Circus Unit: Grades K-2 Highland Elementary School Westfield, MA January 28, 2015-March 11, 2015 Kelly Haines

Circus Unit
Grades K-2
Highland Elementary School
Westfield, MA
January 28, 2015-March 11, 2015
Kelly Haines
Springfield College
CIRCUS UNIT
Springfield College Physical Education Health Education Department
PE Unit Outcomes/State & National Standards/Content
Psychomotor, Affective, and Cognitive Domains
Grade/Experience Level: K-2
Unit Outcomes
(By the end of
the unit,
students will be
able to)
Psychomotor
Balance their
body and objects
on different
surfaces
throughout the
unit.
Reference
MA CF &
NASPE
Standards
by #
SHAPE S1.E7
MACF 2.2
Content to be taught
Day 1: Balance:
Balancing Bodies On
Different Points of Contact
Day 2: Balance: Static and

Dynamic
Day 3 : Balance: Balancing
Objects: Feathers, Foam
Bowling Pins, Noodles,
Noodle Slices
Create a pattern
of movements
using scarves
and ribbons
throughout the
unit.
SHAPE S1.E5
MACF 2.3
Day 4: Scarf Patterns

Day 5: Ribbons: Patterns
and Sequences
Day 6: Final Circus Act:
Balancing Bodies,
Balancing Objects, Scarf
Patterns and Ribbon
Patterns
Assessment
(include rubrics,
quizzes, etc. in
written
materials
section)
Day 1: Teacher:
Balancing Body
Checklist
Day 2: Dynamic
Balancing Rating
Scale
Day 3: Student:
Balancing Score
Sheet
Day 3: Teacher:
Scarf Pattern
Rubric
Day 4: Student:
Partner Ribbon
Patterns
Day 5: Final Circus
Act Stations
Worksheet
Cognitive
Identify the key
components of
static and
dynamic
balances by
recognizing skill
cues and why
SHAPE
S2.E2
MACF 2.1
Day 1: Balance: Points of

Contact
Day 2: Balance: Dynamic
and Static Balances
Day 3: Balance: Balancing
Objects
Day 6: Final Circus Act:
2
Day 1: Exit Slip

Day 2: Dynamic
Balancing Rating
Scale
Day 3: Partner
Work Exit
Slip/Balancing
balancing is
important in
daily life.
Identify
patterned
movement
during scarf and
ribbon activities
by naming
ribbon and scarf
movements
throughout the
unit.
Balancing Stations
Objects Skill Cues

Day 5: Final Circus
Act Station
Worksheet
SHAPE S1.E7
MACF 2.2
Day 4: Scarves
Day 5: Ribbons
Day 6: Final Circus Act
Stations
Day 4: Exit Slip

Day 5: Partner
Ribbon Patterns
Day 6: Final Circus
Act Station
Worksheet
SHAPE S4.E4
MACF 2.7
Day 2: Dynamic Balance

Day 3: Balancing an Object
Day 5: Partner Ribbon
Sequence
Day 2: Helping a
Classmate Exit Slip
Day 3: Partner
Work Exit Slip
Day 5: Ribbon
Pattern Worksheet
Affective
Work effectively
with a classmate
while using
scarves, ribbons,
and balancing.
Exhibit PAWS
behavior
throughout each
lesson 100% of the
time.
SHAPE S4.E1
MACF 2.7
Day 1-6
Day 1-6: PAWS
Checklist
Day 3: Student
Balancing Objects
Worksheet
Day 6: Final Circus
Act Worksheet
Grading Policy
Effort and Conduct- 30%
Students come to class and display PAWS behavior. Students are prepared for physical
education by having appropriate footwear. Students are attentive and willing to learn
throughout the entire class. Overall, the student has a positive attitude throughout the entire
class.
Content Knowledge- 40%
Student complete all exit slips and cognitive assessments (formal and informal). The student
applies vocabulary, skill cues, and learning from psychomotor activities to gain the correct
answer.
Skill Performance and Participation- 30%
Throughout class the student demonstrates skills by following the skill cues given and
participates in all activities.
Grading Scale
1- Very Good
Student participates throughout the entire class, demonstrates PAWS behavior, is prepared with
appropriate footwear, and completes all cognitive assessments. This student is engaged in class
100% of the time.
2- Satisfactory
Student has some difficulties with participation (may be off task or act as a distraction for other
students). This student needs reminders throughout the entire class, and may be asked to sit
out. The student doesnt always complete cognitive assessments. The student is on task 75% of
the time. If student forgets appropriate footwear, they borrow sneakers for the class.
3- Needs Improvement
Student is very disruptive and off task. The student is non-compliant and sits out for the entire
class. The student does not complete cognitive assessments and does not grasp skill being
taught. The student is on task 50% of the time. The student does not have appropriate footwear,
and refuses to borrow sneakers.
Day 1: Teacher: Balancing Body Checklist
By the end of the lesson, students will master the balancing skills cues on a 3 point balance-students will have both skill cues present:
Key: Y=Yes
N=No
S1
Skill
Cue
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
Eyes
Focused
Body
Still
Source:
http://www.nicurriculum.org.uk/docs/foundation_stage/areas_of_learning/physical_develop
ment/FMS_Balance.pdf
Day 1: Exit Slip--Points of Contact

