Teacher Work Sample

Marissa Harris94-778-7975

BYU Dance EducationLehi High SchoolTeacher Work SampleJanuary-February 2015

Table of Contents

Pages 3-4Contextual Factors Pages 4-7Learning Goals and ObjectivesPages 7-9Design For Instruction Pages 10-15Instructional Decision Making

Page 10-11Jump Rope IncidentPage 11-12Time Assessment IncidentPages 12-15Report of Student Learning

Pages 16-20Reflection Self Evaluation

Page 16-17Interpretation of Student LearningPage 17-18Insights on Effective Instruction and AssessmentPage 18-19Implications for Future TeachingPages 19-20Implications for Personal Professional Improvement

Pages 20-36AppendixPages 21-23Field Experience DemographicsPages 23-25Pre-Assessment Lesson PlanPages 25-27Observation Assessment Lesson PlanPages 27-29Performance Task Assessment Lesson PlanPages 29-31Game Assessment Lesson PlanPages 31-32Post-Assessment Lesson PlanPages 33-34Post Assessment Motion TestPage 35Post Assessment Time Test

1. Contextual Factors

Community, School, Classroom FactorsInstructional Implications

White90%

Hispanic5%

Native Hawaiian or Other Pacific Islander2%

Asian/Pacific Islander1%

Asian1%

African American, non-Hispanic0.6%

Native American or Native Alaskan0.4%

Multiracial0.2%

In this section, identify how this information will impact how you teach the course. I feel that most of the population in my class will enjoy a variety of music. I however am aware that some students would like the Latin, Island, or music with hip hop beats. This will put a new twist on music choice. It will also affect word choice and how I refer to other countries and their people. I will throw in a dance lesson here and there from other countries; maybe even have those students teach portions of class or two from their culture.

Other factors to consider:Attendance rate at school; Studio factors such as floor, lighting, sound, temperature, mirrors; etc. Also any rules, scheduling and routines relevant to the content being taught.

In this section, identify specific teaching strategies that align with factors listed. For example: Attendance rate is 92%. Reinforce school attendance policy and offer extra points for 100% attendance. Studio is large and spacious, so spacing is never an issue. Its a gym floor and can get slick. Great sound system, lighting and mirrors. It can get warm in there because they blast the heat. No gum or shoes/socks in the studio. There are ballet bares so think about how to use them for an activity.

Student Characteristics

Specific characteristics and individual differences that could influence student success.

For example:Special needs studentsSome dont remember sequenceNon-English SpeakersHealth conditions

In this section, identify strategies for including and involving all learners. -Autistic Learner: Maura has a regular student accompany her to help in dance. She still needs encouragement and help just as much as any other student. I have decided something that helps her is demonstrating the dance moves with me for the class. This helps to keep her on task. Constant attention.-Those who dont remember the sequence it is best to simply do it with them until they get it. Otherwise theyll keep doing it the wrong way. Pairing them up with your quick learners also may help.-2nd Language Learners: Knowing Spanish will help, but make sure to not make them feel like an outsider or offend them by always speaking Spanish to them. Privately speaking Spanish to them is fine. Ensure that they understand by employing several strategies including involving trusted bi-lingual students to help translate or check for understanding as needed; and as needed, have written materials such as tests and instructions on the board or a sheet of paper.-Health Conditions/Injuries: Make sure the student with Asthma has a classroom inhaler so there is always one close by. Have moderations of activities designed for those with health conditions or injuries as such. An observation form can be key when students have to sit out. This way they are still attentive and just as engaged as a learner doing the movement.

Other characteristics to consider:Level of class overall; 16 true beginners versus more advanced. Also: Student cliques; specific personality types, In this section, identify strategies and adaptations that align with factors listed. Go quick enough to push the advanced students, but stay behind to help those who struggle, breaking down movement nice and slow. Have advanced students demonstrate movement up front. For group work, make sure the 4 students with experience are group leaders and not all in the same group. As for those who are shy I will teach with enthusiasm and expectations that they will come out of their shell. I want to gain their trust and build relationships to positively draw movement out of them. I will try approaching, correcting, and working with new people each day. I want to learn their names so they feel that sense of appreciation and desire for learning to what I have prepared to teach. This will also help as far as classroom management and keeping them in line. For partner and group work it will be appropriate to have them switch groups or find someone they dont know yet to work with. It mixes all the social groups and creates a unified energy in the classroom and dancing. If needed pull students aside after class to discuss behavior. Not cornering or threatening them, simply channeling their energy elsewhere.

2. Learning Goals and Objectives (Learning Outcomes)

B. Learning OutcomesC. Alignment with State Core Standards (USOE)D. Type/Levels of Objectives(Blooms Taxonomy)

1. By the end of this hour and a half lesson on shapes, Dance II students will be able to demonstrate the 5 basic locomotor steps as they execute different sequences and explore new ways to locomote in groups. They will also exhibit what knowledge they do have on axial and locomotor motion through a pre-assessment.Dance II: Motion: Axial & LocomotorStandard 1 Students will demonstrate technical proficiency and knowledge of the body.Objective 2 Develop knowledge and skills of axial movements and basic locomotor steps.

