Objective
Students will be able to demonstrate their understanding through participation in class activities, a mini-performance at the end of the class period, a reflective entry in their learning log as well as formal assessments (a choreographed combat performance and a unit test) at the end of the unit.
Materials Needed
Tumbling or wrestling mats (If possible, arrange to use the wrestling room)
Large performance area, cleared of all furniture, etc. (Must be enough room for students to practice the skills they are learning.)
Lesson Directions
Anticipatory Set/Hook
Have students sit in a circle in the middle of the floor with their backpacks. Hand out zip lock baggies. Have students remove all jewelry (rings, watches, earrings, necklaces, etc.) and empty their pockets. Put everything in the baggy and zip it up. Then, have the students put the baggy in their backpacks.
Ask: Why did I have you do that? (Because jewelry can injure my combat partner and/or me)
REVIEW: The previous lesson.
Ask: What is the basic principle or motto of stage combat? (Safety first, safety last, safety always)
What is the most important rule? (Never goof off)
What is the consequence for goofing off? (One warning only. If a student goofs off again, they are sitting on the sidelines for the remainder of class.)
What if a student goofs off again during a different lesson? (They cannot participate for the rest of the unit and will lose half the participation points possible. BUT they will be responsible for everything that is taught and will be required to complete all work except for the final performance for which they will get a 0.)
What is the minimum distance you should perform a strike? (Outstretched hand span)
Instruction
Step 1—Transition: Have students put their backpacks away. Have the students spread out across the room and do several warm-up exercises.
Then, count off to create teams: “1, 2, 3, and/or 4. (The number of teams is dependent upon how big the space is and how many mats are available.)
Step 2—Making certain everyone can hear the explanation and see the demonstration, teach the students how to do the Sit Fall.
Instruction: Take one step back. Bend your knees as low as possible, then sit on the mat with one leg bent and one leg extended. Tuck chin into chest. Lay back on mat with arms extended to the sides (in a T-shape). The head and arms/hands are the last part of the body to hit the mat. Hands should slap flat onto the mat to make a sound.
Ask: Why do you think it is important to have your head and hands/arms hit the floor last? (To avoid whiplash, concussion, split head, broken bone, etc.)
Emphasize the importance of following instructions exactly.
Checking for Understanding:
Step 3—Modeling: Ask for a volunteer to demonstrate what they have learned for the class. Remind the student to always be in control.
As the student performs the skill, spot him/her if possible.
Ask: Was this skill done correctly?
What was good about it?
How could it be improved?
(Students give feedback first, then add corrective information)
Have the volunteer repeat the skill. Give him/her appropriate feedback. Let others who want to demonstrate their ability to perform the move to do so. Give them appropriate feedback.
Step 4— Guided Practice: Have the first person in each team line up on the mat to practice the fall.
Count off: Ready
Set
Go
Each student in the line performs the fall. They continue to practice the fall across the room. Upon reaching the opposite side of the room, students file back along the wall to get in line behind their teammates.
Give students feedback as they practice so they can improve their performance.
Step 5—The next student in each team lines up. This group follows the above instructions after the group in front of them have made it halfway across the room. This is to ensure there is no danger of accidents, etc.
Give students feedback as they practice to build their confidence and so they can improve their performance.
Step 6—Repeat steps 4 and 5 until every student has the opportunity to practice the skill.
Checking for Understanding: Ask the students how they feel about doing the fall. What is difficulty, Answer and clarify as much as possible. If necessary, go through the process for the fall again to help students improve.
Step 7—Repeat steps 2, 3, 4, 5 and 6 for the Forward Slide Fall.
Instruction: Take a forward step with your right foot, bending as low to the floor as possible. Take a forward leap parallel to the floor, with the left arm extended beyond the head. (A left-handed Superman flying pose) Land on the mat on the front of the left thigh, left side of the front torso, and left arm. Do not use the right arm and hand until after you have landed the fall.
Step 8— Repeat steps 2, 3, 4, 5 and 6 for the Forward Roll Fall.
Instruction: Stand at the mat with right arm raised above head, extended at a 45 degree angle (like a Y—not straight up nor out to the side like a T). Swing the right arm down towards the left hip, jump slight forward, landing on the right should and rolling down the back to a sitting position.
NOTE: This roll can conclude 1) in a sitting position 2) continue to roll forward onto the performers feet and stand up, or 3) in a sitting position and falling back into the final position of a Sit Fall.
ADAPTATION: If a student is too afraid of doing this fall from a standing position, he/she can begin to learn the roll from a kneeling position with one knee on the mat and the other foot placed flat on the mat.
Step 9—Transition: Tell the all the students to sit on the side of the room, along the wall. Inform them that they each will perform the falls for the class.
Ask for a volunteer to demonstrate what they have learned for the class. Remind the student to always be in control.
As the student performs the skill, spot him/her if possible.
Ask: Was this skill done correctly?
What was good about it?
How could it be improved?
(Students give feedback first, then add corrective information)
Students may volunteer when they want to perform but all must perform each of the falls.
CLOSURE:
Tell the students they need to practice the falls at home (on a carpet or on the grass). Suggest that they teach their parents what they are learning in class. Remind the students to reflect on what they learned today, then write in their learning log. Also, remind them that the Combat Safety Rules Test will be at the beginning of class next time so they need to study the safety rules handout.
Assessment
Participation, Mini-Performance, and Learning Log Entry
Author's Notes
If a student is too afraid of doing this fall from a standing position, he/she can begin to learn the roll from a kneeling position with one knee on the mat and the other foot placed flat on the mat.
If class is a short period, cut the lesson in half--Repeat steps 7 & 8 and teach remaining steps during the scheduled class.