5
Name: ____________________
Grade: ______
Directions: Circle the easier balance
1 Foot
Point
Day 1-6: PAWS Checklist

6
Key: Practices Responsibility; A-Always Safe; W-Willing to Learn; S- Shows

Responsibility
*Will be completed by teacher after every lesson during each day of the unit the teacher will give student a
for each completed PAWS Behavior (each day of unit will be identified by a different color
Class: _____________________
Student
P
D1 D2 D3 D4 D5 D6
Grade: __________
D1 D2 D3 D4 D5 D6
D1 D2 D3 D4 D5 D6
D1 D2 D3 D4 D5 D6
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
7
Day 2: Dynamic Balancing Rating Scale

Rating Scale:
3= Often steps off jump rope or plastic dome, arms are not out, moves fast
2=Sometimes steps off of jump rope or plastic dome, arms are out but are bent, a lot of
body movement during balance
1=Rarely steps off jump rope or plastic dome, arms are straight out, moves slowly with a
still body
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Day 2: Static vs. Dynamic Balance & Helping a

Classmate Exit Slip
Name: ___________________________
Grade: ____________
Is Miss Haines doing a static (still) or dynamic (moving) balance?
Did you help a classmate today during one of the balancing activities?
YES
NO
Kindergarten and 1st Grade Version:

Name: ___________________________
Grade: ____________
Circle the moving (dynamic) balance:
Walking on tightrope
Balancing on one foot
Did you work well with a classmate today. Circle your answer:
YES
NO
Day 3: Student Score Sheet: Balancing an Object

Partner Names: ____________________________
____________________________
Directions: As you go to each station draw the object you are balancing. As you balance the
object have your partner count how long you can balance the object for.
Station 1: Foam Pins
Draw the Object You Are Balancing
Partner 1: ___________
Partner 2: _____________
Practice 1: _________
Practice 1: _________
Practice 2: ________
Practice 3: __________
Practice 3: __________
Station 2: Noodles
Partner 1: ___________
Partner 2: _____________
Practice 1: _________
Practice 1: _________
10
Practice 3: __________
Practice 3: __________
Station 3: Noodle Slices

Partner 1: ___________
Partner 2: _____________
Practice 1: _________
Practice 1: _________
Practice 3: __________
Practice 3: __________
Station 4: Feathers
Partner 1: ___________
Partner 2: _____________
Practice 1: _________
Practice 1: _________
11
Practice 3: __________
Practice 3: __________
Modified Assessment for K/1:

Day 3: Student Score Sheet: Balancing an Object
Partner Names: ____________________________
____________________________
Draw your partner as they balance the object on their body. (I will explain directions and
provide student demo)
Station 1: Foam Pins
Partner 1:
Partner 2:
Station 2: Noodles
Partner 1:
Partner 2:
12

Partner
Partner
1:
2:
Partner
Partner
1:
2:
Station 4: Feathers
13
Day 3: Partner Work Exit Slip/Skill Cues when

Balancing an Object
Self Evaluation Exit Slip
Name: __________________
Directions: Circle YES or NO

I took turns with my partner
YES
NO
My partner and I shared the equipment
YES
NO
I counted for my partner
YES
NO
What is one thing that you can do to improve your time when balancing an
object?
14
K/1st Partner Work Exit Slip/Skill Cues when

Balancing an Object *Teacher will read statements aloud while students
complete assessment
Name:
__________________
Directions: Circle
YES or NO
1.I took turns with my partner
YES
NO
2. My partner and I shared the equipment
YES
NO
3. Draw a picture of what you did with your body to balance an object.
15
Day 4: Scarf Pattern Rating

Scale
Pattern Rating Scale:
1=Can do one presented scarf trick repetitively
2= Can link two scarf tricks together repetitively
3=Can link 3 scarf tricks together repetitively
Student
Rating
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
3
16
Day 4: Exit Slip- 2nd Grade

Name: ____________________
*Teacher will read aloud for ELLs.
What is a pattern?
Grade:________
Day 4: Exit Slip- K/1st Grade

Name: ____________________
Grade:________
*Teacher will read aloud for ELLs and students who cannot read.
Draw a pattern
17
Day 5: Partner Ribbon Patterns

Names:
____________________
____________________
Grade:________
Directions: Make a pattern out of 3 ribbon movements that you learned today complete this
with your partner
Ribbon Movement 1
Ribbon Movement 2
Ribbon Movement 3
18
Day 6: Final Circus Act Stations Worksheet