This lesson will focus on developing the cognitive and psychomotor skills. They were first asked to remember what they do know about motion and axial versus locomotor on paper. They were simply trying to understand and apply the information as they were introduced to new concepts. I put them in groups to create what they understood to be axial and locomotor movement.

2. By the end of this hour and a half lesson, Dance II students will be able to demonstrate the following locomotor steps through an intermediate sequence: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc.Dance II: Motion: Axial & LocomotorStandard 1 Students will demonstrate technical proficiency and knowledge of the body.Objective 2 Develop knowledge and skills of axial movements and basic locomotor steps.a. Perform more complex axial sequences demonstrating dynamic alignment and dynamic balance; articulation of the spine, integration of the spine with the periphery, articulation of peripheral body parts promoting mobility and stability, the use of breath to integrate movements, movement initiation from the center of the body, and movement connectivity.b. Perform the five basic locomotor steps with increased articulation and rhythmical acuity.This lesson will focus on developing the cognitive and psychomotor skills. Students were required to present the knowledge they could remember through sequences given across the floor. They applied what they understood very well.

3. By the end of this 90-minute lesson, Dance II students will be able to perform and improvise the different ways to move in an axial manner: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc. Dance II: Motion: Axial & LocomotorStandard 1 Students will demonstrate technical proficiency and knowledge of the body.Objective 2 Develop knowledge and skills of axial movements and basic locomotor steps.

c. Perform the five basic locomotor steps with increased articulation and rhythmical acuity.This lesson will focus on developing the cognitive and psychomotor skills. Students had to show me they understood axial through their movement. I also had them applying locomotor steps, but in an axial fashion. In order to remember those axial steps I had them recall upon their memory from the sequences the day before.

4. By the end of this 90-minute body lesson, Dance II students will be able to demonstrate their understanding of axial motion through creating a 30 second movement sequence describing their personality and performing them.

Dance II: Motion: Axial & LocomotorStandard 1 Students will demonstrate technical proficiency and knowledge of the body.Objective 2 Develop knowledge and skills of axial movements and basic locomotor steps.d. Perform basic locomotor combinations.This lesson will focus on all 3 levels developing the cognitive, affective and psychomotor skills. Drawing upon the skills taught earlier this week, they will create an affective movement sequence that is personal to them. We will create then analyze.

5. By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a formative assessment and performing their personality locomotor sequence.

Dance II: Motion: Axial & LocomotorStandard 1 Students will demonstrate technical proficiency and knowledge of the body.Objective 2 Develop knowledge and skills of axial movements and basic locomotor steps.e. Perform interesting combinations of various locomotor steps, incorporating upper body axial movements with them.This lesson will focus on all 3 levels developing the cognitive, affective and psychomotor skills. They will be adding onto the sequence they already know with their creative solos. We will evaluate what they have learned up to this point with a formative and observational assessment. This will apply to everything learned thus far in this unit.

3. Unit Assessment Plan

A. Pre-Assessment (pass/fail) The pre-assessment is designed to test students knowledge of motion and what they have previously understood it to be. This will help me to know where to take the lesson and what material to specifically cover. This is simply based on student participation. I will have them pull out a sheet of paper to define axial and locomotor as well as give me one example of each.B. Observation (+/-) I will observe students to know their needs and confirm that they are putting forth effort to learn the material. + mark will be considered passing. This is something I am constantly doing every class, except this time my checklist includes: pointed toes, straight legs, knows sequence, keeps the timing, performs the material, dancing all the way across the floor. I used this for their locomotor across the floor phrase.C. Performance Task (pass/fail) I will give them a task to create axial and locomotor movement. This puts knowledge into action. This is simply based on student participation. I had them create personality dances using axial motions, then they were put into groups to combine movement. After they combined their axial phrases into one I had them add onto the ending using 8-16 counts of locomotor movement.D. Game (pass/fail) This shows me that they can apply the movement and information taught without thinking about it. This is simply based on student participation. The game was to incorporate new ways to use to jump rope. They explored in their groups from the previous day new ways to dance and move with the jump rope. It was fun for them and many new original ideas were formed.E. Post-Assessment (A, B, C, D, F) The post-assessment will allow me to see students progression as I test their knowledge on paper. 16/20, C and above will be considered passing. I started with the test and had 20 questions asking them to match certain movement/actions with the word axial or locomotor. It was challenging yet simple enough for intermediate dancers.*See appendix

4. Design for Instruction

A. Objective(s) (Learning Outcomes) Addressed by LessonB. Instructional Strategies C. Use ofTechnologyD. Adaptations for Learners

Lesson 1: By the end of this hour and a half lesson on shapes, Dance II students will be able to demonstrate the 5 basic locomotor steps as they execute different sequences and explore new ways to locomote in groups. They will also exhibit what knowledge they do have on axial and locomotor motion through a pre-assessment.(See Appendix)Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll and dressing out have them take pre-assessment. Test knowledge of what they already know in groups. Learn new sequences.

