Sugimoto 1

Memory Fitness
Name: Taylor Rae Sugimoto

Grade: 4th grade

Date: April 23, 2015

Content Area: PE

Duration: 62 minutes
Materials needed:
-

4 push-up memory cards

4 jumping jacks memory cards
4 sit-up memory cards
4 jogging memory cards
4 red cards
4 yellow cards
4 blue cards
exit slips
pencils
clipboards/cardboards to write on for each student

What do you need to prepare in advance? Which part of the school campus will your
lesson take place (if applicable)
-

prepare memory cards (total of 32 cards) by printing and laminating each card
print out exit slips

Guiding Questions:
-

What are muscles?

Why are muscles important?
What can you do to build strong muscles?
What exercises can you do to build different types of muscles?
How do you know what muscles you are using when youre exercising?

Enduring understanding:
Different exercises build strong muscles that improve the health and fitness of a person.
What component/s will be the lesson
focus?
Exercise, muscle growth

Strategy or skill emphasis

-

learning about muscles and

exercises by listening to a
powerpoint presentation
participating in each exercise
through an engaging activity/game

Purpose of lesson
The purpose of this lesson is to identify the importance of muscles and how students
can participate in exercises to strengthen their muscles.
Language modalities to be used in this lesson:
-

Observing: Students will observe peers participate in various exercises during the
engaging activity.
Writing: Students will show their understandings by writing an exit slip as a form of
assessment.

Sugimoto 2

Critical Thinking Skills

ACEI 3.3-Critical thinking, problem solving and
performance skills.

evaluating themselves and their peers in

the form of an exit slip
applying

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

participate in a teamwork activity/game

talk-pair-share

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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

(ELL, SPED, Accelerated
Learners, Striving learners, 504
students, reading)

List type of
differentiation
(learning environment, content,
process, product, performance task)

SPED

Process, Performance task

ELL

Process, Performance
Task

Accelerated Learners

Process

Striving Learners

Process, Performance
Task

Instructional approach
(Write the instructional approach/accommodations that will
be used for these learners)

- Students who are skilled in specific

exercises will be asked to perform exercises
in front of their team members as visual
guide for SPED, ELL, and striving students.
- Teacher will provide individual attention
toward FSC and SPED students during
performance task by verbally reading and
guiding students through each question.
- Students who are skilled in specific
exercises will be asked to perform exercises
in front of their team members as visual
guide for SPED, ELL, and striving students.
- Teacher will provide individual attention
toward ELL students during performance
task by verbally reading and guiding
students through each question. The
performance task also provides a visual that
allows ELL students to show knowledge
through drawing.
- Accelerated learners who excel in specific
exercises will be asked to guide teammates
who struggle with exercises.

- Striving students who struggle with specific

exercises will be able to follow an
accelerated student as a guide during the
engaging activity.
- Teacher will provide extra attention toward
striving learners during the performance
task by answering any questions. If needed,
teacher will guide striving learners through
the performance task.

Sugimoto 4

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, GLOs

HCPS III: PE.3-5.4.3 Fitness and Conditioning-Related Activities: Describe ways in

which moderate to vigorous physical activities can improve the health-related
components of fitness.
I can identify how physical exercises can improve my health and fitness.
GLO 2: Community Contributor
I can be a community contributor by following the PE classroom guidelines and by being
a team player during the class activity.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria)

I will use an exit slip to assess students content knowledge of HCPS III: PE.3-5.4.3
Fitness and Conditioning-Related Activities (see pages 8 and 9). Students will be
assessed on their understanding of how exercises can promote muscle growth and
strength by identifying which exercises strengthen specific muscles. Students will
demonstrate four exercises: push ups, sit ups, jumping jacks, and jogging in place. I will
use a narrative summary to gain a better understanding of students content knowledge,
which will help me to reflect and strengthen my areas of improvement for future lessons.

Sugimoto 5

3. Activities/Lesson
Attention getter/s
to be used in this
lesson.
Introduction
2 minutes

I will gain students attention by using the attention getter

Waterfall! Students will respond by replying Ssshhhhh.

Closing
5 minutes

To close this lesson, I will review the answers for the exit slip and
ask students to share other exercises that they know and talk
about what muscles they think they strengthen with those
exercises.