Station 1: Balancing Objects
Draw a picture of the objects you balanced also include the body part you balanced the object
on:
Station 2: Balancing my Body Standing Still (Static) and Moving (Dynamic)

Draw a picture of a Static balance you did and a dynamic balance:
Station 3: Scarf Patterns

How many scarf patterns did you put together, circle the numbers that you could do?
Station 4: Ribbon Patterns

19
Draw a picture of your favorite ribbon movement after trying all of the ribbon movements.
Did I practice responsibility by cleaning up my station when the music stopped?
Yes
No
Springfield College Daily Lesson Plan

Name: Kelly Haines
Date: 1/28/2015 Time: 40 min
School: Highland Elementary
Lesson #: 1
Facilities: Gymnasium
Class Size: 20
Grade: K-2
Unit/Theme: Circus
Generic Level: Pre-Control/Control
Equipment: Upside Right, Circus music, 20 jump ropes, 20 Hot Spots, Visuals (balanced,
unbalanced)
Focus of Lesson: Balancing

Student Performance Objectives (SPO): (National #
Task/Activity #
)
; MA CF #
By the end of the lesson, students should be able to:
(P) Perform balances using a variety of points of contact by varying points of contact
when asked by the teacher and meeting all of the components of balancing on the
teacher checklist. (S1.E7;MACF 2.2; Task 1 and 2)
(P) Practice balancing on jump ropes while moving by following proper balancing skill
cues while traveling on jump ropes. (S1.E7;MACF 2.2; Task 2)
(C) Identify that is easier to balance with more points of contact during the closure of
the lesson by completing the exit slip at the end of the class. (S1.E7; MACF 2.2; Closure)
(C) Name the skill cues of balancing when asked by the teacher during the closure of
the lesson by naming at least 2 of the 3 cues. (S1.E7; MACF 2.2; Closure)
(A) Exhibit PAWS behavior during class 100% of the time by practicing responsibility,
always being safe, willing to learn and showing respect. (S4.E1, MACF 2.7, Entire
Lesson--Paws Checklist)
Teacher Performance Objectives During the lesson the teacher will:
-The teacher will be aware of ELL students and use student translators when necessary.
20
- The teacher will use visuals to clarify challenging vocabulary for ELL.
-The teacher will increase activity time by having clear, concise instructions and smooth
transitions.
Special Considerations What are the safety concerns? What is unique
about the students in this class?
- Students will stay in their own personal space
-Use equipment appropriately-- no swinging jump ropes
-If a student feels unstable in a certain balance, simply step out of the balance rather
than fall
References:
Amato, G.J. Upside Right, a Childrens Guide to Movement. 2013. Print.
"Developing Fundamental Movement Skills." (n.d.): n. pag. Web. 25 Jan. 2015.
Driscoll, David P. "Massachusetts Arts Curriculum Frameworks." (n.d.): n. pag.
Mass.gov. Massachusetts Department of Elementary and Secondary Education. Web. 3
Feb. 2015. <http://www.doe.mass.edu/frameworks/arts/1099.pdf>.
Landy, Joanne M., and Maxwell J. Landy. Ready-to-use P.E. Activities for Grades K-2.
West Nyack, NY: Parker Pub., 1992. Print.
"National PE Standards." National PE Standards. SHAPE America, n.d. Web. 01 Feb.
2015. <http://www.shapeamerica.org/standards/pe/>.
TIME
3 min
10 min
SEQUENCE OF LESSON
Transition: Students will sit on
line
Welcome
Will take attendance by calling out
student names
Students will find their hot spot
ORGANIZATION
ssssssssssssssssssss
Instant Activity: Animal

Walks to Balancing:
-Bear walk
-Crab walk
-Bunny jumps
-Inch Worm
Reflection
Taking
attendance
this way was a
great way to
learn student
names.
Students
enjoyed this
activity
because it got
them moving
21
**When music stops you must stop

your body and make a balance with
your body--hold the balance until
the music goes on again.
2 min
5-7 min
right away. It
is important
so cover safety
when
traveling in
shared space.
For example,
keeping eyes
up and
avoiding
collisions.
Transition: Students will be

moved in small groups to the
meeting place
Introduction:
Safety:
- Use equipment
appropriately
- if you feel unstable in a
balance simply step out of
balance rather than fall
-PAWS
Balance:
-What does it mean to
balance?(To hold your body
in a fixed position)
-Why is it important to be
able to balance? (Playing
on the playground, walking,
riding a bike--all body
movements require some
type of balance)
- Show visuals: what is different
about the two pictures.
The
introduction
was effective
the visuals
helped
student to
understand
balance.
Reading the
book with K
worked well
but not so
much with 1st
and 2nd
grade. With
1st and 2nd
grade I read
the just
during the
activity.
-The teacher will read Upside

Right
1 min
Transition: The students will

travel back to their hotspots in
small groups.
Task 1:Upside Right:
-Students will return to their hot
spot
The teacher will read Upside Right
again and students will perform
balances--As the teacher is reading
the book.
Some
students
require a little
more
attention in
guided
Balances that Will Be Done:

22
10-12
min
-Balancing while being very still

-Balancing on the ground or on
your hot spot
-One foot
-Two feet
-Balancing with our head or with
our seat ***make sure students are
not balancing only on head they
must have an arm and a leg to
assist them
-Balance on your front
-Balance on your back
-Balance being round
-Balance being flat
- Other ways to balance if you
please
-Balance with your body
-Balance with your body
narrow
-Balance with your body high,
medium and low
-Balance on the hot spot,
balance off the hot spot
- Balance with one foot on the
hot spot and one foot off the hot
spot
exploration.
Some
students will
become off
task and when
activity is
more open
ended.
***The teacher will showcase

certain students throughout
balancing activity
Guiding Questions (Will form skill
cues for the day):
Guiding
questions
were very
important.
Sometimes
students give
the correct
answer but
sometimes
they dont. In
my informing
I started to
give small
hints towards
What helped you to balance?

(Arms out, eyes on one point,
focus)
What is more difficult to focus on
one body part or more than one?
Why? (One body part is more
difficult, the less contact with
ground the harder it is to balance)
Accommodations: For ELLwalk to their personal space to
show picture in the book.
23
For Rise Program- the teacher will

demonstrate a balance and have
students copy their balance--then
students will get a chance to create
their own.
skill cues and

then when
they balance
they have the
opportunity to
repeat those
cues in their
own words.
Extensions: Find a more creative

way to balance that you havent
done before.
2 min
Transition: Students will stay in

same space as used for previous
task. Student demo will be used to
take a jump rope-- students will be
moved in small groups to get their
own jump rope and bring it back to
their own space.
It was a big
transition for
students to
get jump
ropes and sit
with the
jumprope
quietly in
front of them.
The student
demo was
very
important.
Task 2: Tightrope Balancing

While Moving
5 min
*Encourage students to find

creative ways to balance--highlight
students who have a unique way of
balancing
Balancing while walking on
tightrope:
1.Side ways
-Ext: -Sideways in the dark
-Sideways low, medium,
high
2.Walk forward
-Ext: -Forwards in the dark
-Forwards low, medium,
high
3.Backwards walk
-Ext: -Sideways in the dark
-Sideways low, medium,
high
Task 3: Tightrope Balancing:
Letters and Math
K-1:
Walking
backwards
24
10 min
was very
difficult for K
students.
1. Letters: Hold up a letter-students will make that letter a

balance on their tightrope in the
shape of that letter:
Ext: -backwards
-in the dark
-sideways
--Teacher will walk around and ask
students for a word that makes
that letter
This activity
was very
effective with
1st and 2nd
graders. It did
not work well
with most K
classes it was
way too
challenging. I
had some
students in 1st
grade and 2nd
grade who
struggled with
this activity. It
is important
to emphasize
that kids can
help each
other when
doing this
activity.
Allowing
students to do
group work
eliminates
frustration it
also teaches
them how to
be a
contributing
member of the
community.
2. Counting with Your

Tightrope
Teacher will instruct students to
start with 9 and count all the way
down to 1
Ext: -backwards
-in the dark
-sideways
Accommodations: The teacher
will have visuals for ELL students.
2:
1.Tightrope With Letters:
Create the letter that starts your
first name with your tightrope and
walk your letter--once you are
done balance on your letter so that
I know you are done:
Ext: -backwards
-in the dark
-sideways
2. Tightrope Words:Create your
tightrope into the letter that starts
the following words:
-Balance
-Gymnasium
-Cat
-Dog
Ext: -backwards
-in the dark
-sideways
Tightrope addition: Make your
25
tightrope into the number answer

of these math problems:
2+2
3+2
2+4
3+4
Ext: -backwards
-in the dark
-sideways
Accommodation: Will have
visuals of the math problems for
ELL, also word visuals
2 min
3 min
Transition: Students will put

their tightropes back and bring up
their balancing domes (will be
moved one group at a time) after
this students will sit on the black
line.
It was
important to
have another
student demo
for this
transition.
Some
students were
unsure of how
to put their
jump rope
back correctly.
Closure:
2 Cues for balancing?
Show students a balance with 4
body parts on the floor and show a
balance with 1 body part on the
floor--which is easier?
Comment on PAWS behavior
26

Name: Kelly Haines
Date: 2/4/2015 Time: 40 min
Lesson #: 2
Class Size: 20
Grade: K-2
Unit/Theme: Circus
Equipment: Circus music, 30 jump ropes, 20 Plastic Domes , Visuals (balanced, unbalanced),
20 Bean Bags
Focus of Lesson: Balancing while Moving