Computer music, Kaossilator.On the board, write instructions for pre-assessment quiz. Have students repeat choreography given. Consider walking around helping students who struggle with the sequence or simply do it with them until they get it. Talk about how we identify axial and locomotor. Put more advanced students as the group leader or simply split up the different levels of dancers so that each group has one with more experience. Have class repeat back instructions.

Lesson 2:By the end of this hour and a half lesson, Dance II students will be able to demonstrate the following locomotor steps through an intermediate sequence: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc. (See Appendix)Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll talk about locomotor steps on the board. Bring drum and other hand instruments. Warm-up and technique will focus on locomotor steps. Across the floor will tell me how much they know and understand the locomotor steps. Discuss, cool down.Computer - musicWrite Locomotor steps on the board. Demonstrate locomotor sequence first, then break it down nice and slow and mark it altogether once. Give individual feedback. Offer modifications to those who cannot maybe skip or roll. Walk around the room on sequences while students are reviewing to see who struggles and needs extra help.

Lesson 3:By the end of this 90-minute lesson, Dance II students will be able to perform and improvise the different ways to move in an axial manner: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc. (See Appendix)Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; After roll talk about axial movement on the board. Bring drum and other hand instruments. Warm-up and technique will focus on axial- locomotor steps. Center floor will tell me how much they know and understand the axial steps. They will have an intro to improvisation. Discuss, cool down. Computer music, kaossilatorWrite Axial instructions on the board. Demonstrate axial sequence first, then break it down nice and slow and mark it altogether once. Give individual feedback. Offer modifications to those who cannot maybe skip or roll. Walk around the room on sequences while students are reviewing to see who struggles and needs extra help.

Lesson 4: By the end of this 90-minute body lesson, Dance II students will be able to demonstrate their understanding of axial motion through creating a 30 second movement sequence describing their personality and performing them. (See Appendix)

Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background. After roll review axial sequences. Give them time to create individual sequences and in groups of 2 give side-coaching. Perform in groups of 4.Computer music; Give extra attention and help for less coordinated learners; pair slower learners with accelerated learners for some peer coaching on their individual phrases.

Lesson 5:By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a formative assessment and performing their personality locomotor sequence.Assemble needed songs and equipment beforehand: other materials to set up an environment to teach the element of motion;Meet students at door; ensure success by checking for gum, socks; have music playing in background; Have them take pre-assessment. Test knowledge of what they already know in groups. Learn new sequences. Bring drum and other hand instruments. After roll, have them take closing formative assessment. After they do both the locomotor and axial sequences I will give them time to add their solo onto the end of the locomotor sequence.

Computer music; video camera to capture each groups dance, chalk.Give extra time for those who need the extra time. Help those who struggle adding their solos on the end of the locomotor sequence. Give extra time on post-assessment for those who might need it. Put instructions on board and quiz. If nervous they can come in during flex to show me their personality locomotor sequences.

5. Instructional Decision-Making

A. Jump Rope Incident

For several weeks weve been warming up in a very similar manner. Walking, then jogging around the room, dance moves here and there, conditioning with sit ups and pushups. I was beginning to bore myself just as much as they were bored. I decided I needed to think of something new to motivate them. Time after time students complained about the warm-up asking when wed do something fun or do anything put running around. One day after class I opened up the wrong cabinet, put came across cheers jump ropes. Right then the idea clicked! Jump roping is an activity most might enjoy and have enjoyed since elementary school.This warm-up I wanted to use jump ropes as apart of making locomotor motion unit more fun. I was told the day before we could use all the jump ropes from Cheer team and the PE department. The next day the Cheer coach forgot to leave the jump ropes out for me. I was without a key to the cabinet of jump ropes. Luckily the PE department had enough for every 2-3 girls. I simply had the students get into groups of 2-3 and switch off with the jump rope. Those who werent using a jump rope would still do axial jumps back and forth as if they still had a jump rope. The rest jumped with their rope around us in circles. In my opinion it worked out better with switching in and out because the jump ropers got tired fast! This way they could take a breather by doing simple jumps in the middle. It also meant that no one was merely sitting out. I also had to modify the across the floor. Instead of trying different individual jumps, we had 2-3 going at a time playing something I call helicopter. One is the spinner of the jump rope and they all have to jump over as it comes their way. They then switched jump rope holders half way across the floor. You could tell they really liked it and especially relished spending time with their friends. The modification improved student progress because not only warmed them up; they now have a new way to exercise at home if they dont like to run. I still got the result I planned on getting. They were sweating and challenged physically to do a locomotor they were not used to.

