Lesson Plan Pro forma (Health & Physical Education)
Michael Allen 8:50-9:40
NAME:
Hip Hop Battle
ACTIVITY:
Phone, Speaker, Hip Hop attire
EQUIPMENT:
Learning area: Health & Physical Education Band: Middle Years
Student learning Outcomes:
Evidence of learning The students will …..
Cognitive & Physical (including ‘skilful’ play)
Demonstrate technical form through implementing
strength and precision in arm extensions, low, grounded
posture and body flow
Evaluate technical form to inform feedback during battle
Demonstrate musicality by linking movements together,
hitting the beat, and playing to ones strengths
Evaluate musicality to inform feedback during battle
Personal Responsibility: (Fair Play)
Demonstrate fair play by acting appropriately in the
audience, this means paying full attention, applauding,
and providing feedback and encouragement
Social:
Work cooperatively with peers in their final performance
Affective: (feelings & attitudes) (Resilience)
Demonstrate resilience by participating in final routine,
persisting through challenges and celebrating effort and
achievement
Demonstrate hip hop attitude by carrying oneself with
strength and swagger, especially during posed segments
of routine
Evaluate expression to inform feedback during battle
Evaluation
Student learning outcomes – address each outcome
Complete on a separate page.
Consider what happened (with supportive evidence), the
implications (so what) & future directions (what now).
13-11-2017
TIME: DATE:
Salisbury Downs PS Year 7
CLASS / YEAR
Teacher Outcomes:
The teacher will …….
Management: (operating framework & interactions)
Create a safe learning and performance space by
interacting and encouraging students
Presence: (verbal & non verbal communication)
Be very clear and pronounced with non-verbal
communication to assist students in interpreting
expectations for performance
Utilise an enthusiastic and excited tone that engages and
motivates students to perform
P’s of Pedagogy: (Presentation of task, positioning
General feedback - acknowledgement )
Provide constructive verbal feedback that acknowledges
strengths and identifies strategies for improvement
Utilise questioning that encourages self-reflection of
performance so that students can improve their own role
in final performance
Evaluation
Teacher outcomes – address each outcome
Complete on a separate page. Consider what happened
(evidence), the implications (so what) & future directions
(what now).
 SPECIFIC LEARNING OUTCOMES ACTIVITY FOCUS CLASS ORGANIZATION TIME
(Students will ……) (Shape +method .. how) (teaching cues or questions) (Shape)
Battle Prep: Routine Practice With teacher
Music: Stronger – Kanye West

I Count 1-4
N Demonstrate technical form by holding (ends on makes us) -‘hold that pose for 4!’
T a grounded stance as routine intro -crouched, head down, arms
R crossed
O
D Count 5-8
U Demonstrate musicality by rising into (ends on stronger) -‘explode out of that crouch
C standing position on 5th count -5: pop up and into a standing pose’
T -6-8: Power stance
I And without teacher
O Count 9-12
N Demonstrate technical form by being (ends on kill me) -‘how should we move our
precise with push downs and going big -9: right push down arms on the push downs?’
with scoop motion (arm extensions) -10: left push down -‘go big or go home on the
-11: scoop scoop! Bigger is better!’
-12: squat, double thumbs

Demonstrate technical form by moving
quickly in an extended position on
wipes, flinging arms high, and coming
down sharply into bicep pose
Count 13-16 -‘Smack everything off the
-13: right wipe table with the wipe’
-14: left wipe -‘shoot your arms into the sky’
-15: arms up, on toes -‘bring the gun show with
-16: bicep pose, on feet (and your pose’
hold)

Count 17-24: Vinnie and

Demonstrate technical form with Cooper -POP the arms
strong arm on VINNIE -17: Left Arm ‘VIN’ -lock eyes and stare!
Demonstrate attitude and expression -18: Right Arm ‘…NIE’
on shoulder brush and stare -19: Shoulder Brush (L)
-20: Shoulder Brush (R)
-21: Left Leg Pump
-22: Right Leg Pump
-23: Arms Cross
-24: Stare! (and hold)

Count 25-32: Casey, Rayna,

Amelia -get low and glide, make it
-25: Right slide, left arm pop smooth and flowy
 Demonstrate technical form by
lowering posture on slides, forward-
back rocks and squat
Demonstrate attitude and expression
by holding eye contact on pose
-26: Left slide, right arm pop -show your attitude through
-27: hop-lean (R) forward, your expression, make it look
arms wide (Ray!) tough
-28: Jump back (L), arms cross
(Na!)
-29: hop-lean (R) forward,
arms wide (Ray!)
-30: Jump back (L), arms cross
(Na!)
-31: Squat!
-32: Prop Pose (and hold)

D Count 33-40: Talisha and

E Kayla -‘let your movement show
V Demonstrate flair and attitude -33-36: Grape vine right, clap your attitude, too cool for
E (sassiness) by holding strong facial -37-40: Grape vine (with body school…’
L expressions and moving with a flow roll) left (+lots of flair)
O
P Count 40-44
M Demonstrate expression by walking -4 counts to move into a -‘carry yourself with bravado’
E with swagger huddle around flosser
N (attitude walk, strong
T expression)

Count 45-52
Demonstrate musicality by playing to Front four: floss -‘hype up the dancers doing
individual strengths Back four: hype (point the floss, big points to them
attention to floss dancers) to direct the observers eye’

Demonstrate technical form by
utilising bold strong arms movements
and/or low grounded flowing
movement into a final pose
Demonstrate expression by keeping
head up and eyes locked onto the
audience
Count 52-60
Cannon from end to end
Finishing pose (personal
choice)
-‘be bold in your pose, put
your own hip hop spin on it’
-‘stare down the audience,
have a no backing down
attitude on your face’
Additional learning outcomes relevant
to performance…
Demonstrate resilience by embracing
the challenge of performance, rolling
with errors, and celebrating
achievement after
Demonstrate cooperation by
supporting peers out prior to
performance and out on the stage
Battle Performance:
Performing
Music: Stronger- Kanye West
Sequence and cues are as
above during revision
Crowd direction…
-‘remember, it is ok to make a
mistake but we do not want
to give up’
-‘embrace your crew, you are
all in this together, show that
by having each other’s backs’
Into ending structure
Yellow = floss dancers
White = hype dancers
 Evaluate elements of skilled dance Battle Performance: Audience -‘what did you notice?’ Organization to be confirmed
(technical form, musicality, expression) Members -‘what did they do really
and provide praise to dance crews -sit where required well?’
Demonstrate fair play by embracing -respectfully observe, applaud -‘remember we all have to
the role of providing feedback, and provide feedback as perform, treat other groups
ensuring full attention is directed to required just like you would like to be
dance group and celebrating every treated’
C routine and crew
L
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