Unit Title: International Activities

Teacher Name: Mr. Victor Celaya

Date: 04/23/18- 05/04/18______

Grade/Class: 8th grade

Space Needed: Open soccer or football field, gymnasium for inclement weather

California State Model Content Standards to be Addressed

1.1, 1.3, 1.4, 2.1, 2.2, 2.3, 3.4, 4.3, 5.1, 5.5, 5.7

California Teacher Performance Expectations Addressed

TPE 12c, TPE 12d, TPE 13b

Equipment Needed:

Tinikling sticks and stage, eskrima sticks, cones, polyspots, stopwatch, foam balls, small netted goals,
lacrosse sticks, lacrosse balls, speaker and device to play music, and white board with dry erase markers
and erasers

Provisions for Students with a Disability:

My student with ASD (austism spectrum disorder) will be provided with written and visual resources to
supplement lectures on other cultures so that they can engage in independent study at home. This
student will also be allowed to participate in class discussion through writing as opposed to spoken
word. Any activities that require physical contact can be modified so that physical touch is not a part of
the activity for this student.

Unit Objectives:

Psychomotor

Learners will demonstrate team field sport skills competently as required to participate in Tchoukball.
Students will demonstrate competent form when performing passing and catching maneuvers with
lacrosse equipment. Students will demonstrate competent form when performing tinikling. Students will
demonstrate competent strikes and blocks using eskrima sticks. Students will demonstrate adept form
when performing ball flat footwork and hip sways.
How assessed:

Students will be observed during game play and skill development and have their skills checked on in a
pass/no pass formatted checklist. Students will perform tinikling and eskrima techniques in a practical
exam format and be rated on a scale of 1 to 5 with 1 being poor form and 5 being excellent form.
Students will be assigned task cards and execute dance moves and/or partner work that is written on
task cards, receiving ratings from 1 to 5 on their technical skill and rhythmic skill.

Cognitive:

Students will explore the history and culture of Switzerland, Plains Native Americans, the Philippines, the
Dominican Republic, and Cuba and denote factors that define these various cultures. Students will
explain the rules for gameplay in Tchoukball and Lacrosse.

How assessed:

Students will be given quizzes that cover cultural qualities and facts after covering each culture.
Students will be given multiple choice quizzes on the rules for Tchoukball and Lacrosse gameplay.

Affective:

Students will expand their appreciation for new cultures and develop an understanding of how culture is
a factor in the development of physical activities and games in different countries. Students will reflect
on the qualities that define global perspective and determine methods to bring this perspective to their
family members and community.

How assessed:

Students will prepare cultural reports in their journals which compare and contrast their personal
culture and the cultures covered in this unit. Students will respond to prompts that require them to
identify cultural markers within the activities covered in class and determine what this means for
physical activity in general. Students will create a blog post about how their global perspective has
changed throughout the year and share it with their family members to collect feedback.
__________________________________________________
Scope and Sequence of Content /or Developmental Analysis

Scope

The international activities unit is designed as a logical conclusion to the global citizenship and
innovative activities program goals that have been covered throughout the school year. This unit
exposes students to cultures spanning the globe and introduces them to activities that are native to
these cultures. Students learn about European culture and values by playing Tchoukball, Plains Native
American culture and traditions by developing skills and playing lacrosse, Asian culture by participating
in the traditional dance and martial art of the Philippines, and Latin American culture by engaging in the
rhythms and dances of the Dominican Republic and Cuba. This unit is justified by the team sport,
rhythm, and social categories of the state standards and functions as a measure of success for the global
citizenship program goal.

