UP Zumba Final
- 1. Concord University PETE Unit Plan Unit Activity Zumba Dance Fitness Unit Context Learner Characteristics:All of the students are at the beginner level of skill activity for dance, and they all vary in height and weight. All of the students participated in organized athletics at least some point in their lives. There are 6 males and 1 female in the class. Physical Environment: The class will be taught inside the carter center in either the dance studio or one of the two gyms. All of these areas will be large enough to conduct a dance lesson. There are bleachers in the gyms, which could be a safety issue. Thus students will be spread out in center court. The dance studio has desks on the sides, so students will avoid this area. If in the dance studio, the use of the mirrors will be utilized to assist students with learning and understanding the dance steps. Equipment Access: There is a music player in the gymnasium. There is also a large space in the dance studio to practice dance movements. The gymnasiums are also available for utilization if the dance studio is taken. Special Concerns: Students should wear proper athletic shoes and attire. Safety concerns should be monitored while we are moving around inside; there should be no horseplay during lessons. Standards Addressed NASPE Standards for PE _x_ Motor Skills & Movement Forms x Movement Concepts x Physical Activity x Health-Related Fitness x Personal & Social Behavior x Values Physical Activity WV Standards for PE _x_ Movement Forms _x_ Motor Skills _x_ Physical Activity _x_ Physical Fitness _x_ Personal & Social Behavior Unit Goal Introduce students to new forms of Zumba dance that will incorporate all levels of physical fitness. Name: Darrell and Leanne Date:
- 2. Unit Objectives Psychomotor: Students will be able to demonstrate basic movement patterns related to Zumba dance fitness skills by performing critical points with 80% accuracy at the conclusion of each lesson. Cognitive:Students will be able to identify critical points pertaining to Zumba dance fitness skills on a 10-question quiz by answering 8 correctly at the end of the unit. Students will be able to recite at least 2 cues from each specific lesson at the end of each class. Affective: Students will display good sportsmanship and teamwork while encouraging their classmates during each dance lesson. Health-Related Fitness:Students will maintain a moderate to vigorous level of physical activity at least half of the class period.
- 3. Content Outline Motor Skills: Salsa Cha-Cha Critical Elements: 1. Stand with both feet together. 2. Rock step to the right. A "rock step" means take one step to the right completely putting your weight on the foot, but WITHOUT picking up or moving the trailing foot, then shifting your weight back completely onto that other foot. Bend your knees. 3.Return to the middle. 4.Rock step to the left. Bend your knees slightly. 5.Return to the middle. 6. Repeat all 5 steps. 1. Rock step forward with your left foot. 2. Chasse or cha-cha to the left. A "chasse" means you take a step, then bring your feet together and put your weight on the foot you just moved, then take a third step with the original foot. 3. Rock step backward with the right foot. 4. Chasse to the right. 5. Repeat all 4 steps. Instructional Cues: 1. Feet together 2. Rock step right 3. Middle 4. Rock step left 5. Middle 6. Repeat 1. Rock step forward 2. Cha-cha left 3.Rock step backwards 4. Cha-cha right 5. Repeat
- 4. Content Outline Motor Skills: Travel Salsa Merengue Cumbia Critical Elements: 1. Bend your knees. Slightly bend arms. Point them to the right towards the sky. 2.Take four steps to the right-use your hips to move. 3. Repeat step 1. This time point arms to the left. 4. Take four steps to the left-use your hips to move. 5. Repeat all 5 steps. 1. Stand with both feet together. 2. Start with the left foot and take a step in place like walking up stairs and places weight on that foot. 3. Repeat step 2 with the right foot. 4. Continue these steps 3 more times. 1. Start with the feet together. 2. Start with the left foot and step behind the right foot while moving your hips down, up, and down. 3. Step back to the starting point with the left foot repeating the hip movement of down, up, and down again 4. Repeat these 2 steps with the right foot. 5. Repeat all steps. Instructional Cues: 1. Arms right 2. 4 steps right 3. Arms left 4. 4 steps left 5. Repeat 1. Feet together 2. Step with left 3. Step with right 4. Repeat 1. Feet together 2. Left foot behind 3. Back to start 4. Right foot behind 5. Repeat steps
- 5. Content Outline Motor Skills: Reggaeton (Twist & Knee lift) Reggaeton (Side step & Arm swings) Critical Elements: 1. Start with feet together. 2. Twist your feet to the left by moving just your toes and leaving the heels in place. Then follow your toes by moving the heels and leaving the toes in place. 3. Repeat twist 3 times. 4. Lift left knee waist high then alternate and lift right knee repeating 3 more times. 5. Repeat to all steps to the right. 1.Start with the feet together. 2. Step to the left with the left about a foot leaving the right foot in place while bringing your arms out to the side and shoulder high. 3. Step to the left again a little farther and bring arms together in front of the chest. 4. Step to the left a little farther and bring arms back out to the side and shoulder high. 5. Perform steps 1-5 again to the right. Instructional Cues: 1. Feet together 2. Twist left 3. Repeat twist 4. Knee lifts 5. Repeat right 1. Feet together 2. Step left and arms out 3. Step left and arms front 4. Step left and arms out 5. Repeat to the right
