

and get one paper each. The students then must do the animal movements to music trying to

keep with the beat of the music as best as possible. (Pangrazi, pg 464)

3) Parachute Activities: I will give the students many different activities that include fitness, levels,

cooperative activities, etc. (McNevich)

4) Tumbling and Inverted Balances: Students will be given their own mat and asked to do each

tumbling and inverted balancing skills. There will be a pile of papers with different things on

them. They’ll each have to go to the middle and grab one and take it back to their mat and do

that particular skill. (Pangrazi, pg 464-465)

5) Balancing stunts: Students will be given their own mat and asked to do each balancing stunt.

There will be a pile of papers with different things on them. They’ll each have to go to the

middle and grab one and take it back to their mat and do that particular skill. (Pangrazi, pg 464-

465)

6) Crab, Horse, Frog: The students all start as crabs, crab walking while the music is playing. When

the music stops they must find another crab to play a game of rock paper scissors. If they win

they are now a frog and hop when the music is playing. If they lose they must go back down to a

crab, and if they win they go up to a horse and gallop while the music is playing. Play as long as

you want. (Steele)

7) Pink Panther: Play the first part of the Pink Panther song and have students practice either

snapping their fingers or tapping the floor to the beat of the song. Play the middle part of the

song (when the mood of the song changes) and have students practice locomotor skills

(skipping, galloping, slide). Directions - When students hear the Pink Panther music they are to

move creatively, but to the beat of the music. Students can pretend they are looking for clues to

solve a mystery. Remind students to practice moving forward, sideways, and backwards to the

beat of the music. Encourage students to be creative with how they move. Near the middle of

the song, the music picks up the pace and becomes louder. When this happens, students are to

begin skipping. When the music changes back to the slow pace, students are to go back to

moving to the beat of the music. (Lawry)

8) High Five Dance Warm Up: Have students make a close knit circle. Give students a number (1's,

2's, 3's, more or less can be used depending on the size of your class) and tell students to

remember their number. When student hear their number called throughout the dance, they

must grapevine (step, step-behind, step-together) to the middle of the circle. Once students are

in the middle of the circle, they must high five somebody/anybody and then grapevine out of

the circle. Teacher can call out numbers sequentially or two at a time or all at the same time.

Tell students that everyone must get a high five once in the middle, so giving two five fives is

definitely okay. Students on outside of circle can step to the music or perform any dance step

previously learned in class. This warm up can be adapted to your dance and the moves/steps

you've taught. The important part of this warm up is students listening for their number and

giving their fellow classmates a high five while moving/dancing to music. Teaching Suggestions:

To help everyone you can put numbers on posterboards to give cue to move to the center of

circle visually instead of verbally. It could be done to review a step or move taught in class. It

could be a great introduction to a dance unit you have planned. If done at start of dance unit,

this would be a great way to do a needs assessment to see who's confident and comfortable

dancing and who is not. (Mora)

9) Zoo Tag: Mark off the play area with four different locations to be for the different animals. Tell

the children they can choose to be a zebra, kangaroo, antelope, or cheetah. Whatever animal

they choose decides on how they should move during the game. Zebras gallop. Kangaroos jump.

Antelopes skip. Cheetahs walk fast. Choose one or two children to be the zoo keeper whose job

it is to round up the animals. If an animal is caught, they have to go to their appropriate space

e.g. "cage" on the floor, all the while using the correct locomotor movement. To get back in the

game another child is chosen to be a monkey and their job is to cause mischief by freeing all the

animals from their "cages" even after getting caught. (Matlock)

10) Shake It Up: As students enter the class have each of them get a bottle. Turn on CD to song #7

"Twist and Shout" (Russell/Medley). Let students shake the bottle as much as they want.

Encourage students to shake the bottle high, low, right, left, two hands, one hand, under the

leg, away from the body, etc. Variations: Have students come up with routines with a partner.

