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Instructions: Search www and find a lesson plan you would like to use for a grade level of your choice. Fit the lesson plan into
the forma below and come prepared to demonstrate it in class.
GRADE: 3rd
STANDARD: Write out completely (Add PE Frameworks page #)
Standard 1
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical exercise. (p. 55)
Standard 3
Students assess and maintain a level of physical fitness to improve health and performance. (P.56)
NEEDED EQUIPMENT:
Cones
Art materials to make exercise cards
Gymnastic mats (optional)
Mission Impossible Movie Theme Song
LEARNING GOAL/OUTCOME/OBJECTIVE:
Students will perform warm up exercises.
Students will create an exercise to be done at their designated cone based off of previous exercises that were taught to them.
TIME
Min.
45
what you are planning to do. Note: TPA Tasks require this same type of
descriptive writing.
Opening /Introductory Activities (What you will do to get students ready to
receive instruction for this standard)
Step 6:
Give the students some examples of the
types of missions that they can put on the
cards. Make sure the students
demonstrate what they are going to do to
the class so that they all remember how
to do that particular exercise.
Students can start when they hear the music. You may want to give them a
minute to figure out how they are going to do all the tasks together before starting
the music. For the Mission to be completed each person in the group must do the
activities simultaneously.
On the first day of teaching this you may want to review how someone who is a
fast runner could change their speed to accommodate the whole group, give
ideas of having a counter for each activity, a motivator, etc.
Step 7:
Allow the students to have 10 minutes to
figure out what type of mission they are
going to do.
Step 8:
Tell the students that the mission
impossible exercise is going to start when
the music starts. Give them time to figure
out how they are going to do all the tasks
together before starting the music. For
the mission to be completed each of the
people in the teams must do the activities
simultaneously.
Step 9:
Start the music and allow the students to
start the different missions to get through
the obstacle course.
Step 1:
Directly instruct the students in their
warm up exercises.
Step 2:
Have the students count to 10 per warm
up exercise so everyone is on the same
pace and knows what they should be
doing.
Step 3:
Ask the students if they remember any of
the exercises that we have done as a
class. Have the students that remember
what we have done to demonstrate for
the class and then have the entire class
do the demonstration with them.
I will discuss what it means to do thing simultaneously. How that means the group
needs to do it together at the same time. I will give them strategies on how to do it
together.
Step 4:
Show and explain to the students any
examples that they might have missed.
Step 5:
Show and explain what the students are
going to be doing with the cards that are
next to the Cones where they will be
designing their mission.
Step 6:
Explain to the students what it means to
do something simultaneously. Show the
students how this works with volunteers
so the directions are clear.
Step 7:
Let the students know that once they are
in their groups they will have 10 minutes
to come up with an exercise and figure
out how they are going to do the missions
simultaneously. Give them examples as
to how to do the exercises
simultaneously, like have a leader, count
out while they are doing the exercise, etc.
Effective Practice Activity (How you will have students practice this
standard?)
I will have the students practice this standard as a whole group and then in
smaller groups.
As a whole group we will be doing the warm up exercises together. The students
will be receiving direct instruction by me and they will be asked to mimic what I
am showing them. In order for me to see that they are all participating in the warm
up exercises I will be facing all of them and they will be facing me.
Step 1:
Have the students stand in rows facing
you (the teacher) The rows should ne no
longer than 10 students. They should be
off balanced so every student can see
the teacher doing the exercises.
Step 2:
Have the students mimic the exercises
that you are doing. Have them count
aloud to ten so they are all doing the
exercises at the same time (practicing
When the students are in their small groups they will be asked to come up with an
exercise that will be the mission for that specific cone. The groups will be asked to
work collaboratively to come up with the exercise. Since the assignment is to do
the mission simultaneously I will have the group show me their exercise as a
group so I know that they understand what it means when they have to go
through each cone simultaneously.
simultaneous exercises).
Step 3:
Students can either be placed in groups
or you can place them in the groups of
your choice. Explain to them different
examples of exercises that can be placed
on their cards. Have the students model
the exercises that are being exampled so
they remember them clearly.
Step 4:
While students are modeling the
exercises, make sure they are doing it
simultaneously so they remember to do
so while they are going through the
Mission.