Task/Activity #
)
; MA CF #
(P) Perform correct skill cues for balancing while moving in general space by receiving
at least a score of 1 on the teacher rating scale . (S1.E7;MACF 2.2; Task 1 and 2)
(C) Identify the difference between static balance and dynamic balance with 100%
accuracy on an exit slip. (S1.E7; MACF 2.2; Closure)
(A) Display PAWS behavior by saving at least one classmate when they are
frozen(S4.E1, MACF 2.7,Task 2/Exit Slip)
-The teacher will manage behavior with a 2 warning system, which result in the student
sitting out on their 3rd warning
27

-Use equipment properly--jump ropes and domes should not be picked up.
-When students come to the end of balancing they will not move body into the wall
-If a student feels unstable in a certain balance, simply step out of the balance rather
than fall
References
Developing Fundamental Movement Skills: Manual. Wellington, N.Z.: SPARC, 2007.
Web.
TIME
3 min
5-7 min
SEQUENCE OF LESSON
line
Welcome
student names
Students will find their own dome
to sit next to
ORGANIZATION
Instant Activity:
Balance on tightropes and
platforms without touching the
floor.
**When music stops you must stop
your body and make a static
balance with your body--hold the
balance until the music goes on
again.
2 min

moved in small groups to the
28
Reflection
Instead of this
instant
activity I
started with a
review of
tightrope
walking. This
was good
because it
allowed the
students to
refresh their
memory of
what they did
last week.
meeting place (moved by month of

birthday)
5 min
Introduction:
Safety:
- Use equipment
appropriately
-Keep your eyes up when
moving in shared space
- if you feel unstable in a
T
balance simply step out of
balance rather than fall
-PAWS
Balance:
-There are two types of
Balances that we did today,
what are they? (Moving
and still balance)
-Explain that a static
balance is a still balance
and a moving balance is a
dynamic balance
-Point to a picture of a
person on a tightrope
(Have students say
dynamic)
-Point to a picture of a
person who is in a fixed
position (Have students say
static balance)
-Why is it important to be
able to balance both while
standing still and when
moving? (Standing still: so
you can have control over
your body-ex: playing
twister, playing hide and go
seek--you may have to hold
your body still. Moving
balance--gymnastics,
playing on the playground.
1 min
10-12
min
Transition: Students will line up

on the end line (2) or the sideline
(K/1)--students will be moved in
small groups
29
The music
worked well
as the start
and stop
signal.
The visuals
were helpful
for students
but I also
think it would
have been
helpful if I
demonstrated
my self a
moving versus
dynamic
balance.
Task 1:Walking on Circus

Platforms and on Tightropes
This worked
well with the
1st and 2nd
grade classes
but not so
much for K.
For K, this
lesson was
extremely
challenging.
Students will walk across to the

other side without touching the
ground and only balancing on the
tightropes and circus platforms.
(2 will go across the length of the
basketball court)
(K/1 will start by going across the
width of the basketball court)
-Once students have made it to the
other side they will see if they can
make it all the way back
It may have
been better to
just use the
jump ropes
for these
students
rather than
both jump
ropes and
domes.
-Students will then try to make it

all the way to the other side and
back without stopping
Extensions (K/1): Students will
go the length of the court
Extensions: The class will be
split into two groups one group
will start on each end (they will
have to get across the tightropes
and platforms without bumping
into the other group that is coming
across)
Guiding Questions:
-What happens when the circus
performers are split to different
sides? (We have to keep our eyes
up and communicate with other
circus performers who are coming
across- we have to make different
pathways-zig zag- straight-curved )
The guiding
questions
worked well
with 1st and
2nd graders
but were
difficult for
Kindergartene
rs.
Extensions:Students can use

only blue tightropes or only yellow
tightropes
Guiding Questions:
How did you get across using only
a certain color tightropes?
30
(Different pathways- straight, zig

zag, curved)
Extension: Students can only use
The follow the

leader
extension
worked well
with the
Kindergartene
rs. They
enjoyed
getting the
chance to
lead-- also in
this extension
students were
going a lot
slower while
walking which
was good.
Extension: Follow the leader

through the circus-- one student
will lead and other student will
follow
Accomodations:
Rise Program-- the teacher will put
out more domes and may also put
out hotspots to make it easier to
balance
ELL- show picture of tightrope
walking and circus platforms -have students demonstration.
CFU--With ELL- What are we
balancing on? What happens if you
step off of the tightrope or circus
platform and touch the ground?
1 min
Transition: The student will sit
criss cross applesauce where they
are--the teacher will choose a
student demo.
10 min
Task 2: Frozen Balancing