Adaptations for Students with Disabilities: Add or empty some water to the bottle to make it

heavier or lighter. Use smaller sized bottles. (Laub)

Dances

1) Apat Apat: Formation: double circle, partners facing counterclockwise with inside hands joined 1 all face counterclockwise with inside hands joined and walks forward four steps. On

count 4, release hands and do a half turn right to face clockwise (walk, 2, 3, turn) 2 take four walking steps forward clockwise. Release hands on the fourth step and face

partner (walk, 2, 3, face) 3 walk four steps backward away from partner (away, 2, 3, 4) 4 walk four steps forward toward partner with each partner taking a quarter turn to the

right on count 4. Partners now face opposite directions (forward, 2, 3, right turn) 5 walk forward four steps with partners moving in opposite directions 6 walk backward four steps to meet partner 7 face partner. With right-hand star (join right hands with elbows bent), walk clockwise

around partner four steps in place (star, 2, 3, 4) 8 release hands; dancers inside circle walk forward four steps counterclockwise to meet

next partner. Dancers outside circle do a half turn in pace to wait for new partner 2) Bingo:

Formation: Double circle, partners side by side and facing counterclockwise, Partners A on the inside and inside hands joined. Part 1: Partners walk counterclockwise around the circle, singing the refrain (walk, 2, 3,…, 15; face center) Part 2: All join hands to form a single circle, Partner B on Partner A’s right. They sing (spelling out) with these actions. Actions: All take four steps in the center, all take four steps backwards, all take four steps forward again, take four steps backward, drop hands, and face partner Part 3: Shake right hands with the partner, calling out B on the first heavy not. All walk forward, passing their partner, to meet the oncoming person with a left handshake, calling out I on the next chord. Continue to the third person with a right handshake, calling out N. Pass on to the fourth person, shake with the fifth person, face each other, raise the arms high above the head, shake all over, and call out a long, drawn-out O. The fifth person becomes the new partner, and the dance is repeated.

3) The Bird Dance (Chicken Dance): Formation: circle or scatter formation, partner facing 1 Four Snaps-thumbs and fingers, hands up. 2 Four Flaps-arms up and down, elbows bent. 3 Four Wiggles- hips, knees bent low. 4 Four claps

5-16 Repeat action of measures 1-4 three times

1-8 With a partner, do either a right-hand star sigh 16 skips or 16 walking steps, or an elbow swing. (Skip, 2, 3,…, 15; change hands)

9-16 Repeat with the left hand. On the last 4 counts of the swing, everyone changes partners. If dancing in circle formation, partners B advance forward counterclockwise to the next partner A. If dancing in a scattered formation, everyone scrambles to find a new partner. (Skip, 2, 3,…,12; change partners)

4) Popcorn: Formation: single lines of students, no partners 1-24 wait 24 counts; gently bounce up and down by bending the knees during the

introduction 1-4 touch right toe in front and return; repeat (right, together, right, together) 5-8 touch left toe in front and return; repeat (left, together, left, together) 9-12 touch right toe in back and return; repeat (back, together, back, together) 13-16 touch left toe in front and return; repeat (back, together, back, together) 17-20 lift right knee up in front of left knee and return; repeat (knee up, return, knee up,

return) 21-24 lift right knee up in front of left knee and return; repeat (knee up, return, knee up,

return) 25-26 lift right knee up in front of left knee and return (knee up, return) 27-28 lift left knee up in front of right knee and return (knee up, return) 29-30 clap both hands together once 31-32 jump and do a quarter turn to the right (jump and turn)

5) Wild Turkey Mixer: Formation: trios abreast, facing counterclockwise around the circle 1-8 in lines of three, with the right and left person holding the near hand of the center person, all walk 16 steps forward (walk, 2, 3,…, 16) 9-12 the center person (wild turkey) turns the right-hand person once around with right elbow (turn, 2, 3, …, 8) 13-16 the wild turkey turns the left-hand person with the left elbow and then moves forward to repeat the dance with the two new people ahead (turn, 2, 3, 4; forward, 2, 3, 4)

6) Green Sleeves: Formation: Double circle with the couples in sets of four, facing counterclockwise. Two couples form a ser and are numbered 1 and 2. Inside hands of each couple are joined. 1-8 walk forward 16 steps 9-12 each member of the couple 1 turns individually to face the couple behind. All join right

hands and circle clockwise (star) for eight steps. 13-16 reverse direction and form a left hand star. This should bring couple 1 back to place

facing in the original direction. 17-20 couple 2 arches, and couple 1 backs under four steps while couple 2 moves forward four

steps. Couple 1 then arches, and couple 2 backs under (four steps for each) 21-24 repeat the action of measures 17-20

7) Jiffy Mixer: Formation: double circle, partners facing 1-4 wait, wait, balance apart (push away on the left foot and touch the right). Balance

together (forward on the right and touch the left) 1-4 strike the left heel diagonally out and return to touch the toe near the right foot.