I will introduce the lesson by briefly describing the different

activities involved in this lesson: powerpoint about muscles,
memory fitness game, and exit slip assessment. I will then go over
I can statements and GLOs.
Modeling
I will present the powerpoint on the promethean board to teach
10 minutes
students about the importance of muscles, types of muscles, and
(I do)
the four exercises that students can do to promote muscle growth.
I will then have a student model each exercise for the whole class
and explain the proper form for each.
Guided Practice
Next, I would explain the memory fitness activity to the whole
30 minutes
class. There are 28 twenty-eight memory cards with four of each
(We do)
exercise on each card that are face-down on the floor. The class
will be split into two teams, and each time will take turns flipping
over two cards. If they do pick two of the same card, they receive
a point and have to complete the exercise on the task card. The
team who finds seven pairs first wins the game. The losing team
will have to complete the rest of the exercises that they did not
complete. Before going down to the lumi to play the exercise, I will
present the PE guidelines on chart paper, which include teamwork,
indoor voices, and good sportsmanship (definitions of guideline
terms will be discussed prior to moving to the lumi). I will then lead
students to the lumi to play the memory fitness activity. Before
each team completes an activity, I will have an accelerated student
show an example in front of their teammates and emphasize
which muscles are being used for each exercise: push ups, sit
ups, jogging in place, and jumping jacks.
Independent
After the activity, I will pass out the clipboards and explain the exit
Practice
slip to the class. Students will then independently complete the
15 minutes
assessment in the Lumi.
Monitoring Plan
As students begin to complete their exit slips, I will focus on
(What strategies and accommodating this performance task for FSC, SPED, and ELL
skills will you pay
students. I will first individually work with the FSC, SPED, and ELL
attention to while
students to read and guide them through the assessment. I will
students are
then walk around to the striving students and ask if they need any
working? This is not
clarifications or guidance. I anticipate that students will need
student
assistance simplifying the anatomical names on the diagrams.
misbehaviors)

Sugimoto 6

Name: _____________________

Date: ______________

Memory Fitness Exit Slip

Instructions: For the diagram below, circle muscles that are used for the exercise
labeled below.
1.

Push ups

3.

Jogging in place

2.

Sit ups

4.

Jumping Jacks

Sugimoto 7

2. Why is it important to grow and strengthen your muscles?

Sugimoto 8

5 Pushups

7 sit-ups

Sugimoto 9

Jogging in
place
30 seconds

Jumping Jacks
10 times

Sugimoto 10

Reflection Questions
1. What were any advantages and/or disadvantages of writing a one-page lesson
plan?
I feel that, due to being in the classroom for four semesters, there were more
advantages than disadvantages in writing a one-page lesson plan. During the first few
semesters in the program, I needed a detailed lesson plan as a support system when I
taught because I would tend to forget that I planned to say. However, as I became more
comfortable teaching lessons and being in front of the classroom, I also became more
confident in my teaching abilities. Solo teaching has taught me how to be able to teach
curriculum without creating a detailed lesson plan for each lesson, so I no longer felt
that I needed a lesson plan as a support system. For this lesson, I used this one-page
lesson plan as a guideline and planning sheet for what I needed to teach, rather than
writing a lesson plan to remind me exactly what I needed to say. Therefore, when I
taught my PE lesson, I had more of a freedom to go with the flow of the lesson, and
adjust the discussions based on students responses, questions, and interests. I am
proud that I have enough confidence in my teaching to no longer refer back to my
lesson plan to ensure that I say every single phrase that I planned to say.
I feel that the only disadvantage that would occur when I write a one-page lesson
plan is not being able to write everything that is necessary to teach in the allotted space.
For example, some of my lessons in my unit plan included scaffolded and structured
planning that ended with a higher-level thinking discussion or activity. With these higherlevel thinking lessons, I would like to include all of the guiding questions that may occur

Sugimoto 11

during the lesson, and I feel there would not be enough room on one page to write
everything that I anticipate will happen throughout a lesson.
2. What information from the instrument did you find useful? In what ways can this
information help you with the remainder of the semester and/or in the future?
I chose to focus on Instrument 6.6: Observing Low-Profile Classroom Management
because I was curious to have a better understanding of what types of classroom
management skill that I use on a daily basis. I feel that classroom management is one
of the hardest things to reflect upon because I often do not realize what I do to manage
the classroom environment. When I first looked at the instrument, I thought that I use
both verbal and nonverbal deflection the most when Im teaching. However, after getting
the results from the instrument, I found that I mostly used anticipation throughout the
lesson. I was pleased with the results because I believe the low-profile anticipation does
not waste instructional time or distracts the class from learning.
This instrument has helped me to understand the importance of constantly reflecting
upon my own teaching, and also to make sure to ask others to reflect upon your
practice as well. The results of this instrument has taught me that my style of teaching
may not be evident to myself as I teach because there are so many other things on my
mind, but that does not mean I should just trust my own opinions. Feedback from others
is just as important, if not more important, than my own personal feedback that I note
after each lesson. This instrument has also taught me that I may not put my focus on
anticipating, but it is something that I naturally do in front of the classroom. I want to
continue on using all four types of low-profile classroom management throughout the
day according to students behavior.

Sugimoto 12

3. Sort your students exit slips by these categories 1) full understanding, 2) partial
understanding, 3) no understanding. Answer these questions.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24

Push-up
X
P
P
P
P
P
X
X
P
X
P
X
X
P
P
P
P
P
X
P
P
P
X
X

Sit-up
X
P
P
X
P
P
P
X
P
P
X
X
P
P
X
P
P
X
P
P
P
P
X
P

Jogging
P
X
P
P
P
P
P
X
P
P
P
P
P
P
P
P
X
P
P
P
P
P
P
X

Jumping
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

Open
Response
X
P
X
P
P
X
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P

a. How many students have full understanding of the content?