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

International Activities Sequence

1. Tchoukball

a. Swiss culture as related to Tchoukball

b. Equipment and field dimensions

c. Rules, positions, and game objectives

d. Gameplay trial

e. Reflection on gameplay

2. Lacrosse

a. Plains Native American History and culture

b. History of lacrosse and cultural relevance

c. Equipment and field dimensions

d. Positions of lacrosse
 e. Passing

I. Equipment grip

II. Controlling direction

III. Controlling distance

IV. Passing for accuracy

V. Passing while moving

f. Catching

I. Receiving at low level

II. Receiving at high level

III. Receiving while moving

g. Defensive strategy

I. Defensive formations

II. One-to-one defense

III. Goal tending strategies

e. Offensive strategy

I. Offensive formations

II. Passing while being defended

III. Plays to shoot goals

f. Gameplay with all rules applied

e. Reflection on cultural relevance of lacrosse

3. Tinikling

a. History and culture of Philippines

b. Origin of Tinikling
 c. Equipment and rhythm of tinikling

e. Tinikling performance

I. Creating correct rhythm with equipment

II. Timing patterns for jumping through alone

III. Timing patterns for jumping through with partner

4. Eskrima (Filipino Martial Art)

a. Origin of Eskrima

b. Equipment and rules for practice

c. Grip of equipment

d. Stance for fighting style

e. Defensive maneuvers

f. Offensive maneuvers

e. Skill practical

f. Reflection on Filipino culture

5. Latin Dance

a. Introduction to Dominican culture

b. History and tradition of Merengue

c. Merengue

I. Rhythm of dance

II. Footwork to complete dance

III. Hip sway motion

IV. Partner work

V. Turning partners
 VI. Advanced modifications for styling

d. Introduction to Cuban culture

e. History and tradition of salsa dancing

I. Basic footwork

II. Rhythm of music as it relates to dance

III. Partner work

IV. Converting merengue moves to salsa

 Unit Block Plan

Name of Unit: International Activities

Monday Tuesday Wednesday Thursday Friday

04/23/18 04/24/18 04/25/18 04/26/18 04/27/18

• Introduction • Introduction • Passing and catching • Goal tending in • Gameplay in

to swiss to culture of in lacrosse lacrosse lacrosse
culture as it Plains Native • Drills for passing and • Offensive strategies • Cognitive quiz on
relates to Americans catching over distance • Defensive strategies Swiss/Plains
sport • History, rules, • Small sided gameplay Native American
• Rules of game and cultural culture,
Tchoukball relevance of Standards: 1.4, 2.2, 3.4, 5.7 Tchoukball, and
• Gameplay of Lacrosse Standards: 1.3, 1.4, 2.2, 3.4, lacrosse
Tchoukball • Equipment of 5.1, 5.5, 5.7 Standards: 1.3, 1.4, 2.2,
• Discussion of lacrosse 3.4, 5.1, 5.5, 5.7
experience • Positions of
with game lacrosse

Standards: 1.3, 1.4, Standards: 5.5, 5.7

2.2, 3.4, 5.1, 5.5, 5.7
04/30/18 05/01/18 05/02/18 05/03/18 05/04/18

• Introduction • Tutorial and • Introduction to • Merengue: • Introduction to

to Filipino trial of Dominican culture as o Turning Cuban Culture as
culture Filipino it relates to dance partners it relates to dance
• Tutorial and martial art • Merengue: o Hesitation • Salsa:
trial of Eskrima o Rhythm steps o Basic
Tinikling • Skill practical o Footwork o Modifications footwork
of Tinikling o Hip sway for styling o Rhythm
and Eskrima o Combination of music
with music o With a
o With a Standards: 1.1, 2.1, 3.4, 4.3, partner
Standards: 1.1, 2.3, Standards: 2.3, 3.4, 5.7
partner o Spins
3.4, 5.7 5.7 from
merengue
Standards: 1.1, 2.1, 3.4, 4.3, applied
5.7

Standards: 1.1, 2.1, 3.4,

4.3, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 04/30/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

1.1, 2.3, 3.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Writing 2b- Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 12c, TPE 13b

UNIT / THEME: International Activities ACTIVITY: Filipino Culture and

Tinikling

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Command Style GRADE: 8th grade LESSON #6 OF 10

EQUIPMENT AND FACILITIES: 55 polyspots, 1 portable Projector, 1 projector screen, 1 speaker with music device, 55 desks, 55 chairs, white
board, 28 tinikling poles and stages, 1 stopwatch; gymnasium or cement space NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
3.4- Participate in moderate to vigorous physical activity a minimum of four days
each week.