Repeat. Do a side step left with a touch ( heel-toe, heel-toe, side-close, side-touch) 5-8 repeat while moving in the opposite direction, beginning with the right foot. (Heel-toe,

heel-toe, side-close, side-touch) 9-12 take four chug steps backward, clapping on the upbeat. (chug-clap, chug-clap, chug-clap,

chug, clap) 13-16 starting with the left foot, take four slow, swaggering steps diagonally to the right,

moving to a new partner (walk, 2, 3, 4) 8) La Raspa:

Formation: partners facing, couples scattered around room 1-4 beginning right, take one bleking step. (slow, slow, fast-fast-fast) 5-8 turn slightly counterclockwise away from partner (right shoulder to right shoulder) and,

beginning with a jump on the left foot, repeat measures 1-4. 9-12 repeat action of measures 1-4, facing opposite direction (left shoulder to left shoulder) 13-16 repeat action of measures 1-4, facing partner 1-4 do a right elbow swing, using eight running or skipping steps. Release and clap hands on

count 8 (swing, 2, 3,…, 7, clap) 5-8 do a left elbow swing, using eight running or skipping steps. Release and clap the hands

on count 8 9-16 repeat the actions of measures 1-8

9) E-Z Mixer: Formation: single circle, couples in promenade position, inside hands joined, facing counterclockwise 1-2 with partner B on the right, walk forward four steps (forward, 2, 3, 4). Back out to face

center in a single circle. (circle, 2, 3, 4) 3-4 partners B walk to the center (In, 2, 3, 4) Back out of the center (out, 2, 3, 4) 5-6 Partners A take four steps to the center and do a half turn to the left on count 4 (in, 2, 3,

turn left) they take four steps toward the corner. (out, 2, 3, 4) 7-8 partners A swing the corner B twice around, opening up to face counterclockwise, back

in starting position, to begin the dance again (swing, 2, 3, open) 10) Oh, Susanna:

Formation: single circle, all facing center, partner B on the right 1-4 partners B walk forward four steps and back four, as partners A clap hand. (Forward, 2,

3, 4; back, 2, 3, 4) 5-8 reverse, with A walking forward, and back, and b clapping time 1-8 partners face each other and all do a grand right and left by grasping the partner’s right

hand and passing to the next person with a left-hand hold. Continue until reaching the seventh person, who becomes the new partner. (face, 2, 3,…, 8)

1-16 all join hands in promenade position with the new partner and walk counterclockwise around the circle for two full choruses.

11) Pata Pata: Formation: single lines facing in one direction 1-2 start with feet together; touch right foot sideways right and return next to left foot (right touch, together) 3-4 same as above with left foot. (left touch, together) 5 with feet together, move toes out, keeping heels on the ground. (toes out) 6 turn heels out, keeping toes on the ground (heels out) 7 turn heels in, keeping toes on the ground (heels in) 8 turn toes in, keeping heels on the ground. The feet are now together (toes in) 9-12 raise right knee diagonally in front of the body and then touch right foot next to left

foot. Repeat for counts 11-12 (lift, touch, lift, touch) 13-16 kick left foot forward while doing a quarter turn to the right with weight on the right

foot. Step backward left, right, left. Feet are together at the end of count 16 (kick, left, right, left)

12) Polly Wolly Doodle:

Formation: Double circle, partners facing with the both hands joined, partner A with the back to center of the circle 1-4 all slide four steps- A partners to left, Bs to right, counterclockwise 5-8 drop hands and all turn solo circle, A partners to left, Bs to right, with five stamps in this

rhythm: 1-2-1, 2, 3. (Stamp, on the word polly, stamp the other foot on the word doodle, and do three quick stamps on the word day) (Turn, 2, stamp, 2, 3.)

9-16 Repeat measures 1-8, but in the opposite direction, A partners moving to the right and Bs to left.