Activity
Student demo: If you step off the
tightrope or circus platforms you
become frozen. The only way to
become unfrozen is if one of your
fellow circus performers gives you
a high five, and then you are back
in the activity.
I felt as
though I was
policing this
activity,
students were
not being
honest of
whether they
were frozen or
not. At this
point I had to
say if you are
not being
honest then
you have to
take a break
CFU: When you are frozen what

kind of balance are you in? (Static)
CFU:When you are moving while
balancing what type of balance is
it? (Dynamic)
31
from the
activity.
Extension: Using only a certain

color jumps, or certain color hot
spots
Extension: When you become
frozen you only can balance in a 4
point balance (will go down to 3, 2
and 1) to make it harder.
Accomodations:
Rise Program
ELL: Students demo--if there is
time for extension 2 (balancing on
a certain number of body parts-there will be visuals provided)
1 min
Transition: Students will sit criss

cross applesauce on the ground.
10 min
Task 3: Circus Performers

doing a Treasure Hunt
I did not have

enough time
to do this
activity.
Will use a student demo-underneath the plastic domes will

be bean bags. It will be the circus
performers job to collect the
treasure (the bean bags) and bring
the treasure back to a their
treasure chest (there will be two
buckets on either side of the
room)--you can only pick up one at
a time.
Extension (For 1 and 2): If you
fall off a tightrope or platform you
become frozen. (A classmate can
save you by giving the student a
high five)
Extension (For 2): The color of
the bean bag determines the
bucket it goes in.
Extension: You must balance the
bean bag somewhere on your body
when you bring the bean bag back
32
to you treasure chest.

Accomodations:
Rise Program: Instead of having
bean bags hidden under domes
they will be in open space (to
prevent frustration)
ELL: student demo, check for
understanding
Transition: Students will
transition to the meeting spot .
2 min
3 min
Closure:
The students will circle the static
balance on the exit slip
The teacher will comment on
students who were willing to save
their classmates who were frozen
33
With
transitions it
was very
important to
student demo,
because if I
did not
student demo
then students
would kick the
equipment on
the floor.

Name: Kelly Haines
Date: 2/11/15 Time: 40 min

Lesson #: 3
Class Size: 20
Unit/Theme: Circus
Grade: K-2
Equipment: Circus music, 6 feathers, 6 foam bowling pins, 6 noodle slices, 6 noodles,
Balancing Objects Worksheet, Exit Slip
Focus of Lesson: Balancing Objects

Task/Activity #
; MA CF #
(P) Balance different objects on your body at different stations while using at least 3
different body parts to balance the object. (S1.E7;MACF 2.2; Task 1)
(C) Identify skill cues for balancing objects on the exit slip at the end of the lesson .
(S1.E7; MACF 2.2; Closure)
(A) Display PAWS behavior while working with a partner during balancing stations.
(S4.E1, MACF 2.7,Task 2/Exit Slip)
34
-Students will use equipment correctly throughout the entire lesson-- objects are only
being used for balancing
-Students will be sure to have their own space when balancing an objects
-Students who are completing the balancing score sheet will sit against the wall so they
are out of the way
References
Developing Fundamental Movement Skills: Manual. Wellington, N.Z.: SPARC, 2007.
Web.
TIME
3 min
SEQUENCE OF LESSON
ORGANIZATION
line
Welcome
Will take attendance by calling
out student names

Students will find their own
space
Introduction: (Instant
Activity will be built in as as
35
Reflection
5-7 min
teacher goes around to

different stations)
Safety:
- Use equipment
appropriately
-Keep your eyes up when
moving in shared space

Balance:
Review balancing cues: Still and
2 min
Moving
Introduce Balancing Objects
The teacher will bring students
around to 4 different rooms.
At each room students will do a
circus warm up before a brief
5 min
informing of that station:

1. Jog in place
2. Touch the ground and jump up
3. Power Rangers Roll (fast feet
and arm rolls)

4. Arm circles forwards and
backwards
Transition: Students turn and
face the gymnasium-- and will
be introduced to the different
balancing rooms.
Introduction and
Demonstration of Balancing
Sheet:
-work with a partner (k/1)
1 min
The informing
nas a lot for
students so
adding in the
instant activity
during
demonstrations
worked well.
The only
downside of this
was that it
became difficult
to settle
students down
when I wanted
to do my
informing.
-draw that object that your

partner is balancing (2nd)
-count how long your partner
can balance for and write down
their score (no longer than 30
seconds)
5 min
-Partners switch
It was helpful to
have students
actually
-Do this at each station
36
-After briefly demonstrating
demonstrate the
activity at each
station.
Students were
more likely to be
engaged and on
task when they
see their peers
doing the right
thing.
each station the teacher will pick

four model students to
demonstrate each station and a
rotation (putting equipment
down when music stops and
getting ready to rotate)
Transition: Teacher will read
student names off to go to a
station. At their station student
will find a partner to work with
and partners will write their
names on their sheets. When
music begins students will begin
balancing.
2 min
Station 1: Balancing Feather
Balance a feather on different

parts of your body
See how long you can balance
for
Extensions: Balance at a low
level, balance at a high level,
balance
5 min
Accommodations: Visuals of
The feather
station worked
very well
however there
were some
feathers that
were broken
throughout the
lesson. It is
important to
emphasize that
the feathers are
delicate and
that students
needs to be
careful with the
ways that they
different body parts to balance

with. For rise cass students will
travel around together and
disregard counting when
balancing to eliminate
frustration.
Transition: Music will stop
and students will walk to the
next station. (they will bring
their paper with them)
Balance noodle slices on
37
different parts of your body

for
1 min
use their
feathers.
s

balance
5 min
The noodle slice

station became
chaotic
especially when
it came time to
clean up. It is
important to
thoroughly
demonstrate
how to put the
equipment away
safely.