Students will demonstrate proficiency in executing the rhythm and footwork to

perform the Filipino dance Tinikling.
 2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

1.1- Identify and demonstrate square dance steps, positions, and patterns set to
music.

2.3- Explain how growth in height and weight affects performance and influences
the selection of developmentally appropriate physical activities.

Students will analyze the cultural influences of the Spanish in the Philippines and
the degree to which Spanish colonization impacted the development and evolution
of Tinikling.

Students will identify and describe the footwork and rhythmic pattern of tinikling

3. CA PE Standards (Affective):
Affective Domain Objectives:

5.7 Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.
Students will contrast the culture of the Philippines with other cultures they are
aware of and reflect on the importance of multiculturalism in the 21st century.
Students will develop and present positive corrective feedback to peers during and
after performing tinikling
 Time Sequence of Skill Development / Practice Beginning with the first transition, What key words will you
Estimate EACH SECTION should have a use to help students learn
defined management strategy. This and understand the
can be described and/or illustrated. content?
(In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the
following lesson components.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
(Lesson does not necessarily have to follow this order specifically):
*Time not
counted in • Flipped Lesson
lesson*
o A two minute video with a PowerPoint presentation that covers Flipped Lesson Flipped Lesson
the very basic characteristics and qualities of Tinikling
• Students will view this video • This video will
prior to coming to the lesson include traditional
music and tinikling
visuals to reinforce
concepts to visual
learners
 Transition to Learning
Area
• Transition to Learning Area
o Students will be seated at desks in classroom and be given • “You will only need
9:55- worksheets with areas to take notes Transition to Learning Area a writing utensil, no
9:56 phones or laptops”
• Student names will be
printed on worksheets and
placed on desks in groups of
4
• I will instruct students to
pull out writing utensils and
put all technology away

Warm up
Warm up
• “Think about
• Warm up: Provide a list of activities and a description for each
o Students will respond to the prompt, “What do you know about • I will use time cues like anything that comes
giving a minute by minute to mind when you
the Philippines?” hear ‘Philippines’
o Students will learn the level of knowledge held by the average warning and counting down
from 10 and write to the best
student in class through sharing answers of your ability”
• I will have students flip their
papers and look up to signify
9:56- they are done
10:01 • Answers will be shared by
raised hands and I will not
acknowledge answers that
are simply called out
 Introduction

• I will utilize waiting and

verbal warnings to keep
class attentive and focused Introduction

• Introduction on my lecture • “Did everybody

o Students will learn about the geographical location of the • Regular checks for understand the
Philippines with the aid of visuals through PowerPoint understanding will be used concept that I just
o I will lecture about the history of the encomienda system and to keep the class from going went over?”
Spanish colonization to give students context on the era that off task • “Can anybody
Tinikling arose • A visual will be projected to repeat the
o I will lecture about contemporary Filipino culture focusing on: keep my visual learners stereotypes that I
▪ Cuisine engaged in the material just went over back
▪ Family Structure to me?”
▪ Stereotypes • “Filipinos have been
▪ Observed Holidays referred to as the
▪ Regional differences Latinos of Asia due
10:01- o I will reiterate points made in flipped lesson and go into more to the Spanish
10:11 detail about Tinikling to give students better understanding of influence in their
what they will be doing culture”

Transition

• I will have stations set up

• Transition
and dismiss groups of 4 to
o Students will move to groups of 4 and assume a Tinikling
each station one at a time
station
• Students will leave all
supplies at their desk and
hustle to the tinikling
equipment
• I will use a countdown from
10 to motivate slower groups
 to move quickly to their
assigned stations

