Multicultural Dance - Tininkling A 7th grade Physical Education Lesson plan By Nate Ramezane Designed for MAT 672 Professor Vellanoweth A 7th grade Physical Education Lesson plan By Nate Ramezane Designed for MAT 672 Professor Vellanoweth

Lesson Objective The student will be able to describe and demonstrate proficiency with the following CA Physical Education standards: 1.2 Perform multicultural dances. 1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns. Secondary Standards also working with 5.4 Evaluate the effect of expressing encouragement to others while participating in a group physical activity. 5.5 Identify the responsibilities of a leader in physical activity. The student will be able to describe and demonstrate proficiency with the following CA Physical Education standards: 1.2 Perform multicultural dances. 1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns. Secondary Standards also working with 5.4 Evaluate the effect of expressing encouragement to others while participating in a group physical activity. 5.5 Identify the responsibilities of a leader in physical activity.

Materials Having a comfortable environment for the students to dance is the most important. Other than a location, a stereo with appropriate music is also needed. A Television with DVD player and a tininkling instructional video, as well as a CD with windows media player clips demonstrating the dance moves from a laptop.

Instruction  Review of Pata, Mayim, and Alunelul  Introduction of Tininkling with handouts describing the cultural significance and a written description of the moves  The handout also provides static pictures of the feet while engaged in specific moves.  Review of Pata, Mayim, and Alunelul  Introduction of Tininkling with handouts describing the cultural significance and a written description of the moves  The handout also provides static pictures of the feet while engaged in specific moves.

Learning Activities  After reviewing the handouts with student readers I will break the students into teacher created groups of 4.  we will establish a 4 count clapping beat with the poles.  two counts they are clapped together, and then two counts they are clapped on the floor wide enough for a person to perform a 2-count step inside.  two counts they are clapped together, and then two counts they are clapped on the floor wide enough for a person to perform a dance step inside.

Learning Activities  The students will practice the moves they have read and seen in the handouts  After 5 minutes come back to roll call spots and have the group leaders demonstrate their interpretation of the description  Your creativity in trying to perform the moves will serve you well when you create your own tininkling routine as part of the final assessment.  The students will practice the moves they have read and seen in the handouts  After 5 minutes come back to roll call spots and have the group leaders demonstrate their interpretation of the description  Your creativity in trying to perform the moves will serve you well when you create your own tininkling routine as part of the final assessment.

Teacher demonstrations and new practice opportunities  With the class at roll call I will demonstrate for them the specifics of each of the steps.  I will teach the moves in a part to whole instruction in a simple 4 count.  The students will get up and perform them at roll call. I will rotate the roll call lines each time I instruct on a new step so that each student has the opportunity to be at the front, middle, and back of the class.  With the class at roll call I will demonstrate for them the specifics of each of the steps.  I will teach the moves in a part to whole instruction in a simple 4 count.  The students will get up and perform them at roll call. I will rotate the roll call lines each time I instruct on a new step so that each student has the opportunity to be at the front, middle, and back of the class.

Creation of New Groups and a new opportunity for practice  Students practice the new steps in small groups  They can send one student per group up at a time if they need further instruction.  I have each of the moves on a CD in my laptop projected over the white screen in the gym  At the other end of the gym I have turned the television on playing all of the video clips from the DVD on a repeated loop.  The DVD has videos for each step and then 15 variations of routines performed by another middle school in the Southern CA area.  Students practice the new steps in small groups  They can send one student per group up at a time if they need further instruction.  I have each of the moves on a CD in my laptop projected over the white screen in the gym  At the other end of the gym I have turned the television on playing all of the video clips from the DVD on a repeated loop.  The DVD has videos for each step and then 15 variations of routines performed by another middle school in the Southern CA area.

Checking for Understanding  I will be monitoring the class, checking for understanding and informally assessing the moves to provide further instruction or demonstrations and to answer questions.  I am monitoring their growth in knowledge and improved skill set in relation to the standards and stated learning objectives  I will be monitoring the class, checking for understanding and informally assessing the moves to provide further instruction or demonstrations and to answer questions.  I am monitoring their growth in knowledge and improved skill set in relation to the standards and stated learning objectives

Special Needs/ Accommodations  I have two parallel lines taped on the gym floor so that the student doesn’t have to jump over the poles.  If the student cannot clap the poles they will clap their hands together and then on the floor for that portion of the assessment  For ELL students I will make sure that someone in their group is a native speaker so that they can team with this person if they are having difficulty with the language or concepts.  I also have provided visual and textual materials  I have two parallel lines taped on the gym floor so that the student doesn’t have to jump over the poles.  If the student cannot clap the poles they will clap their hands together and then on the floor for that portion of the assessment  For ELL students I will make sure that someone in their group is a native speaker so that they can team with this person if they are having difficulty with the language or concepts.  I also have provided visual and textual materials

Peer to Peer Instruction  While in their groups I will ask one student from each group, the chosen team leader, to come forward.  I will teach him/her a new move and they will take this knowledge back to the group and teach their teammates.

