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Dance Skills Middle (6-8)

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Dance Skills Middle (6-8) TOOLS FOR LEARNING DANCE SKILLS MIDDLE (6-8) A PUBLIC SERVICE OF Created by: Brandon Herwick, Rich Wiles, Dr. Theresa Cone, Pam Powers, Shannon Maly, Ben Pirillo, Scott Williams, Deedi Boland-Brown, Bob Oats, Chris Walker, Alex O’Brien, Matt Bristol, Matt Johnson Special Contributions by: Aaron Hart, Brian Devore & Tammy Hanna Design: Jennifer Truong In partnership with the SUNY Cortland AMP Lab. OPEN is a Public Service Organization supported by US Games and BSN Sports. ©2019 These documents and all of the content provided by OPEN are available to all teachers, coaches and activity leaders without cost or obligation. Please print, copy, and share the content responsibly. The sale of this work by a third party is prohibited in any print or electronic format. Grade-Level Outcomes for K-12 Physical Education are used under license from SHAPE America. © SHAPE America, 2013, www.shapeamerica.org. All rights reserved. This module builds upon the learning and enjoyment that students experienced in the OPEN dance modules for grades K-2 and 3-5. The dances and activities build in complexity and ask students to use social and emotional strategies to create a positive learning environment. In order to help your students progress through this module, keep the environment fun and silly, while also maintaining high expectations for learning. Learning dance is ultimately a journey of self-expression. Perfecting every step is not what is important. Personal enjoyment, social engagement, and appreciation for all movement forms will ultimately keep dance as an important element of an individual’s physical literacy journey. Teach and reinforce skills and concepts while keeping the magic of movement alive. FOCUS OUTCOMES & RESOURCES PAGE STANDARDS Module Overview 1 Required Materials List 5 Activity Plans The Safety Dance Standard 1, 2, 3 7 Sports Picture Dance Standard 3, 4 9 Fist Pump Jump Jump Standard 1, 2, 4 11 Samoa Sasa Standard 1, 4 13 Crazy Bird (Baba Hou!) Standard 1, 3, 4 15 D’Hammerschmiedsgselln Standard 1, 2, 4, 5 17 The Appalachian Big Circle Standard 1, 5 19 Dance with Words Standard 1, 4, 5 21 Sample First Lesson Plan 23 Academic Language Posters 84 pages Sports Picture Activity Cards 30 pages (Fist Pump Jump, Jump; Samoa Sasa; Dance Activity Cards Crazy Bird; D’hammerschmiedsgselln; 5 sets Appalachian Big Circle) (11 pages total) Dance with Words Movement Cards 10 Pages Student Assessment Tools Self-Assessment Worksheet Holistic Performance Rubric Academic Language Quiz Dance w/Words Brainstorm Page Teacher Self-Eval & Reflection Guide Universal Design Adaptations 1 • Standard 1 [M1.6-8] Demonstrates correct rhythm and pattern for one of the following dance forms: folk, social, creative, line, or world dance (6); Demonstrates correct rhythm and pattern for a different dance form from among folk, social, creative, line, and world dance (7); Exhibits command of rhythm and timing by creating a movement sequence to music as an individual or in a group (8). • Standard 2 [M1.6-8] Creates open space by using locomotor movements (e.g., running, jumping & landing) in combination with movement (e.g., varying pathways; change of speed, direction, or pace) (6); Reduces open space by using locomotor movements (e.g., walking, jumping & landing, changing size and shape of the body) in combination with movement concepts (e.g., reducing the angle in the space, reducing distance between player and goal) (7); Opens and closes space during small-sided game play by combining locomotor movements with movement concepts (8). • Standard 2 [M12.6-8] Varies application of force during dance or gymnastic activities (6); Identifies and applies Newton’s laws of motion to various dance or movement activities (7); Describes and applies mechanical advantage(s) for a variety of movement patterns (8). • Standard 3 [M6.6-8] Participates in moderate to vigorous aerobic physical activity that includes intermittent or continuous aerobic physical activity of both moderate and vigorous intensity for at least 60 minutes per day (6); Participates in moderate to vigorous muscle- and bone-strengthening physical activity at least three times a week (7); Participates in moderate to vigorous aerobic and/or muscle- and bone- strengthening physical activity for at least 60 min/day at least five times a week (8). • Standard 3 [M14.6-8] Identifies major muscles used in selected physical activities (6); Describes how muscles pull on bones to create movement in pairs by relaxing and contracting (7); Explains how body systems interact with one another (e.g., blood transports nutrients from the digestive system, oxygen from the respiratory system) during