B. Time Assessment Incident

During the time unit, I was helping Dance one students study for the note value quiz. I quizzed them on the values of the quarter, half, whole note and how beats they get per measure. I decided to throw in eighth and sixteenth notes on the spot because it seemed too easy for them with just the quarter, half, and whole note. I simply asked how many beats per measure you get. One of my students, named Vidi, brought up a good point. She asked, Why are we putting that eighth notes equal 8 and that a sixteenth notes equal 16 when really an eighth note equals and a sixteenth note equals 1/8? She caught me off guard. I hadnt asked them how much each note value was worth, but knew it would be better if I did.Its always good to get feedback from students because our ways as teachers are not always the best way. I should have thought of adding in the note values before hand. I was able to add in note value plus beats per measure for the quiz. On top of that for extra credit I asked how much eighth and sixteenth notes are worth because some students were still confused. It worked out better in the end because they were challenged, but to a degree. We didnt focus too much on eighth and sixteenth notes, which is why I added in those note values as extra credit. My student Vidi made me realize they were ready for the challenge. The modification improved student progress because they were better able to understand music and moving to the beat. They all scored high on the test and got the extra credit questions correct. This alone tells me my students do understand the rhythm of songs and note values. It confirms that they were ready for the challenge and that I made a good judgment call as their teacher. I did get the result I anticipated from making the modification of adding in note values with beats per measure as well as the extra credit on eighth and sixteenth notes. I was afraid there would still be confusion going into the test, but the results proved me wrong and I knew I did my job.

1

6. Report of Student Learning

Whole class The data shows that most students did not know what axial and locomotor movement was at first, but with time all test scores improved. It shows students were attentative during the unit and if they scored low its because they were absent or did not make-up what they missed. All except 3 students scored above average, meeting the objective. The students who did not meet the objective, are usually not in class most days.

1st Objective: By the end of this 90-minute lesson on shapes, Dance II students will take a 2-minute pre-assessment to demonstrate their knowledge of the basic locomotor and axial movement. They will also be able execute the 5 basic locomotor steps in groups.

Ending Objective: By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a formative assessment and performing for one another the sequences taught.

*Test was out of 100 not 120

SubgroupThe characteristic of this subgroup was my students who are always going above and beyond. Their performance as students always exceeds the others. They are always participating giving 110%. They are the best behaved and show the most effort overall. The results of the data go to show that these students can take on any challenge given to them. Both the pre-assessment and the formative assessment were worth 100.

Objective: By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a pre-assessment on the movement and a formative assessment. They will then as well as perform for one another the sequences taught.

Two IndividualsI selected Natalie and Cortney because they are complete opposites in the class. It shows how different their levels are just by the results on paper. Natalie is by far my best student in the class. She does everything asked, on time, and with 110% effort. You can see how much she has improved as far as dance technique too. She is a leader and a joy to have in class. Cortney is a nice girl, she just lacks the commitment and motivation to school. She rarely comes to class and when she does, there is minimal effort. It goes to show above that Cortney did not show for the test, nor have I seen her in over a week to have her make it up.

Objective: By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a pre-assessment on the movement and a formative assessment. They will then as well as perform for one another the sequences taught.7. Reflection and Self-Evaluation

A. Interpretation of Student Learning

I know students were successful in my class because of the assessment results, especially the improvement from the pre-assessment to the post-assessment. More than half of the class got an A on the post-assessment. The other half received a B, with the questionable 2 that never show up receiving a 0. I noticed from the test results that my students who are always on task get the highest grades on both the written and physical test. They are attentative, well behaved, and always participate. Those who did not do as good talk, are gone a lot, and they simply dont commit to their movement enough. It also makes a difference that many students are there to learn and grow as dancers, while others are there for an easy A. I will say there are a lot of students in the class so at times it may be hard to see whats going on. Objectives were set in place to secure learning. Questions were asked to provoke thought and assess understanding as well as progress. Instruction was given thoroughly and more than once. I write all instructions and objectives on the board to reach out to learners. I give examples as well as physical demonstrations. I try my best to give feedback but I do sometimes lack on giving good individual feedback. This could impede some because they are not always aware of what they are doing wrong individually if I dont spend time with each. The intent is there to help each individual, but I can only get to so many a day because of the quantity of the class. My goal is to try and rotate through all individuals so by the time the test comes they will all of had the feedback and encouragement they need to do well. The materials used to help students learn were the white board, the mirrors, the spacious room we have, and the jump ropes we used. As far as the written assessment it was challenging, but not too hard to the point that everyone got the same question wrong. I also believe those who have had dance II before had an advantage. Im sure Cheryl has gone over it before because when I asked them what the answers were after the Pre-assessment those who had dance with Cheryl before spoke up.B. Insights on Effective Instruction and Assessment