- 6. Scope and Sequence of Content Informing Tasks: Salsa Start with both feet together and step to the right applying weight to that foot and bending the knee slightly. Next come back to the middle, step to the left applying weight to that foot, and bending the knee slightly. Lastly, repeat all the steps again. Cha-cha Start with both feet together and perform a rock step forward with your left foot. Next cha-cha left by taking a step left, then bring your right foot to your left and put your weight on the foot you just moved, then take a third step with the original foot. Then perform a rock step backwards and cha- cha right. Lastly, repeat all steps again. Travel Salsa Start with both feet together, knees bent, and arms slightly bent. Point them to the right towards the sky. Now take 4 steps to right while using your hips to move. Then return to the middle by repeating the same steps to the left. Extension Tasks: Students will complete the steps with music, but without any arm motions trying to be more fluent with their feet to the rhythm of the music. Color- coded poly spots will be used to assist the students with the steps. (Blue – start/Red-right/Green- left) Students will complete the steps with music trying to be more fluent with their feet and hips to the rhythm of the music while watching themselves in front of mirrors for assistance. Students will complete the steps with music trying to be more fluent with their feet and hips to the rhythm of the music. Applying Tasks: Students will complete the steps with music, arm motion, and fluently in rhythm with the music. Students will complete the steps with music, arm motion, and fluently in rhythm with the music. Students will be split into 2 teams and conduct a dance off being judged on the correct steps and in sequence by the teacher. Students will complete the steps with music, arm motion, and fluently in rhythm with the music back and forth without stopping. Students will rate each other on a scale of 1-10 to see who performs the steps correctly, in sequence, and with rhythm.
- 7. Scope and Sequence of Content Informing Tasks: Merengue Start with both feet together. Start with the left foot taking a step in place like walking up stairs and placing weight on the left foot after it strikes the ground. Repeat using the right foot. Repeat these steps 3 times for a total of an 8 count. Cumbia Start with the feet together. Step behind your right foot while moving the hips down, up, and down again. Step back to the starting point with the left foot repeating the hip movement of down, up, and down again. Reggaeton (Twist & Knee lift) Start with your feet together and twist your feet to the left by moving just your toes and leaving the heels in place. Then follow your toes by moving the heels and leaving the toes in place. Repeat the twist again and then do two knee lifts alternating knees. Repeat all steps back to the right. Extension Tasks: Students will complete the steps with music trying to be more fluent with their feet and hips to the rhythm of the music. Students will complete the steps with music trying to be more fluent with their feet and hips to the rhythm of the music. Students will complete the steps with music trying to be more fluent with their feet and steps to the rhythm of the music. Applying Tasks: Students will complete the steps with music, arm motion, and fluently in rhythm with the music back and forth without stopping. The teacher for rhythm and correct steps will judge students. Students will complete the steps with music, arm motion, and fluently in rhythm with the music back and forth without stopping. Students will complete the steps with music, arm motion, and fluently in rhythm with the music back and forth without stopping. Students will be competing in a dance competition to see who can perform the steps correctly without missing a step or a beat.
- 8. Scope and Sequence of Content Informing Tasks: Reggaeton (Side step & Arm swing) Start with the feet together then take a step to the left about a foot in length while moving the arms out to the side at shoulder height. Next take another step to the left while bringing the arms out in front of the chest at shoulder height. Then take a final step to the left while brining the arms back out to the side at shoulder height. Complete these steps again this time to the right. Repeat all steps left and right over again. Extension Tasks: Students will complete the steps with music trying to be more fluent with their steps to the rhythm of the music. Taped will be placed on the floor as a guide for the steps to ensure not too small or large. Applying Tasks: Students will complete the steps with music, and fluent step and arm motion in rhythm with the music back and forth without stopping.