Activity I

• I will have 2 students from

10:11- each group practice rhythm
on the poles while the 2 other
10:13
students practice their
footwork on the side
• I will emphasize that I do
NOT want them to attempt
Activity I
the dance all at once yet
• Activity I- Tinikling Rhythms and Footwork • Students will rotate between • “My rhythms
o Students will gain an understanding of the rhythm with which dancing and rhythm need to work on
the poles are stricken by practicing the pattern of strikes to positions after 3.5 min getting their
music without dancers • I will use “We Will Rock movements in
o Students will learn the footwork associated with Tinikling by You” by Queen to help my sync to create the
practicing without the poles moving students understand the 3- 3-count beat that
count rhythm dancers rely on”
• “Dancers keep
your weight
distributed over
your toes to
move nimbly and
Activity II raise your knees
between each
• Using proximity control to move to ensure
prevent students from going your safety”
off task here is crucial to
10:13- ensuring the safety of my
10:20 students
• I will quickly move between Activity II
stations swiveling my head to • “Rhythms
ensure students are on task remember the 3
• In the event class is off task I count, it will save
will stop the entire activity to your dancers
talk to the class about their feet”
safety and respecting the • “Dancers
Filipino tradition we are imagine you are
• Activity II- Tinikling to Traditional Music working on the Tikling bird
o Students will implement learned rhythm and footwork to • Students on rhythm sticks trying to nimbly
perform Tinikling to traditional music in order to develop an will switch with dancers avoid the
understanding of authentic Tinikling after 5 min bamboo traps set
o Students will be given variations to try as they become for you in the
comfortable with the patterns of Tinikling rice patty”

Closure

• Students will quickly return

to their desks and I will
utilize a countdown from 10
to get them there quickly
• I will have students share
responses by raising hands
and will not acknowledge
answers that are called out
without a raised hand
Closure

• “Apply your
experience today
 to answer your
warm up prompt
10:20- again, including
10:30 any insights that
stuck with you
from my
presentation”

• Closure
o Students will reflect on the experience of Tinikling and discuss
how they feel about Filipino culture and the dance itself
o Students will respond to the earlier prompt and record what
they have learned and be asked why they think
multiculturalism is important in the 21st century

Evaluation / Assessment Procedures

Note:
 These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)
10:30-
10:45
You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):

I will use a checklist that includes a consistent 3 count rhythm, weight on toes
and ball of feet, and ability to maintain dance on them to assess my students
ability to proficiently perform rhythm and footwork of Tinikling

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will be assigned a short research essay based upon their notes in class
to expand on their understanding of the Spanish influence in the Filipino
culture and how this may have shaped the development of Tinikling.

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

Students will create a short vlog with the following concepts covered:

• How did learning about the culture of the Philippines affect my

motivation to complete the activity?
• What positive behaviors did I see my group members doing to facilitate
a quality learning environment?
 Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)
• The student with ASD (autism spectrum disorder) would be allowed
additional time on reflection assignment at the end of class by being
pulled from activity early. If the student appears distressed by the loud
banging of the tinikling sticks they can opt to participate in the
footwork while the sticks remain stationary and group members make
the rhythm by slapping their hands on their thighs.

• Include a strategy to address the learning needs of an ESL student.

• In using a flipped lesson to introduce Tinikling I am providing students
with a recording of myself lecturing with visual cues to my students
which would allow ESL students to pause, rewind, and slow down my
lecture as many times as they need to absorb as much material as
possible.
• During the lesson ESL students could be partnered with speakers of
their language to explain instructions and will also be provided with
 visuals during the presentation portion of the lesson to reinforce the
main ideas being emphasized in the lesson

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

• In the event of inclement weather students could complete the footwork

in a classroom setting and even practice the rhythm pattern by beating
on desks in the 3-count pattern
• Students can complete the entire lesson indoors if a gymnasium is
available, but the verbal presentation would lack visuals to reinforce
the concepts being talked about if a projector is not available
Unit: International Activities Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student performed with consistent 3 count rhythm:
0= does not initiate
1= initiates or partially completes task with poor form Students maintained weight on balls of feet and toes:
2= partially completes task with proper form
3= completes task with proper form Students proficiently performed Tinikling with good rhythm:

Other Notes:

Unit: International Activities Name:

Cognitive Assessment
Writing Assignment

Write an essay on the following prompt:

• What kind of influence did the Spanish have on Filipino culture? How might that
influence have shaped the development of Tinikling?

Unit: International Activities Name:

Affective Assessment
Vlog (Video Blog)
Prompt: How did learning about the culture of the Philippines affect my motivation to complete the activity?
What positive behaviors did I see my group members doing to facilitate a quality learning environment?