1-4 Both bow to each other, A partners with hands on hips, Bs with hands at sides 5-8 with four walking steps (or skipping steps), both move backward, away from each other. 9-12 Both move diagonally forward to own left to meet a new partner. 13-16 with a new partner, elbow swing in place using a skipping step. (swing, 2, 3, 4.) repeat

the dance from the beginning with the new partner. 13) Pop Goes the Weasel:

Formation: Double Circle of sets of four; couples facing with partner B on Partner A’s right. Couples facing clockwise are number 1 couples; couples facing counterclockwise are number 2 couples. 1-4 Join Hands in a circle of four and circle left, once around, with eight skipping or sliding

steps. (Circle, 2, 3,…,8.) 5-6 Take two steps forward, raising the joined hands, and two steps backward, lowering the

hands. (Forward, 2; back, 2) 7-8 “Ones” pop the “Twos” under: couples number 1 raise their joined hands to form an

arch and pass the number 2 couples under. All walk ahead to meet a new couple. (Forward; pop through)

1-2 Sets of three dancers skip forward four times. (Forward, 2, 3, 4.) 3-4 Sets of three skip backward four times 5-6 Sets of three skip forward four times 7-8 On “Pop goes the weasel,” the two back dancers raise their joined hands, and the front

dancers back up underneath to the next set. This set, meanwhile, has “popped” it’s front dancer back to the set behind it. (Raise and pop under)

14) Shoo Fly: Formation: single circle, couples facing the center with all hands joined; about six couples to a circle 1-4 introduction (no movement) 1-4 all walk four steps to the center and four steps back to place. (center, 2, 3, 4; back, 2,

3,4) 5-8 repeat action of measures 1-4 9-12 partners turn each other clockwise with a right forearm grasp using eight walking steps.

(Turn, partner, 3, 4, …, 8) 13-16 partners turn each other counterclockwise with a left forearm grasp using eight walking

steps 1-8 repeat action of measures 1-8 in part 1 9-12 keep hands joined. Choose a leading couple to form an arch by lifting inside joined

hangs and then move toward the center of the circle. The couple opposite the leading couple pulls the continuous circle through the arch using eight steps. (Through, arch, 3, 4, …, 8)

13-16 when all have passed through the arch and are facing out, the leading couple turns under their joined arms to turn the circle inside out. (Inside, out, 3, 4,…, 8)

1-8 repeat action of measures 1-8 in part 1, but all walk backward four steps to the center and then forward four steps back to place. Repeat. (backward, 2, 3, 4, forward, 6, 7, 8; repeat)

9-12 leading couple release joined hands (others keep joined hands) and separate, pulling dancers attached to them by joined hands around the circle with either walking steps. (release, 2, 3, …, 8)

13-16 continue following leaders with eight walking steps until in original places facing the center. Lead couple joins hands to form a circle again. (circle, 2, 3, …, 8)

15) Ve David: Formation: Double circle, couples facing counterclockwise, partner B on partner A’s right. Inside hands joined, right foot free. 1-2 all walk forward and form a ring. Take four walking steps forward, starting with the right

foot and going counterclockwise; then back out, taking four walking steps to form a single circle, facing center, with the right foot. (walk, 2,3 4; single, circle, 3, 4)

3-4 All forward and back. Four steps forward to center and four steps backward to center and four steps backward, starting with the right foot. (Forward, 2, 3, 4; back, 2, 3, 4)

1-2 B partners forward and back; A partners clap. Partners B, starting with the right foot, walk four steps forward to center and four steps backward to place while partners A clap. (Bs in, 2, 3, 4; out, 2, 3, 4)

1-2 Partners A forward and back; circle to the right, and move to a new partner; all clap. A Partners, clapping hands, walk four steps forward to the center, starting with the right foot. They do an about-face right on the last “and” count and walk forward four steps, passing their original partner and moving forward to the next. (A partner in, 2, 3, 4; Turn to new partner)

3-4 Swing the new partner. The A and the new Partner B swing clockwise with right shoulders adjacent, right arms around each other across in front, and left arms raised-pivoting with the right foot for an 8-count “buzz-step” swing. (Swing, 2, 3,…,8)

Reference: Pangrazi, R.P. Dynamic Physical Education for Elementary School Children (16th Edition)

Unit Plan Content Standards Worksheet

Title __Rhythmic Activities_Developmental Level II__

Author __Whitney Piatt__

Physical Education

Standards

Physical Education Performance Indicators

▪ Psychomotor:

3.1 Motor Skills and

Movement Patterns: Students

demonstrate competency in

motor skills and movement

patterns needed to perform a

variety of physical activities.