- 9. Block Time Plan Lesson 1: -Introduction to Dance Fitness & Zumba -Skills Combine Lesson 2: -Introduce Salsa moves -Practice Salsa without Music Lesson 3: -Review Salsa -Application of Salsa moves to music -Introduce Travel Salsa Lesson 4: -Demonstrate Travel Salsa movements -Practice movements without music Lesson 5: -Review Travel Salsa -Application of Travel Salsa moves to music -Introduce Cha-Cha Lesson 6: -Demonstrate Cha-Cha -Practice Cha-Cha without music Lesson 7: -Review Cha-Cha movements -Apply Cha-Cha movements to music -Introduce Merengue Lesson 8: -Demonstrate Merengue -Practice movements without music Lesson 9: -Review Merengue -Practice movements and apply with music -Introduce Cumbia Lesson 10: -Demonstrate Cumbia movements -Practice movements without music Lesson 11: -Review Cumbia -Apply Cumbia movements with music -Introduce Reggaeton Lesson 12: -Demonstrate Reggaeton Twist and Knee Lift -Practice movements without music -Demonstrate Reggaeton Side-Step and Arm Swing -Practice movements without music Lesson 13: -Review Reggaeton Twist and Knee Lift -Review Reggaeton Side-Step and Arm Swing -Practice both movements with music Lesson 14: -“So you think you can dance” competition of all dances (Salsa, Travel Salsa, Cha- Cha, Cumbia, Merengue, and Reggaeton) -Review skills and cues for test Lesson 15: -Test! -Remaining time: Dance Competition
- 10. Instructional Strategy Affiliation: Students will be divided evenly into teams of two and will have a choice of team name and color. Teams will be split as even as possible with respect to students skill levels and will practice, play and compete with each other throughout the unit. Roles: Students will participate during dances, but those who are physically unable or are not participating at the time will take on the roles of DJ’s, judges, and equipment managers. Roles will be rotated throughout the unit and every student will have a chance to perform these roles. Students will receive points for completing their role. Record Keeping: The judges will keep track of points and attendance for each day. The teacher will keep track of teamwork, participation, sportsmanship, and skills points for each day. During dances, the groups that are not participating will help judge and practice their movements. Seasons: Classes are Monday through Friday for one hour each. There are 15 lessons and will take roughly 3 weeks to complete. April- May is the time frame of months and may have some slight weather changes due to precipitation which will keep the class inside the gym rather than outside for most days. During the pre- season students will be practicing the skills of zumba. During regular season students will be applying those skills with music. During post season students will have a dance-off competition. Formal Competition: There are application tasks for each dance lesson, a dance competition for all dances, and a test at the end of the unit. Culminating Event: One dance-off competition for all students and all dances. Skill Combine: Assessments will be regulated on personal performance, correct form and technique as well as reciting and remembering cues for skills. There will also be written testing and verbal testing during class participation. Skills include those movements involved in the salsa, cha-cha, travel salsa, merengue, cumbia, and reggaeton. This assessment will occur at the beginning and end of the unit to show progress.
- 11. Assessment Procedures Psychomotor: Students will be able to demonstrate basic movement patterns related to Zumba dance fitness skills by performing critical points with 80% accuracy at the conclusion of each lesson. Students will be graded by a rubric system which will include the cues and motions that are needed to score either a "3" = Above average, "2" = Average, and "1" = Below average based on the skill or strategy that they are being assessed on. These will be scored as the assessment tasks during the time where students can perform the movements with music. Cognitive:Students will be able to identify critical points pertaining to Zumba dance fitness skills on a 10-question quiz (worth 50 points) by answering 8 correctly at the end of the unit. Students will be able to recite at least 2 cues from each specific lesson at the end of each class. Tests will include verbal and physical demonstration of knowledge as well as written tests to assess their knowledge of said dance movements. Affective: Students will be expected to use sportsmanship and team work throughout the unit. Additional bonus points will be awarded to the students who demonstrate excellent teamwork and sportsmanship throughout the unit. Extra points will be awarded to those students who try to work with their teammates to reach specific goals, as well as being courteous and respectful to other students and opponents. A rubric will be utilized to allow students to know what areas will be assessed and how to meet those standards. Health-Related Fitness:The students will be required to wear a heart rate monitor at certain times throughout the unit to record their heath related fitness and participation. Specific goals will be required, such as heart rate at a specific percentage custom to the student. Students will maintain this heart rate for at least half of the class period. Skills Combine: This will be assessed during the introduction of the unit and at the conclusion of the unit during the “dance-off” competition. This will help the teacher to measure improvement in the students. Application Tasks: 15 possible EACH- 7X15=105 points total Skills Combine: 50 possible points Quiz: 50 possible points Reciting Cues: 2 points per lesson- 2X13=26 points total Roles/Responsibilities: 30 possible points Participation/Attendance: 30 possible points Hit & Maintain Target HR (1/2 class)- 80 possible points = 371 possible points Resources Used Books: Schmottlach, N. (2010). Physical education activity handbook. (12th ed.). San Francisco: Pearson Education.