Out of a total of 24 students, seven students had a full understanding of the
content. This means that about one-third of the class was able to identify the correct
muscles for each exercise and explain the importance of having strong muscles.

Sugimoto 13

b. If any, what are some of the challenges with students understanding of the
content? How many students?
Based on the results from the exit slips, the largest challenge with students
understanding was identifying the muscles that were worked with each exercise. In
particular, students had the most trouble identifying the correct muscles used when
doing push-ups. Nine out of twenty-four students thought that push-ups worked the
quad (leg) muscles instead of the biceps, deltoids, and tricep (arm) muscles. Eight out
of twenty-four students thought that sit ups worked the biceps, deltoids, and triceps
along with abdominal muscles instead of just labeling the abdominal muscles.

c. Why do you think students are having these challenges?

I think students were having these challenges because I wasnt clear enough
when explaining the muscles during my mini-lesson. It is understandable that students
mistook my explanation as to how one can tell if they are strengthening their muscles.
During the lesson, I explained that if their muscles hurt when they exercise, then they
know that they are strengthening their muscles. I feel that students identified their leg
muscles for push-ups because they used their legs when doing push-ups, which some
may have assumed they were working their muscles because they used that body part
to complete the exercise. Similar to push-ups, I feel that students identified their arm
muscles for sit-ups because they put their arms across their chests, which they
considered as using their arm muscles when doing a sit-up.

Sugimoto 14

d. What are the next steps for you to reteach the content and/or help students
progress to the next level of the content?
My next step would not necessarily reteach the entire lesson, but to inform
students of the misunderstanding and clarify any confusion that students may have had.
I would reteach the mini lesson, and instead of focusing on certain muscles that are
used in each exercise I would have the class discuss all the muscles that are used in
each exercise. After we identify all the muscles that are used, then we may start a
conversation about what muscles are being worked out the most and the intensity of
each muscle that is being used. Therefore, that will give students a better understanding
of how muscles are being used, and how certain muscles are used more than others I
each exercise.
e. What are any advantages and/or disadvantages with using exit slips as a
quick formative assessment?
The advantages of using exit slips as a quick formative assessment is that it is an
effective way of finding evidence of students understanding of concepts. For example,
with the exit slip that I used for this PE lesson, I was quickly able to assess students
knowledge of each exercise within five minutes. Exit slips are also a quick way to see
what content students understand and which content still needs improvement.
Therefore, exit slips can help to drive instruction for future lessons.
The disadvantage with using exit slips is that some students may not be able to
have enough time to process what was taught by the end of the lesson. For example,
my high school math teacher made us complete exit slips at the end of each lesson for
a grade. However, sometimes I would need time to process and review the information

Sugimoto 15

on my own before I had a full understanding of the concept. Even though I may have
had a full understanding of the content by the end of the day, I did poorly on my exit
slips because I did not have time to process everything I learned in that short amount of
time.

4. Select three words that describe your student teaching experience during the fourth
semester. Explain each word.
The first word that I will use to explain my student teaching experience is fun. Every
morning, I would be excited when I woke up in the morning to get to school and prepare
for the school day to begin. I talked to my mentor teacher about the joy that I have in the
classroom with the students. The best part of the day is just spending time teaching
them and overall enjoying their company. The work that needs to be done before and
after school may seem time-consuming, boring, and stressful, but I find that to all just be
part of the job criteria. I learned that as long as I am efficient and hard-working
throughout the day, I am able to find the time to talk and get to know my students better.
This semester has been so much fun getting to know and making personal connections
with each student in the classroom. I am truly going to miss this class when I leave in a
couple weeks.
The second word that I will use to explain my student teaching experience is
unpredictable. I feel that teaching is all about anticipating students questions, actions,
and behaviors in order to fix problems before they occur. However, student teaching has
taught me that some things are just unpredictable. A perfect example is what happened
during one of my first days of solo teaching. A student walked through the door in the

Sugimoto 16

morning, put his backpack on his chair, and threw up all of over the desk, bag, chair,
and ground within thirty seconds of entering the classroom. I had to call the custodian,
but no one picked up, so I had to call my mentor teacher to walkie-talkie the custodians.
Another example is that one of my students was writing on his clipboard as he began to
walk, and just walked straight into a pole. Although those moments are not always the
easiest to handle, that is what makes teaching so enjoyable for me. The unpredictability
is what makes teaching so different from other professions.
The third word that I will use to explain my student teaching experience is grateful.
This experience has just made me feel so grateful that I decided to pursue my dreams
and enter this profession. Coming from a private school, there were so many high
expectations put on me by my peers and teachers. However, I tried my best to turn their
negativity into strength. I wanted to prove to everyone that teaching is not just a lowpaying, easy job. I entered this profession to make a difference, and maybe one day
make a different at a state or even national level. I am so grateful that I had the
opportunity to learn from so many great mentor teachers, cohort coordinators, and other
educators, and I feel that I am now ready to go out, make a difference, and change the
way people look at the education profession.