Evidence of Differentiated Teach Portion of the Lesson  I am differentiating the “ teach ” portion by providing reading material describing the dances and locomotor patterns, video demonstrations, teacher directed instruction on the steps with demonstrations, and then finally peer directed instruction.

Practice opportunities highlighted  The students will be practicing in their groups with the moves they have read about, seen in videos, seen live performed by me, and by their peers.  “Process is defined as giving students the opportunity to make sense out of the content…Students must practice skills and apply principles to learn them” (Ventriglia 2008 p.23).  These activities should provide this practice opportunity, give them a variety of ways to demonstrate their knowledge, and give me a solid idea of what skills need to be targeted more specifically in the future.  The students will be practicing in their groups with the moves they have read about, seen in videos, seen live performed by me, and by their peers.  “Process is defined as giving students the opportunity to make sense out of the content…Students must practice skills and apply principles to learn them” (Ventriglia 2008 p.23).  These activities should provide this practice opportunity, give them a variety of ways to demonstrate their knowledge, and give me a solid idea of what skills need to be targeted more specifically in the future.

Multiple Intelligences Addressed with Stations set up in the Gym  One station will have the students drawing pictures of dance steps and the progression the feet go through in relation to the clapping poles.  A second station will have the students writing a poem or song describing a specific move.  A third station will have the students working from a matching worksheet with descriptions of the steps and the dance moves.  A fourth station will have music playing on a loop with a simple 4-count beat (ex. Queen, We Will Rock You) so that they can practice to the rhythm of the song.  One station will have the students drawing pictures of dance steps and the progression the feet go through in relation to the clapping poles.  A second station will have the students writing a poem or song describing a specific move.  A third station will have the students working from a matching worksheet with descriptions of the steps and the dance moves.  A fourth station will have music playing on a loop with a simple 4-count beat (ex. Queen, We Will Rock You) so that they can practice to the rhythm of the song.

Grouping Patterns  The groups will be flexible initially letting the students choose their first station and then I will rotate them as I see fit so that they get practice with their strengths and their weaknesses. The students have the opportunity to work with a diverse set of student background, cultures, and skills.

Application of Knowledge  “The product is defined as the vehicle through which students show their understanding or apply the content that has been taught” (Ventriglia 2008 p.24).  To give students an opportunity demonstrate their knowledge I first lower the affective filter so they feel comfortable challenging themselves and taking risks  “The product is defined as the vehicle through which students show their understanding or apply the content that has been taught” (Ventriglia 2008 p.24).  To give students an opportunity demonstrate their knowledge I first lower the affective filter so they feel comfortable challenging themselves and taking risks

Apply your knowledge…  While they are matching the descriptions of the moves with the dance they are demonstrating their knowledge.  While they are performing the moves that they have practiced they are demonstrating their ability to move with patterns as the standards asked in a kinesthetic fashion.  When they are practicing the Mayim, and Pata Pata they are demonstrating their ability to perform multicultural dances.  While they are matching the descriptions of the moves with the dance they are demonstrating their knowledge.  While they are performing the moves that they have practiced they are demonstrating their ability to move with patterns as the standards asked in a kinesthetic fashion.  When they are practicing the Mayim, and Pata Pata they are demonstrating their ability to perform multicultural dances.

Apply your knowledge…  When they are creating their own tininkling routine they are demonstrating their ability to create rhythmic locomotor moving patterns and their ability to perform the specific moves.  They work as individuals, as pairs, and then as teams towards then giving them the opportunity to practice their cooperative learning skills and to develop social maturity.  When they are creating a poem or song describing the steps they are demonstrating these abilities with different modalities.  When they are creating their own tininkling routine they are demonstrating their ability to create rhythmic locomotor moving patterns and their ability to perform the specific moves.  They work as individuals, as pairs, and then as teams towards then giving them the opportunity to practice their cooperative learning skills and to develop social maturity.  When they are creating a poem or song describing the steps they are demonstrating these abilities with different modalities.

At the conclusion of the Dance unit  To close out the unit they will be creating their own tininkling routine. The routine must have 4 moves that I have taught in addition to the video and the routine must have at least one creative move of their own design. They must demonstrate their ability to use the poles to clap them together as well as supporting, encouraging and working together with a variety of classmates in order to assess their teamwork and social dynamics as well. While assessment is ongoing throughout instruction and practice, the final assessment will be a true representation of the students mastery of the standards identified by the State of CA in the form of a rubric the students receive during the third day of the unit.

Works cited / References  Ventriglia, Linda Nava.Best Practices Differentiated Instruction The Rule of Foot.Younglight Education copyright 2008.