physical activity (8). • Standard 4 [M1.6-8] Exhibits personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors (6); Exhibits responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates (7); Accepts responsibility for improving one’s own levels of physical activity and fitness (8). • Standard 4 [M4.6-8] Accepts differences among classmates in physical development, maturation, and varying skill levels by providing encouragement and positive feedback (6); Demonstrates cooperation skills by establishing rules and guidelines for resolving conflicts (7); Responds appropriately to participants’ ethical and unethical behavior during physical activity by using rules and guidelines for resolving conflicts (8). • Standard 4 [M6.6-8] Identifies the rules and etiquette for physical activities/games and dance activities (6); Demonstrates knowledge of rules/etiquette by self-officiating modified physical activities/games or following parameters to create or modify a dance (7); Applies rules/etiquette by acting as an official for modified physical activities/games & creating dance routines within a given set of parameters (8). • Standard 4 [M7.6-8] Uses physical activity and fitness equipment appropriately and safely, with the teacher’s guidance (6); Independently uses physical activity and exercise equipment appropriately and safely (7); Independently uses physical activity and fitness equipment appropriately and identifies specific safety concerns associated with the activity (8). • Standard 5 [M3.6-8] Recognizes individual challenges and copes in a positive way, such as extending effort, asking for help/feedback, and/or modifying the tasks (6); Generates positive strategies such as offering suggestions/assistance, leading/following others, and/or providing possible solutions when faced with a group challenge (7); Develops a plan of action and makes appropriate decisions based on that plan when faced with an individual challenge (8). 2 Each skill-building activity in this module is meant to be one part of a complete lesson. The authors recommend the following formula for creating a 30- to 45- minute lesson: Instant Activity (not on block plan) 5-10 minutes + Dance Activity with Debrief 10-15 minutes + Dance Activity with Debrief 10-15 minutes + Check for Understanding 5 minutes Important: Suggestions are what they say they are – suggestions. All OPEN materials are offered in MS Word format so that you can easily modify our suggestions to meet the needs of your students. Three types of assessment are provided as a part of this module. However, there are many different ways for teachers and students to assess and evaluate student learning and skill development. Holistic Performance Rubric The Holistic Rubric can be used as both a formative and summative assessment within the module. Providing students with the rubric’s criteria early in the module will allow for discussion and formative evaluation throughout activities and lessons. This Dual Holistic Rubric separates skill and SEL characteristics providing two sets of criteria to be evaluated separately. This rubric can be completed in full during the Module’s last lesson as a final holistic evaluation of each student’s performance. Academic Language Quiz Assess student knowledge with a short quiz focused on the academic language of Ultimate. Use the provided quiz as-is or as a template for creating a custom quiz. Dance with Words Brainstorming Page This page provides a road map for student work and documents their cooperative process. Use it as a dance project learning artifact. This tool also provides students with guidance as they work to explore and understand critical skill- themes and movement concepts. 3 Lesson Skill Activity Suggested Academic Language The Safety Dance + Fist Action, Beat, Choreography, Cues, Dance, 8 Count, 1 Pump Jump Jump Locomotor Skills Beat, Choreography, Cues, Dance, 8 Count, Elements of Sports Picture Dance + 2 Dance, Locomotor Skills, Muscular endurance, Non- Fist Pump Jump Jump Locomotor Skills Fist Pump Jump Jump + Action, Beat, Choreography, Cues, Culture, Dance, 3 Samoa Sasa 8 Count, Polynesian Dance with Words + Attack, Beat, Choreography, Cues, Dance, 8-Count, Flow, 4 Samoa Sasa Locomotor Skills, Non-Locomotor Skills, Quality, Weight Samoa Sasa + Crazy Action, Beat, Choreography, Cues, Dance, 8 Count, 5 Bird Grapevine, Locomotor Skills, Non-Locomotor skills, Pivot The Safety Dance + Action, Beat, Choreography, Cues, Dance, 8 Count, 6 Crazy Bird Grapevine, Locomotor Skills, Non-Locomotor skills, Pivot 6-count, 3/4 time, Beat, Choreography, Count, Counter- Crazy Bird + 7 Clockwise, Clockwise, Cues, Culture, Partner, Tempo, D’hammerschmiedsgselln Time 6-count, 3/4 time, Beat, Choreography, Count, Counter- Sports Picture Dance
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