There have been very effective lessons of mine and some not as effective. Overall I havent had a lesson thats been a total flop. I of course have learned so much on how I can improve or add onto a lesson. My coordinating teacher has given me so many new and innovating ideas that I took note of. I always know whether or not my lesson was effective by the response I receive from students. They will tell you the way it is simply by words or the expression on their faces. I dont even need to ask for feedback although that also may be beneficial.The most successful learning activity based on student performance was the locomotor jump rope sequence I graphed above. They all picked up on the sequences fast and it was something new and different that kept their attention. Not too often do you jump rope in dance class! It was new, but they also were able to be innovative as they explored new ways of using the jump rope across the floor. Most enjoyed jump roping as a kid so that helped with the enjoyment of the learning activity. It was successful also because I took a lot of time to plan a thoughtful lesson. I found songs that talk about jump roping in which the students are always excited to learn about new songs I find. The class flowed well and time management was not a problem. Since we only had one jump rope for every 2-3 girls I was able to easily give individual feedback to the girls not on the jump rope.The least successful lesson was a day I combined space elements for dance I. It was a review day mid-unit where I combined the first 3 elements we talked about. In my head it sounded good when planning it, but in action with students it didnt accomplish the learning objective as well as I thought. I had combined pathways, locomotor movement, shapes, levels, and positive/negative space. Going from X to X they were to do a certain movement segment from each different lesson. The reason being that it was not as successful was because the line got backed up behind the Xs and the leader would forget what was next. It also was not as fun, but rather boring. Lets just say I will not be repeating that review sequence. The students were simply ready to move on.C. Implications for Future Teaching

As a students teacher I am known as a taskmaster. I know what my purpose is and I know how to get the job done. I expect a lot from my students, but I also know when to relax and have fun with them. I always come prepared and try to keep organized. Im good at seeing all my students and reaching out to the ones in the back. I am good at relating to my students and I can tell they enjoy coming to class each day. I have creative ideas that keep the students engaged and it helps that I know how to keep a well-balanced lesson when it comes to time management. If something goes wrong or students have questions I am quick at changing the direction of the lesson plan if needed. I accept all the diverse students in my class. I am good at giving attention to all in some form whether its tactile feedback or simply making friendly eye contact. I have been accepting of other cultures by asking them about the culture and making them feel included by teaching the class something from their culture.Im definitely not perfect so there are a few things I can do differently to be a better teacher. The biggest issue I have is working part to whole. I love working whole to part and its probably not the best way to teach. Its probably because Im a whole to part learner, but I know its best to break it down first to achieve a long-term goal. I could even learn to keep things more basic at first and work up to the more challenging concepts. For example adding something from the lesson into my warm ups or a simple technique sequence as a building block for composition, improv, or a dance I am choreographing. Also musicality. I love syncopation and pulling out the beats people dont always hear. I understand that it is best to really listen to a song and keep the counts simple so my dancers can learn to count songs better. I am learning everyday how I can better these two things. I really feel like I am improving now that its been pointed out to me. As I improve as a teacher, my students performance will improve as well.

D. Implications for Personal Professional Improvement

Two areas for improvement that emerged during this unit was that I am not as flexible and strong as I used to be. I do have a summer fitness plan I am working on to improve myself physically. Its something I am super excited about. I am motivated to get in top condition starting now, so come Fall I will be fit for my PE and dance classes I teach. Its a good example for the students when youre out there doing everything you require of them too. Another area that needs improvement is having creative musicality. I plan on taking workshops to improve my creativity, but most of all I am signed up to take Violin lessons for fun this summer. This will improve my musicality because its been a while since Ive had a music class. Im not only excited to learn a new instrument, but excited to improve those musical skills so my students wont be limited by my weaknesses. I do plan on taking some summer intensive dance courses just to simply get back into the swing of things. You forget when you havent been practicing. I will always try and better myself. The more we are engaged as teachers, the more our students stay engaged.

Appendix

Pages 21-23Field Experience DemographicsPages 23-25Pre-Assessment Lesson PlanPages 25-27Observation Assessment Lesson PlanPages 27-29Performance Task Assessment Lesson PlanPages 29-31Game Assessment Lesson PlanPages 31-32Post-Assessment Lesson PlanPages 33-34Post Assessment Motion TestPage 35Post Assessment Time Test

FIELD EXPERIENCE DEMOGRAPHICS FORM WORKSHEET (12/03/09)

Use this worksheet to record data on the diversity of your school(s), cooperating teacher(s) and classroom(s) during your field experiences each semester. If you are placed in only ONE school during this semester, leave the School 2 spaces blank. If you are placed in MORE than two schools, report on the two schools that (1) match the level of school where you plan to teach after graduation (e.g., elementary, Jr. High or High School), and (2) have the most diversity.

