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`Locomotor Sequence Skills   Adelaide V. Carpenter: 1998 Southern District Elementary School Teacher of the Year  Ravenel Elementary School ­ Seneca, SC   National Standards: Standard 1: Learn different locomotor patterns and be able to recognize the words that represent  the movements. Students should be able to move smoothly while demonstrating different  movement patterns.   Students will Learn: To create a sequence of three different locomotor skills with a beginning and an ending shape.   Teaching Strategy: Guided discovery   How Students Will Be Organized: Scattered in own space   Cues for Instruction: · Walk   One step on each beat of drum   Look for empty space   Head up  Run   Move with a beat of the drum   Look for empty space    Head up  Jump   Height: swing arms up, reach for sky, point toes, land softly   Distance: swing arms forward, reach out, land softly  Hop   Bounce light   Move on ball of foot   Balance  Gallop   One foot stays in front  Skip   Step, hop, step, hop   Knee up, knee up     ···· ·Practice Activities: Students will choose three of six locomotor skills (walk, run, hop, jump, skip, and gallop) and  perform them in a sequence. Students start off in the shape of a letter, perform the three  movements, and end in a different shape.    Before the lesson students should already be familiar with the six locomotor patterns. They should  be able to recognize the written locomotor words and perform the skill upon viewing the written  word.    1. The teacher will sound 8 beats on the drum, count the beats, and the students will practice  moving with the drumbeats. After each set of 8 beats the teacher will change the speed or  rhythm of the beat to produce a different response from the students. Example: slow beat  for walk, fast beat for run, loud beat for jump, double beat for gallop. The students will  adjust their speed to the beat and get used to moving and changing their patterns.  2. The teacher will explain that the students should change movement patterns smoothly  without stopping. Students can count their steps as they move.  3. Teachers can practice different combinations of beats and movements.  4. The teacher will ask students if they can form the capital letter &quot;A&quot; shape with their entire  bodies and give them time to explore different options. The teacher can point out students  who show different shapes to achieve the letter. The teacher will ask students to hold that  shape as they move.  5. Teachers can ask, &quot;What does a period at the end of a sentence look like?&quot; Have the students  show with their bodies what a period, or other punctuation, resembles.  6. Students can make their shape for letter &quot;A&quot; and hold it still three seconds, then move  walking for 8 beats, then gallop 8 beats, then hop 8 beats, then make their shape for the  period.  7. The teacher will need to guide the students through this activity for several examples,  changing the locomotor words in the sentence.  8. The teacher will place a pyramid shape on the floor (grip dot pyramid), then a sign with a  locomotor word like `run' written on it, another sign with the word &quot;skip,&quot; another sign  &quot;jump,&quot; and then a poly spot circle. (These signs will be placed side by side on the floor to  resemble a sentence.) The teacher will ask the students what do they see? The students  would be able to verbalize that it looks like a sentence with some help from the teacher.  They pyramid at the beginning is similar to a capital letter at the beginning of a sentence and  the poly spot at the end is similar to a period at the end of a sentence. The words in the  middle are the body of the sentence. Verbs used as action words could be discussed.  9. The students will practice the sentence pattern that is on the floor. The teacher will aid the  students by telling them to hold still in their shape, move, change smoothly, move, change,  move, and freeze in their ending shape. The teacher can use a drumbeat to aid the children.  10. Teachers should have written cards with locomotor words for the students to pick three  words that they would like to use. Beanbag animals, balls, cones, and poly spots can be used  for the children to make their beginning and ending shapes. Each child should form a sentence with an object for the beginning, three word cards placed side by side, and the  ending shape object. Then the students should practice their movement sentence.  11. Students can change the order of their sentences, or the words in their sentence when they  are ready to try different options.    Teachers will remind students to hold shapes still, perform the words in the correct order, and make  smooth changes.   Culminating Activity: The students will make a final choice with their objects and words and practice this sequence to  show the teacher. Students will show the teacher their visual setup and then perform the sequence  correctly. They will remember to hold still while making their beginning and ending shapes and  perform the locomotor words correctly and smoothly.   Assessment: The teacher will assess the activity during the culminating activity. Did the student perform three  different locomotor movements smoothly? Does the student put the manipulative objects in a  sentencelike formation?     Scoring Rubric for Movement Sequence Level 3  Makes a shap at the beginning and holds for 13 seconds  Moves into first locomotor skill (example ­ gallop)  Moves into second locomotor skill (example ­ hop)  Moves into third locomotor skill (example ­ run)  Makes an ending shape and holds for 13 seconds  Moves smoothly between locomotor skills  Makes a shape at the beginning and holds for 1 second or less  Moves into First lcomotor skill (example ­ gallop)  Moves into second locomotor skill (example ­ hop)  Moves into third locomotor skill (example ­ run)  Makes an ending shape and holds for 1 second or less  Changes between locomotor skills are not as smooth as Level 3  Leaves out one or two of the above criteria  Changes between locomotor skills are paused or stopped  Does not perform the sequence  Does not perform 3 locomotor skills  Does not perform any shapes   Level 2 Level 1  Level 0    First Grade Locomotor Sequence with  Beginning and Ending Shapes Assessment     Teacher                                                                   Student Name                                                          Level                                                          Date                                                          Notes ©2003, National Association for Sport and Physical Education. Used with permission. `

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