TSWBAT perform at least 10 out of the 15 dances learned within this

unit by making no more than 3 mistakes per dance

TSWBAT perform a dance without the help of an instructor performing

with them 80% of the time.

▪ Cognitive:

3.2 Movement Concepts:

Students demonstrate an

understanding of movement

concepts, principles,

strategies, and tactics as they

apply to the learning and

performance of physical

activities

TSWBAT describe dance moves they have learned through a written

response with a 90% accuracy.

TSWBAT count/say the steps out loud while performing the dance 90%

of the time.

▪ Affective:

3.5 Responsible Personal and

Social Behavior: Students

exhibit responsible personal

and social behavior that

respects self and others in

physical activity settings.

TSWBAT work with a partner cooperatively for the dances that force

them to have a partner 100% of the time.

TSWBAT give 100% effort when performing the dances learned in

class, by doing all the steps 100% of the time.

(Fine Arts: Dance)

Standards

(Fine Arts: Dance) Performance Indicators

▪ 3.1 LEARNING DANCE SKILLS

AND THE CREATIVE PROCESS:

Students demonstrate

knowledge and skills of dance

elements.

TSWBAT count out loud the beats to a measure, as well as dance cues

while performing a dance 100% of the time.

TSWBAT perform a dance in time and keeping the beat at different

tempo speeds without the help of the teacher without missing any

steps to the dance.

(History) Standards (History) Performance Indicators

▪ 3.3 Students will explain that

simple grid systems (latitude

and longitude) are used to

locate places on maps and

globes, and will begin to

understand the Earth/sun

relationship, identify the

distinctive physical and

cultural features of their

community, and explain the

geographic relationships

within their own community

with the state and other states

within the region.

TSWBAT describe where the dances we learn in class are originated,

and the culture of the country for 10 out of the 15 dances when given

a quiz.

TSWBAT point out on a map where each dance we learned was

originated from with at least 85% accuracy on a written exam.

Peer Assessment (Johnson, Randall)

A group of students perform a particular dance, while another group of students watches

and evaluates the performing group using a set rubric, and also by giving them feedback.

Rubric:

Performer: Evaluator:

Directions: Circle the best score for the performer. 1=yes 2=a little 3=no

Keeps to count:

The performer stays with the music and is not behind, or out of time with their partners.

1 2 3

Steps:

The performer forgets more than four steps of the dance.

1 2 3

Counting and Cues:

The performer was able to say the counts along with the dance cues during the whole

dance.

1 2 3

Affective Domain written Quiz: (PE Central)

The student takes a quiz on a particular dance learned. The quiz measures their attitude

towards the dance, and to see if they know the background of the dance. Here is an

example taken from PE Central.

Student Name: Grade:

1) Fill in the faces by drawing a happy face if you feel good or you agree with the

sentence, straight line if you are unsure, or a frown if you don't feel good about or

disagree with the statement.

2) 1. I am good at physical education.

3) 2. I liked the physical education dance class.

4) 3. I like to dance with others in physical education.

5) 4. I learned a new dance this week in physical education class.

6) 5. I liked the "La Vinca" dance.

7) The "La Vinca" dance comes from what country?:

8) The dance is about:

9) This is a picture of me dancing the "La Vinca" dance:

Checklist Rubric: ("Rubrics.")

The students will perform a particular dance, while the teacher evaluates using a rubric

checklist to give them feedback to create a grade for the student. Here is an example of a

general rubric checklist.

Performer:

Key: 1 = at a proficient level with no mistakes 2 = at a slightly proficient level with

minimal mistakes 3 = a non proficient level and the student had many mistakes

Keeps to count:

The performer stays with the music and is not behind, or out of time with their partners.

1 2 3

Steps:

The performer forgets more than four steps of the dance.

1 2 3

Counting and Cues:

The performer was able to say the counts along with the dance cues during the whole

dance.

1 2 3

Anecdotal Record Sheet: ("Anecdotal Record Sample.")

This is basically a teacher’s journal of the progress the student is making. It will include

places for different students’ entries. The teacher can enter things such as their progress

on participation, on the knowledge of the dance, or even behavior. An example is below.

Class Ms. Piatt’s Class Date Activity_________

Student’s Name: Notes:

Student Journal: ("HPP PE JOURNAL.")