Use the USOE web siteWWW.USOE.ORG to help you complete this worksheet. Follow these steps:1. 1) go to www.usoe.org/main/

1. 2) Under the Data & Statistics menu, click on Accountability

1. 3) click on the Accountability Reports menu on the left-hand side of the page

1. 4) select the School Year (i.e., 2007-2008), District/Charter (i.e., Alpine), and the School (i.e., Bonneville School, Orem)

1. 5) click on the Generate Reports button

1. 6) select the UPASS Report

1. 7) The first report you will see is the schools CRT U-PASS report.

1. 8) click on the Additional Information menu button at the top of the page to see the schools demographic information to complete this worksheet.

Please note that the data available on this site will always be one school year behind.

SECTION 1: SCHOOL-WIDE DATA

School/District 1. Lehi High School / Alpine School District

Enrollment BreakdownSchool 1School 2

Total Students Enrolled

# African American Students.06%

# American Indian Students.04%

# Asian Students1%

# Hispanic Students5%

# Undeclared Students.2%

# Pacific Islander Students2%

# White Students90%

# English Language Learners5%

# Socio-Economic Status (Free/Reduced Lunch)Free

# Students with Disabilities5

Student Summary InformationSchool 1School 2

Average Daily Attendance95%

School Mobility Rate

School InformationSchool 1School 2

Title I SchoolNo

Brigham Young UniversitySECTION 2: YOUR INDIVIDUAL CLASSROOM DATA

Report the cooperating teacher and student demographics below for all class(es)/section(s) you worked with in the school during your field experience. Record the number, not an approximation or a percent, of students in each category. If there are no students in a particular category in the classes you worked in, leave the space blank. This information should be obtained unobtrusively by observation and interaction with students. Be as accurate as you can while protecting the privacy of students and faculty and do not take their time asking questions or probing unnecessarily.

School 1Coop. Teacher #1 Name Cheryl Allgaier Ethnicity Caucasion

Coop. Teacher #2 Name Angela Roberts Ethnicity Caucasion

Please use the same ethnicity classifications as in the table below for your cooperating teachers ethnicity.

School 2

Coop. Teacher #1 Name __________________________Ethnicity _________________

Coop. Teacher #2 Name __________________________Ethnicity _________________

Please use the same ethnicity classifications as in the table below for your cooperating teachers ethnicity

Classroom(s) BreakdownSchool 1School 2

Total Number of Students in Your Class(es)

#African American Students in Your Class(es)3

#American Indian Students in Your Class(es)1

#Asian Students in Your Class(es)1

#Hispanic Students in Your Class(es)6

# Undeclared Students in Your Class(es)1

#Pacific Islander Students in Your Class(es)5

#White Students in Your Class(es)119

#English Language Learners in Your Class(es)4

#Students with Disabilities in Your Class(es)1

(Special Ed. students with active IEPs, Students with physical/mental/emotional5

handicaps with 504 status)

#Students in Accelerated Programs in Your Class(es)72

(Gifted and Talented, Honors, Advanced Placement)

_______________

At the conclusion of your field experiences for the semester, log on to LiveText and go to forms. Select FED for the current semester and course. Complete the form before the end of the semester using the information youve recorded on this worksheet.

Daily Lesson Plan: Dance II By: Marissa Harris February 25, 2015

Learning Outcome: By the end of this 90-minute lesson on shapes, Dance II students will take a 2-minute pre-assessment to demonstrate their knowledge of the basic locomotor and axial movement. They will also be able execute the 5 basic locomotor steps in groups.

Materials Needed: Music (Ipad), hook-up for speakers, class role.

TimeActivity and Analysis Safety Factors/Anatomical IssuesSpecial Needs/ ConsiderationsTeaching CuesMusic or AccompanimentClass Organization/ FormationSpecific Objectives & Evaluations

5 minutesPre-assessmentWatch out for your neighborGive them time to think and move. Even if it gets quiet for a while. On your paper write locomotor, below that write axial. Define them, then give me an example of each.NoneScattered in a semi-circle around the boardI want to test their knowledge of axial and locomotor. Some should already know the material.

10minutesWarm-up/Conditioning

No socks or gum. Have a gum and sock check before class starts. Be aware of your surroundings as you move today. Be aware of those who like to talk, encourage them to keep moving and really develop as they move. Help those who may be struggling with the sequence by helping them individually. If there is anyone sitting out for the day, be sure to give him or her an observation sheet.Jump rope doing axial versus locomotor movement. In place then around the room, in place backwards, around the room, one foot than the other.Jump Rope. -Blue OctoberScattered about the room facing me and the back wallThis will help them to connect what axial versus locomotor movement is. Students heart-rate should be up and breaking a sweat. It will also help build the core so they can gain the stabilization they need to move across the floor.