Closure (What you will do to help students remember this instruction and
how they might keep on practicing independently)
The key for students to remember their warm ups is to do them every time you
start a P.E. lesson. This will show them how they are supposed to approach
physical education and that there are warms up that need to be done before the
intense exercise happens.
When dealing with the exercises that the students are supposed to come up with
in prior lessons, they should be exposed to as many different ways to exercise as
possible. When teaching a new lesson, the instructor could reference back to a
different exercise that resembles the one that they are currently learning, so
background knowledge is being added to the lesson.
Step 1:
Start with warm ups every time you begin
a P.E. lesson. This gets the students in
the rhythm of warming up. The students
will then learn how to start P.E. class
every time and it will become routine for
them.
Step 2:
At some point in the year, a student could
be the teacher and run the warm-up
exercises for the class. This will give the
students some confidence in running the
beginning part of P.E.
Step 3:
Make sure when you are going over
previous exercises you are doing so with
the class. It is important for you to be as
involved with the class as they are. They
Step 1:
While the students are doing their warmups, check to see that they are all
counting together.
Step 2:
While they are stretching, take note on
which stretches they are doing correctly;
give encouraging words to let them know
that they are doing them right.
Step 3:
If the students are performing the stretch
wrong, demonstrate to them how it
should be done, and then have one of
their classmates that is performing the
stretch correctly show the class as well.
Step 4:
Group the students; either do so for them
or have them group themselves.
Step 5:
Go around to each group and take the
rubric with you. Check off per group to
Class Management (How you will manage this instruction so that all
students learn well)
Step 1:
Start with group warm ups
Starting as a group and then ending in smaller groups helps with instruction.
Group exercise allows the students to feel the unity in the classroom. They all
have the same task to do together and there is a time limit to when it should be
done. As the students are working in smaller groups, they will be collaborating
with one another to come up with an exercise that should be done simultaneously.
By checking on each group, the instructor can put input to the groups that clearly
Step 2:
Separate the class into 6 equal-ish
groups.
Step3:
Assist the groups in any ways necessary.
dont understand what should be done during the assignment and help adjust.
Step 1
Get the ELD learners accustomed to
doing warm-ups. Keep warm-ups as a
routine activity that is done every time
P.E. is being taught.
Step 2:
Talk very clearly and loudly when doing
P.E. exercises.
Step3:
When talking about the activities being
simultaneous explains it to them in
words that they will understand; say, The
activity that you are participating in
should be done at the same time as your
group members. This means that all of
you are going to do what is being said on
the activity card AT THE SAME TIME.
Make sure that the instructions are very
clear.
Step 4:
While going around to the groups, ask
the students if they need clarification. Go
Step 1:
All the students to ask questions or make
comments while doing the warm-ups and
exercises.
Step 2:
Call on students to make sure that they
understand what they need to do. Have
them say the instructions for the class so
they entire class knows what to do as
well.
Step 3:
If the students do not understand what
the lesson is about or what they should
be doing, ask them to ask their partners
before answering their question. This will
allow them to work with one another and
help critically think with their partners.
Step 4:
Demonstrate any instructions needed in
case for clarification.
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I have learned that when you are planning instruction for a diverse population one of the things that are always critical is to
demonstrate with the class what is expected. There need to be direct and precise instruction. The students learn better when there is
a routine involved and they understand what is being expected from them. I also learned that P.E. is a very physical and vocal content
area. One of the most important parts of P.E. is to be vocally competent. This means that your instructions are clear and concise and
should be said in a way that all students understand.
What area of this instructional plan was easy to complete?
The area of instruction that should be easy to complete is the war m up exercises and going over the other routines that we have
done as a class. This would be more of a refresher for the students. All the material that is going to be used during the Mission
exercises should be ones that have been done as a class already. There should be plenty of exercises to choose from that they can
use, and enjoyed learning.
What area will you need more knowledge/skill in order to do the task well?
I think I would need more knowledge in how to alter the exercises. I will have to look up ways to take the basic exercises that we have
learned and put them in a more creative way that the students can use and be excited about. Those adjustments should be shown to
the student prior to doing this lesson. There can be other methods that I look up to show them, just to get their creativity flowing while
making their Missions.