Blended Learning Lesson Plan

Lesson Title: Activity for a lifetime

Objectives:

● Students will be able to choreograph movements to the beat of

background music or sound and memorize a sequence.

● Students will be able to stay on time with a group while dancing.

State Standards: HS.N.1.2: Execute command of rhythm, patterns and

timing in dance or rhythmic activities by creating a movement sequence to
music as an individual or in a group.

Context: This lesson is being taught in order for students to gain confidence
in their dancing skills, work on memorization of sequence and rhythm, and
to be synchronized when dancing with peers. In classes before this we
have gone over basic steps and names of movements, how to eight count,
and how to synchronize with other dancers. Students will bring these skills
to class in order to choreograph, perform movements, and be quizzed.
After this lesson, in class we will discuss formations in dance, students
making up group synchronized dances will lead them to need formations to
perform and create illusions in sequences.

Data: Students will be surveyed prior to class on what they rate themselves
as dancers either a 1 for beginner, 2 for intermediate, or 3 for advanced.
Students of each level will be evenly dispersed into 3 teams. I will make the
teams using the data before class to keep class flowing. Students will take
surveys at the end of class as an exit ticket assessing their dancing skills
again after they have tried it out in class. Next class grouping will be the
three different levels to do advanced and less advanced dances.

Materials: Computers, google forms, kahoot

(https://create.kahoot.it/details/f766506b-49af-4a1c-b816-b3c6cc5d2c8f),
youtube (https://www.youtube.com/watch?v=JcnM26EesXM), projector,
spotify (https://open.spotify.com/playlist/37i9dQZF1EIgUwh06bVITS),
Dance move website
(https://www.steezy.co/posts/10-basic-dance-moves-anyone-can-learn
bluetooth speaker.

Procedures:

Introduction (10 minutes): Students' attendance will be taken in class and

then they will be prompted to spread out and stand up. I will start by
projecting a youtube video against the big screen of a stretching dance
routine to follow. (https://www.youtube.com/watch?v=JcnM26EesXM)This
video will last 5 minutes and warm up the students' bodies. I will then break
the students up into three teams based on the previous survey they took
rating their skill level. The three teams will be put at 3 stations. I will stand
in the middle of the gym to explain each station to the students, and I will
do a demonstration of each station myself.

Teacher Directed (10 minutes): In this station I will have a playlist that lasts
10 minutes, with a zumba dance routine to last the entirety of the time
((https://open.spotify.com/playlist/37i9dQZF1EIgUwh06bVITS). I will
bluetooth connect my phone to the speaker to play the zumba music. I will
lead the team in the zumba class to get students' heart rate up, and provide
them with good cardiovascular exercise. I will stand in front of the group,
and put them into a window stance so everyone can easily see my
movements. I will cue students during the dance by calling out eight counts
and reminding students what is coming up next.

Collaborative (10 minutes): In this section I will have students collectively

scroll through the website of dance moves and together pick their favorite
moves and put it together to make a routine. Students will make up their
dance using the moves from this website,
(https://www.steezy.co/posts/10-basic-dance-moves-anyone-can-learn),
and practice it for the whole time they are at the station. Advanced
members in the team will stand in front of their windows and be leaders in
the group, as well as count eight counts for their dances. The group will
decide on a song that they will use for when they present their dance to the
class at the end. They will give me the song at the conclusion of class so I
can play it for them on spotify (https://open.spotify.com).

Independent Digital (10 minutes): In this station students will join a kahoot,
and I will have the pin written down on our whiteboard. They will use
computers accessible through our school's PE program. Students will
silently compete against each other in the game considering how many
questions they get correct, and how quickly. In the end there will be a top 5
leaderboard, and I can see what questions the majority of students got
wrong. I can use the data of some of the questions' percentages of correct
or incorrect answers to plan ahead and see what we still need to review in
class. The kahoot will have questions about basic dance in physical
education
(https://create.kahoot.it/details/f766506b-49af-4a1c-b816-b3c6cc5d2c8f).
There will be a winner at the end of the game, and each winner of the three
groups will receive extra credit on their next exam, this will provide an
incentive for the students to focus.

Closure (10 minutes): To conclude the lesson, we will have each group
present their dance they learned from their collaborative workstation one at
a time, and I will play the song they have picked to perform to on the
speaker. Students will do this to show off their hard work they put into
making this sequence. After all three teams have showcased their dances,
students will take out computers to complete a survey on google forms
reassessing their dancing performance as a 1, 2, or 3. Students will also
write a short paragraph on what they learned, what they enjoyed, and
maybe something they didn't enjoy. This will be their exit ticket, and will
help me be able to form appropriate teams and lessons for next class.

Rationale:
(Multimedia 1=
https://create.kahoot.it/details/f766506b-49af-4a1c-b816-b3c6cc5d2c8f).
Kahoot quizzes allow students to be engaged in what they are learning,
because competing against peers can be an incentive to do much better
than if they were playing for no reward. This quiz supports what we are
learning in class because it assesses students' knowledge on basic dance
steps, how to create dance and digs deeper into the culture and reasoning
of dancing. I know it is high quality because students improve significantly
on questions when they have been presented with them before. Students
will also remember when they got questions wrong, and we'll remember the
correct answer often because they don't want to make a mistake again.
This multimedia source allows students to work at different paces, and I
would score it a 2 in all sections of LORI evaluation dimension. Although it
lacks assistive technology potential, it does provide feedback, and in
general supports learning criteria whether you knew it prior or not.

(Multimedia
2=https://www.steezy.co/posts/10-basic-dance-moves-anyone-can-learn)I
am using this piece of multimedia in order to provide ideas and spark
creativity for students. This website can be used as a guide for students to
collectively use movements presented to them in their dance they are
prompted to choreograph. This supports my objectives by assisting
sequence building and supporting rapid pace learning for group members.
With 10 minutes at the station, these moves are stepping stones for
students to quickly create dances to practice together,. I know its high
quality because the dance moves are well known movements in dance
culture, and they are put with a description and a video tutorial for each
move. I give this a 1 overall from the LORI from 0-2 because it does not
provide feedback to students but it does demonstrate and provide technical
terms to educate students. I am there to provide feedback on their
performance.

(Multimedia 3=https://www.youtube.com/watch?v=JcnM26EesXM) I'm

using this piece of multimedia to get students' heart rate up for cardio
purposes and to stretch students' muscles to prevent injury during physical
activity. This video is helpful because it is tutorial based so students can
follow along all together by watching the person in the video perform what
they are expected to perform. It is high quality because its effectively gets
heart rates up and warms muscles which is the purpose of this videos
stretch. It is a 2 all around in the LORI criteria, providing tips,
demonstrating, and aligns with our learning goals because it is a dance
stretch instead of our normal stretch routine.