10 minutesTechniqueSee above.Move around helping individuals with technical issues.Tondus and leg holds. Slides changing directions into leg holdsSun goes down. Jasmine ThompsonScattered facing mirrorThis helps to produce consistency in movement while still getting the muscles warm. It will also help with lines and stabilization. 90% of the class should be able to pick up the sequence fast and balance just fine

15minutesAcross the FloorSee above.Be sure to have them go every 8 count so there is not a bunch of waiting on the sides.-Hops 1, 2, 3, 4 hold hold-jump, hop, leap, gallop awayDont Swallow the Cap. - Trouble Will Find Me

Holiday. - ContraLines of 4 with 8-9This will help them tie the technique together and how it becomes effective in moving across the floor.

20-25 minutesCenter Floor Sequence

See above.Change lines and have them find new area next to someone else. This will help separate friends who like to talk. -group work 5 basic locomotor steps create 24 counts worth.-Add onto Firefly dance.

Baltimore Fireflies. -WoodkidScattered facing me and the wall maybe mirrorThey will be able to incorporate and move through all PTBCs in this center floor sequence. I will observe to see how they are doing on the technical aspect.

10 minutesCool DownSee above.Dont allow talking.Start with a simple stretch forward and down. Rt, left, lunges. Calves, thigh and hamstring stretch. Arms, head, neck. The Hungar Games. James Newton Howard

River By Moonlight. Ken LocarniniScattered facing me and the wallThis cool down will help them increase flexibility as they stretch a little bit further. It will also bring their heart rate back down.

Daily Lesson Plan: Dance II By: Marissa Harris February 27, 2015

Learning Outcome: By the end of this hour and a half lesson, Dance II students will be able to demonstrate the following locomotor steps through an intermediate sequence: skip, gallop, slide. I will be observing to see how well students execute the sequences.




No socks or gum. Have a gum and sock check before class starts. Be aware of your surroundings as you move today. Be aware of those who like to talk, encourage them to keep moving and really develop as they move. Help those who may be struggling with the sequence by helping them individually. If there is anyone sitting out for the day, be sure to give him or her an observation sheet.Jump rope doing axial versus locomotor movement. In place then around the room, in place backwards, around the room, one foot than the other.Jump Rope. -Blue OctoberScattered about the room facing me and the back wallThis will help them to connect what axial versus locomotor movement is. Students heart-rate should be up and breaking a sweat. It will also help build the core so they can gain the stabilization they need to move across the floor.

10 minutesTechniqueSee above.Move around helping individuals with technical issues.Tondus and leg holds. Slides changing directions into leg holds. End with turns.Flight of Fancy. -Blue WaveScattered facing mirrorThis helps to produce consistency in movement while still getting the muscles warm. It will also help with lines and stabilization. 90% of the class should be able to pick up the sequence fast and balance just fine

15minutesAcross the FloorSee above.Be sure to have them go every 8 count so there is not a bunch of waiting on the sides.-Hops 1, 2, 3, 4 hold hold-jump, hop, leap, gallop awayBang Bang. -Jessie JLines of 4 with 8-9This will help them tie the technique together and how it becomes effective in moving across the floor.


See above.Change lines and have them find new area next to someone else. This will help separate friends who like to talk. -Add onto Firefly dance. Stand up 3-4, partner spin 3-4, help 5-6-7-8, partner on the rt steps onto the left side facing back, turns overleft shoulder under partners arm, they lean hip to hip to the rt (foot extended), Partner reaches over other ones eyes, turn head quick to left then spin out into a reach/pull. Step hands up, toe pointed. Roll of the head.Baltimore Fireflies. -WoodkidScattered facing me and the wall maybe mirrorThey will be able to incorporate and move through all PTBCs in this center floor sequence. I will observe to see how they are doing on the technical aspect.



Daily Lesson Plan: Dance II By: Marissa Harris March 3, 2015

Learning Outcome: By the end of this 90-minute lesson, Dance II students will be able to perform the different ways to locomote and use in an axial manner: walk, hop, run, gallop, slide, skip, roll, turn, jump, etc.




No socks or gum. Have a gum and sock check before class starts. Be aware of your surroundings as you move today. Be aware of those who like to talk, encourage them to keep moving and really develop as they move. Help those who may be struggling with the sequence by helping them individually. If there is anyone sitting out for the day, be sure to give him or her an observation sheet.Locomote throughout the space. Start with a walk. Stop and reach side to side (8counts). Repeat. Light jog. Stop and dance(improv 8counts). Repeat. Run, spoke reach jab. Repeat. BRING DRUM!Scattered about the room facing me and the back wallThis will help them to connect what axial versus locomotor movement is. Students heart-rate should be up and breaking a sweat. It will also help build the core so they can gain the stabilization they need to move across the floor.

10 minutesTechniqueSee above.Move around helping individuals with technical issues.Tondus and leg holds. Slides changing directions into leg holds. Add the artistic touch with side reaches. -Esters axial sequence-End with turns. (singles- axial movement)USE DRUM!

