Tuesday
Tuesday
Let’s Get Physical
a. Objectives:
To teach students the basic principles of tumbling, balancing, and pratt falls, how to fall safely, and how to judge their physical ability.
To introduce the practice of physical comedy to the students and encourage them to start thinking about their final skit.
To introduce students to basic vocabulary of physical comedy.
b. Standards:
State: 7th Grade Speaking, Viewing, Listening and Medial Literacy Standard 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
IB: Risk takers- take on new things with courage, and they have the independence to explore new roles and try new strategies.
c. Essential Questions: Is it possible to execute comedic stunts safely? How?
What are some ways to prevent injury while performing physical comedy?
d. Materials:
Tumbling mats, coats, hats, vocabulary sheets, pencils, and gym attire
e. Procedures
1. Meeting in the classroom: 10 minutes (including travel time)
The students will gather, greet one another and tell someone in the room a joke, and the instructors will quickly revisit the rules of the classroom with the students and ask them to grab their vocabulary sheets before taking them down to the gym.
2. Building Trust: 10 Minutes
Trust Falls: Students will be broken into pairs. After watching a demonstration by the instructors on how to fall and catch each other safely, they will practice trust falls together.
Rationale: The instructors will perform trust falls with the class as an introduction to the days trust based physical activities. The instructors will also talk about comfort, control, and touch laying out the rules for physical contact and importance of comfort and safety for the class.
2. Activities: 50 Minutes
The instructor will lead and model for each student how to correctly perform each of the following:
Somersault- a backwards or forwards roll where the feet go over the head to land on the feet again.
Somersault flop- a backwards or forwards roll where the feet go over the head, but stay extended at the end of the somersault.
Trip- a stumble over an object or part of the body.
Pratt fall- a safe stage fall
Fish flop- a fall where the tummy sticks out and the actor teeter totters on his belly
After each new tumble is introduced, the students will be able to practice each at least three times each and record the definition on their vocabulary sheet.
Instructors will model, participate with, and assist students in all tumbles.
3. Return to classroom, closure and review: 10 Minutes
The class will clean up and return to the classroom.
At the end of class, there will be a no pressure verbal quiz, where the instructors will ask random students what a somersault is, pratt fall, etc. Students will be asked to hand in their vocab sheets. The instructors will check to see that all students wrote down the correct definitions on their vocabulary sheet.
f. Evaluative Procedures: The formative assessment for this activity will be based on the instructor giving vocal cues to the students at the end of class, such as, “Show me what a pratt fall is, please.” The instructors will observe which students are able to recall and perform a pratt fall correctly and which will require more as the week continues. A second form of assessment will be whether or not the students have correctly identified the vocabulary from the day on their vocabulary sheets they turn in.
Let’s Get Physical
a. Objectives:
To teach students the basic principles of tumbling, balancing, and pratt falls, how to fall safely, and how to judge their physical ability.
To introduce the practice of physical comedy to the students and encourage them to start thinking about their final skit.
To introduce students to basic vocabulary of physical comedy.
b. Standards:
State: 7th Grade Speaking, Viewing, Listening and Medial Literacy Standard 2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
IB: Risk takers- take on new things with courage, and they have the independence to explore new roles and try new strategies.
c. Essential Questions: Is it possible to execute comedic stunts safely? How?
What are some ways to prevent injury while performing physical comedy?
d. Materials:
Tumbling mats, coats, hats, vocabulary sheets, pencils, and gym attire
e. Procedures
1. Meeting in the classroom: 10 minutes (including travel time)
The students will gather, greet one another and tell someone in the room a joke, and the instructors will quickly revisit the rules of the classroom with the students and ask them to grab their vocabulary sheets before taking them down to the gym.
2. Building Trust: 10 Minutes
Trust Falls: Students will be broken into pairs. After watching a demonstration by the instructors on how to fall and catch each other safely, they will practice trust falls together.
Rationale: The instructors will perform trust falls with the class as an introduction to the days trust based physical activities. The instructors will also talk about comfort, control, and touch laying out the rules for physical contact and importance of comfort and safety for the class.
2. Activities: 50 Minutes
The instructor will lead and model for each student how to correctly perform each of the following:
Somersault- a backwards or forwards roll where the feet go over the head to land on the feet again.
Somersault flop- a backwards or forwards roll where the feet go over the head, but stay extended at the end of the somersault.
Trip- a stumble over an object or part of the body.
Pratt fall- a safe stage fall
Fish flop- a fall where the tummy sticks out and the actor teeter totters on his belly
After each new tumble is introduced, the students will be able to practice each at least three times each and record the definition on their vocabulary sheet.
Instructors will model, participate with, and assist students in all tumbles.
3. Return to classroom, closure and review: 10 Minutes
The class will clean up and return to the classroom.
At the end of class, there will be a no pressure verbal quiz, where the instructors will ask random students what a somersault is, pratt fall, etc. Students will be asked to hand in their vocab sheets. The instructors will check to see that all students wrote down the correct definitions on their vocabulary sheet.
f. Evaluative Procedures: The formative assessment for this activity will be based on the instructor giving vocal cues to the students at the end of class, such as, “Show me what a pratt fall is, please.” The instructors will observe which students are able to recall and perform a pratt fall correctly and which will require more as the week continues. A second form of assessment will be whether or not the students have correctly identified the vocabulary from the day on their vocabulary sheets they turn in.