frustration.
Station 3: Bowling Pins
Balance bowling pins on
different parts of your body
for
1 min
balance
5 min
Because the
bowling pins
were easy for
students to
balance they
needed extra
challenges and
motivational
objectives.

frustration.
38
Station 4: Noodles
Balance a noodle on different
parts of your body
for
1 min
balance
5 min

frustration.
Transition: Students will
transition to the meeting spot .
Closure:
The students will complete exit

slip
The teacher will comment on
students who were willing to

save their classmates who were
frozen
The noodles
were extremely
challenging for
the K/1-- a
modification
that I made for
K/1 students
was to change
the noode
station to
flashlight cones.
This worked
well for the
students
because they
were not as tall
and they had a
wider base.
1 min
5 min
The exit slip was

way too
challenging for
the students.
Instead of doing
the written
assessment I
39
decided to do
this at the end
verbally.

Name: Kelly Haines
Date: 2/25/2015 Time: 40 min

Lesson #: 4
Class Size: 20
Unit/Theme: Circus
Grade: K-2
Equipment:Music, Stereo , Scarves (2 for each student-3 for each 2nd grader), Carpet
squares, Visuals
Focus of Lesson: Scarf Patterns

Task/Activity #
; MA CF #
(P) Perform scarf patterns and movements throughout the lesson by consecutively
performing at least 3 scarf patterns together (2 for 1st grade, 1 repetitive scarf trick for
K). (S1.E5;MACF 2.3; Scarf Pattern Rubric)
(C) Write the definition of the word pattern (or draw a pattern--for K) on an exit slip
with 100% accuracy. (S1.E7; MACF 2.2; Exit Slip)
(A) Display PAWS behavior by being practicing responsibility, always being safe, being
willing to learn and showing respect 100% of the time. (S4.E1, MACF 2.7,PAWS Rubric)
40
- The teacher will use the 7 step Process of Vocabulary for the word pattern. This will
help students to understand the word.
-Use equipment properly
- Practice making the scarf quiet
References
"TeachCircus.com." TeachCircus.com. N.p., n.d. Web. 22 Feb. 2015.
<http://www.teachcircus.com/juggling2.html>.
TIM
SEQUENCE OF LESSON
ORGANIZATION
E
3 min
line
Welcome
student names
Hand out sneaker reminders to
those who forgot sneakers
Transition: Student demo- pick
up a scarf, find a rug and make it
1 min
quiet. (Move students in small

41
Reflection
groups by color of shirts)
Instant Activity: Scarf Pattern
5-7
Movements
min
-Teacher will demonstrate making

scarves quiet
s
s
-Students will get a chance to
s
s
s
s
s
s
explore with their scarves

-When the music goes off they
make their scarves quiet by putting
their scarves under the rug
Transition: Students will make
their scarves quiet and will be
moved to the meeting place (by
colors of clothing)
This guided
discovery warm
up worked very
well with
students because
it gave them a
chance to
explore. It also
was very
beneficial for
developing the
routine of
making the
scarves quiet.
1 min
Introduction:
Safety:
- Use equipment
appropriately
2 min
-Stay on your rug

-PAWS
Guided Discussion Questions:
-What did you notice about the
scarf when warming up with it?
5 min
(Moves slow, very light, the dont

go very high)
-Does it move fast or slow?(Slow)
-How did you catch it? (Grabbed
the scarf out of the air)
T
sss
ssss
ssssssssssssssss
sssssssssss
sssss
How to Hold a Scarf:
Many students
were able to
recall the correct
way to hold a
scarf which made
it easier because
it was one less
thing for me to
teach.
1. Put pointer up
2. Put pointer in the middle of the
scarf
3. Pinch the scarf
The 7 Step Process for PreTeaching Vocabulary will be used
for Pattern:
42
1. Pattern- students repeat

2. Today we will be using scarves to
The 7 Step
process for
developing
vocabulary was
very helpful for
students because
by the end of
they really
grasped the
concept of a
pattern. It was
helpful for
students because
I had patterns
posted on my
visual wall. I
made the
students say the
patterns out loud
with me so that I
knew they were
seeing the
patterns.
create many different Patterns