Esters - French song

Turns: Laura Bastille

Scattered facing mirrorThis helps to produce consistency in movement while still getting the muscles warm. It will also help with lines and stabilization. 90% of the class should be able to pick up the sequence fast and balance just fine

15minutesAcross the FloorSee above.Be sure to have them go every 8 count so there is not a bunch of waiting on the sides.-Hops 1, 2, 3, 4 hold hold-jump, hop, leap, gallop away-Bang Bang. -Jessie JLines of 4 with 8-9This will help them tie the technique together and how it becomes effective in moving across the floor.


See above.Change lines and have them find new area next to someone else. This will help separate friends who like to talk. -Review Firefly dance. Dancers will add on their own group locomotor/axial sequences such as walk, hop, run, gallop, slide, skip, roll, turn, jump, etc.

Baltimore Fireflies. -WoodkidOnce facing mirror, then head to stage.They will be able to incorporate and move through all PTBCs in this center floor sequence. I will observe to see how they are doing on the technical aspect.




Learning Outcome: By the end of this 90-minute lesson, Dance II students will be able to demonstrate their knowledge of axial and locomotor movement during a fun review day to prepare for their unit post-assessment.





10 minutesTechniqueSee above.Move around helping individuals with technical issues.Tondus and leg holds. Slides changing directions into leg holds. Add the artistic touch with side reaches. -Esters axial sequence-End with turns. (singles- axial movement)USE DRUM!



Scattered facing mirrorThis helps to produce consistency in movement while still getting the muscles warm. It will also help with lines and stabilization. 90% of the class should be able to pick up the sequence fast and balance just fine

15minutesAcross the FloorSee above.Be sure to have them go every 8 count so there is not a bunch of waiting on the sides.-Hops 1, 2, 3, 4 hold hold-jump, hop, leap, gallop away-Bang Bang. -Jessie JLines of 4 with 8-9This will help them tie the technique together and how it becomes effective in moving across the floor.


See above.Change lines and have them find new area next to someone else. This will help separate friends who like to talk. Using jump ropes students will create new ways of using them in an axial and locomotor manner. This could include inventing a new game with it.Baltimore Fireflies. -Woodkid

Once facing mirror, then head to stage.They will be able to incorporate and move through all PTBCs in this center floor sequence. I will observe to see how they are doing on the technical aspect.




Learning Outcome: By the end of this 90-minute lesson, Dance II students will be able to demonstrate knowledge of the concepts axial and locomotor movement by taking a formative assessment and performing for one another the sequences taught.



5 minutesQuizSpit out gum. Give them as much time as they need on the quiz. Have instructions written on board.Spread out and away from friends, no talking. When your done bring your tests to the front.noneScattered in a semi circle around the board.This will tell me that they understand on paper what axial and locomotor means.



10 minutesTechniqueSee above.Move around helping individuals with technical issues.Tondus and leg holds. Slides changing directions into leg holds. Add the artistic touch with side reaches. -Test Esters axial sequence-End with turns. (singles- axial movement)USE DRUM!



Scattered facing mirrorThis helps to produce consistency in movement while still getting the muscles warm. It will also help with lines and stabilization. 90% of the class should be able to pick up the sequence fast and balance just fine. This will show me they understand how to move through an axial sequence.

15minutesAcross the FloorSee above.Be sure to have them go every 8 count so there is not a bunch of waiting on the sides.Test the Hops 1, 2, 3, 4 hold hold-jump, hop, leap, gallop away-Bang Bang. -Jessie JLines of 4 with 8-9This will show me they can move through a challenging locomotor sequence while still keeping the right timing.


See above.Change lines and have them find new area next to someone else. This will help separate friends who like to talk. -Finish Firefly dance. Baltimore Fireflies. -Woodkid

-ask Cheryl when to come back in after the blackoutOnce facing mirror, then head to stage.They will be able to incorporate and move through all PTBCs in this center floor sequence. I will observe to see how they are doing on the technical aspect.



Name:Date:

Dance II: Motion Post-Assessment

Match the action below with the Axial or Locomotor category:

1. Walking

2. Spinning in circles

3. Running to your houseAxial

4. Jump-roping around a tree

5. Eating

6. Leaping across the floor

7. Wiping the drivers window

8. Holding someones hand while you walk

9. Galloping like a horse

10. Stretching forward to touch your toes

11. Picking your nose

12. Picking up a penny

13. SmilingLocomotor

14. Riding your bike

15. Watching a movie

16. Carrying groceries in from the car

17. Prancing like a reindeer

18. Playing chess

19. Tossing a basketball into the hoop

20. Chaine turns

Name: _____________ =______________ = ______________ =

__________________ =

__________________ =

*Extra Credit:

1) What are the note values of an eighth and sixteenth note?

Eighth:Sixteenth:

2) How many quarter and half notes are there per measure?

Quarter:Half

Documents

Teacher Work Sample