The students will keep their own journal of what they did that day, what they learned, and

how they felt about the lesson. This is another way for the teacher to assess what kind of

learning is taking place. The student can set up this journal however they want. Some

different examples are offered on this website.

Written Test

Name__________________ Date_______

Directions: Write the name of the country of origin of each dance beside it.

1) Apat Apat

2) Bingo

3) Popcorn

4) Green Sleeves

5) Jiffy Mixer

6) La Raspa

7) Shoo Fly

8) Ve David

9) Pata Pata

10) Oh, Susanna

Directions: Answer each question to the best of your knowledge.

11) Name a dance that we learned how to do the “Star Hold”.

12) Name a dance that we learned how to do the “Promenade Position” with a partner.

13) Name a dance that we learned how to do the “Grand right and left”.

14) Name a dance that we did the “Turn Under” move.

15) Name your favorite dance that we have learned.

Written Test: KEY

Name__________________ Date_______

1) Apat Apat Phillipines

2) Bingo US

3) Popcorn US

4) Green Sleeves England

5) Jiffy Mixer US

6) La Raspa Mexico

7) Shoo Fly US

8) Ve David Israel

9) Pata Pata Africa

10) Oh, Susanna US

11) Name a dance that we learned how to do the “Star Hold”.

Green Sleeves, Apat Apat, The Bird Dance

12) Name a dance that we learned how to do the “Promenade Position” with a partner.

Oh, Susanna

13) Name a dance that we learned how to do the “Grand right and left”.

Bingo, Oh, Susanna

14) Name a dance that we did the “Turn Under” move.

Pop Goes the Weasel

ESS 303 Teaching Gymnastics and Rhythmic Activities

UNIT BLOCK PLAN

Day 1 Day 2 Day 3 Day 4 Day 5

Intro Activity:

Locomotor Skills

to Music

Intro Activity:

Parachute

Activities

Intro Activity:

Crab, Horse, Frog

Intro Activity:

Animal Movements

to Music

Intro Activity:

Pink Panther

Movement

Sequences:

Learn “Elbow Swing”

skill and “Star Hold”

skill

Movement

Sequences:

Learn the “Turning

Under” skill

Movement

Sequences:

Review “Elbow

Swing” and learn

“Partner Change”

skill

Movement

Sequences:

Learn the “Bleking

Step” and review

“Elbow Swing”

Movement

Sequences:

Review all skills

learned as well as

sliding, turning,

and walking for the

dance

Assessment

Affective Domain

Written Quiz

Assessment

Checklist Rubric

Assessment

Checklist Rubric

Assessment

Peer Assessment

Assessment

Student Journal (take

home)

Culminating Activity:

The Bird Dance


Pop Goes the

Weasel


Wild Turkey Mixer


La Raspa


Polly Wolly Doodle


Intro Activity:

Shake it Up

Intro Activity:

Zoo Tag

Intro Activity:

Tumbling and

Inverted Balances

Intro Activity:

Animal Movements

to Music

Intro Activity:

Parachute

Activities

Movement

Sequences:

Learn the “Right/Left

Grand”

Movement

Sequences:

Review “Star

Formation” and

learn “Over and

Under” skill

Movement

Sequences:

Review “Elbow

Swing” and learn

how to “Swing in

Closed Position”

Movement

Sequences:

Learn the “Pivot”

skill and the “Buzz

Step”

Movement

Sequences:

Review skills

learned this week

and Learn the

“Promenade

Position” and

review “The Grand”

Assessment

Anecdotal Rubric

Assessment

Peer Assessment

Assessment

Student Journal

(take home)

Assessment

Checklist Rubric

Assessment

Student Journal (take

home)


Bingo


Green Sleeves


E-Z Mixer


Ve David


Oh, Susanna


Intro Activity:

High Five Dance

Warm Up

Intro Activity:

Balancing Stunts

Intro Activity:

Parachute

Activities

Intro Activity:

Shake it Up

Intro Activity:

Crab, Horse, Frog

Movement

Sequences:

Review all skills

learned thus far

and learn the

“Chug Step”

Movement

Sequences:

Review star hold

as well as other

skills learned

Movement

Sequences:

Learn the “Toe

Touch” skill, “Knee

Lifts” skills, and

“Quarter Turns”

Movement

Sequences:

Review “Toe

Touch” skill, and

“Knee Lift” skill as

well as other skills

Movement

Sequences:

Review the “Chug

Step” and Learn

the “Heel-and-Toe

Step”

Assessment Assessment Assessment Assessment Assessment

Affective Domain

Written Quiz

Anecdotal Rubric Student Journal

(take home)

Checklist Rubric Written Test


Shoo Fly


Apat Apat


Pata Pata


Popcorn


Jiffy Mixer

H:\Gymn & Rhythms\Unit Block Plan Worksheet.doc

Unit Plan Assessment Checklists

Unit Title _Rhythmic Activities Developmental Level II_

Author __Whitney Piatt__

“Type of Assessment Checklist”

Performance

Indicator

Observation

Checklist

Scoring Guide Rubric Written

Test/Worksheet

Presentation

▪ TSWBAT

perform at least

10 out of the 15

dances learned

within this unit

by making no

more than 3

mistakes per

dance

Peer

Assessme

nt

Peer

Assessment

Checklist

Rubric

▪ TSWBAT

describe dance

moves they have

learned through

a written

response with a

90% accuracy.

Student

Journal

Affective

Domain Quiz

▪ TSWBAT

perform a dance

in time and

keeping the beat

at different

tempo speeds

Peer

Assessme

nt

Peer

Assessment

Checklist

Rubric

Anecdotal

Rubric

without the help

of the teacher

without missing

any steps to the

dance.

“Bloom’s Taxonomy Checklist”

Assessment

Activity

Knowledge Comprehension Application Analysis Synthesis Evaluation

▪Affective

Domain Written

Quiz

Where Model/Illustrat

e

▪Peer

Assessment

Demonstrate Analyze Value

▪Student Journal Write Give

Examples

“Gardener’s Multiple Intelligences Checklist”

Class Activity Verbal/

Linguistic

Inter-

Personal

Bodily/

Kinesthetic

Musical/

Rhythmic

Visual/

Spatial

Logical/

Mathematical

Intra-

Personal

Naturalistic

▪ The Bird Dance X X X X X

▪ Intro. Activity:

Animal Skills to

X X X X X

Music

▪ Intro Activity:

Crab, Horse, Frog

X X X X

Assessment:

Student Journal

X X

References

"Anecdotal Record Sample." Preschool Curriculum and Planning Solutions for You! Primarily Kids,

LLC. Web. 20 Apr. 2011.

<http://www.primarily-kids.com/anecdotal_record.html>.

Binello, Marino. "PEC: Lesson Plans for Physical Education." PE Central: The Web Site for

Health and Physical Education Teachers. 29 May 2000. Web. 20 Apr. 2011.

<http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=1166>.

"HPP PE JOURNAL." VSS Homepage. 2011. Web. 20 Apr. 2011.

<http://vss.sd22.bc.ca/hpp/pe_journal.html>.

Johnson, Randall. “Peer Assessments in Physical Education.” JOPERD 75.8 (2004): 307. Print

Laub, Russel. "Shake It Up." PEC: Lessons Plans for Physical Education. PE Central, 14 Dec. 2000.

Web. 14 Mar 2011.

<http://www.pecentral.com/lessonideas/ViewLesson.asp?ID=1831>.

Lawry, Peter. "Pink Panther." PEC: Lessons Plans for Physical Education. PE Central, 11 Nov. 2009. Web.

14 Mar 2011.


Matlock, Jimmy. "Zoo Tag." PEC: Lessons Plans for Physical Education. PE Central, 18 Apr. 2003.

Web. 14 Mar 2011.


McNevich, Chuck. "Parachute Activity List." N.p., n.d. Web. 14 Mar 2011.

<http://www.pelinks4u.org/teaching/para.htm>.

Mora, Andrew. "High Five Dance Warm Up." PEC: Lessons Plans for Physical Education. PE Central,

17 Feb. 2007. Web. 14 Mar 2011.


Pangrazi, Robert, and Aaron Beighle. Dynamic Physical Education for Elementary School Children. 16th

ed. San Francisco, CA: Pearson, 2010. Print.

"Rubrics." JHU Center for Technology in Education. Web. 20 Apr. 2011.

<http://cte.jhu.edu/techacademy/web/2000/heal/rubrics.htm>.

Steele, James. "Crab, Frog, Horse." PEC: Lessons Plans for Physical Education. PE Central, 11 Nov. 2010 .

Web. 14 Mar 2011.


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