3. The definition of a pattern is: the
regular and repeated way in which
something happens or is done
4. A scarf pattern is when a
movement or many movements
are repeated over and over again.
5. N/A
6. Today we will be creating many
different scarf patterns
7. We will create scarf patterns today
in order to make fancy scarf tricks.
moved back to rugs and pick up
another scarf back to their rug
(small groups by colors on
clothing)
Task 1: Scarf Patterns
Teacher will making scarf patterns
with two ghosts (demonstrate)
Teacher will perform each scarf
pattern and students will model:
(Go Through 2 times)
-Circle
-Rainbow
1 min
-Windshield Wipers
- Falling Rain
I moved through
the scarf pattern
movements fairly
quickly with
students.
-Helicopter
- Under leg touches
- Alternating Front Circles
-Pendulum
-Rolling
-Jumping Jack
I wanted to give
them more
practice time
with the scarves
rather than just
teaching in a
- Choose your favorite scarf

pattern
-Make up your own scarf pattern
43
10 min Extensions: (K/1/2) Put two
command style
the entire time.
scarf patterns together.

Teacher will model and have
students try (Falling Rain,
Windshield wipers)
-Make up your own 2 scarf pattern

- (2/1) Three scarf pattern (Falling
rain, windshield wiper)
- Make up your own 3 scarf pattern
-Challenge for a 4 Scarf Pattern
Accommodations:
T
ELL: Visuals of scarf patterns-will hold up the scarf pattern being

done as well as demonstrate
Rise Program: Use same
visuals--will not give students a
chance to create own pattern until
then end. Each student will create
a pattern and the entire class will
repeat.
their scarves quiet.
Task 2: Throwing and
Catching with Scarves
Review the claw catch and ghost
pinch
-Basic throw and catch
-Toss catch high
-Toss catch as low as possible
-Throw with one catch with other
-All Righty
-All lefty
-Toss clap catch
-Toss tap head catch
-Toss with foot catch with hands
- Toss with hands catch on head
44
Most students K2 were able to

put three scarf
patterns
together. I was
very impressed
with this.
-Toss with hands catch on back

1 min
-Toss with hands catch with foot

-Toss spin and catch
I moved through
the throwing and
catching tricks
quickly since it
was review for
students.
Especially with
the second
graders some of
these tricks were
very easy for
them.
-Toss underarm and catch

-Toss under leg and catch
-Diagonal toss and catch
Extensions: (K/1/2) Can you
create a pattern while using 2
tossing and catching scarves--pick
two tossing and catching tricks.
(1/2 ) Create a pattern using three
tossing and catching tricks.
10 min (2) Create a pattern using 4 tossing
and catching tricks
Accommodations:
ELL: Teacher and student
s
s
demonstration, utilize translators.

Rise Program: Instead of having
students make their own patterns
the teacher will create patterns for
students---if students are
T
successful the class will create a

pattern together.
Extensions: Partner Scarf
Juggling- Everyone has a scarf
pattern next to them- see if you
can toss your scarf up trade places
with your partner and catch.
scarves quiet, students will be
second scarf.
Task 3: Two Scarf Tricks
Number 11 juggling
One hand number 1 juggling
Circle Juggling- Toss Hand Catch
Toss-Under the Leg Hand off
Catch
Toss-Hand Behind Back- Catch
45
Toss, hand, spin around and catch

Extension: Opposite direction for
circle juggling
X Juggling- Toss-toss catch catch
Accomodations:
ELL: Student demonstration and
translators will be used
Rise Program: Tricks will be
broken down and demonstrated
slowly before students try the
2 min
tricks.
scarves quiet, students will be
The two scarf

tricks were
definitely a
challenge for
students. I wish I
had left more
practice time for
this because in
some classes this
was very rushed.

third scarf (For 2nd grade only)
Task 4: Three Scarf
Challenges
10 min -Hold 2 and 1: Fist and pincher
and just pincher
-Number 111 juggling- Two go up,
as they come down 1 goes up
-Same X Pattern Just with -3Always Toss Scarf Diagonallyacross the body and catch with the
hand on that same side.
Transition: Students will put
scarves in appropriate piles (will
use student demonstration to put
s
s
scarves back)--students will be

T
moved in small groups to the black

line.
Closure:
-Students will complete the exit
slip
1 min
-Comment on PAWS behavior

-Sneaker Reminders
46
During the Rise

Program some of
my students
became
frustrated. It is
important to give
teach by
invitation with
this group. This
eliminates
frustration with
this group which
is key to having a
successful class.
I only got to
three scarves
with 2nd grade.
For some 2nd
graders this was
very difficult. For
others it was
easily achievable.
During this time
it is also very
helpful to teach
by invitation. In
order, for all
students to be
challenged yet
successful.
10 min
2 min
s
s
T
5 min
47

Name: Kelly Haines
Date: 3/4/15

Lesson #: 5
Class Size: 20
Unit/Theme: Circus
Grade: K-2
Equipment:Music, Projector, Laptop, Ribbon Video, 24 Ribbons, The World is a Rainbow,

Partner Ribbon Assessment , Visuals (Ribbon Patterns and Flags)
Focus of Lesson: Ribbon Patterns

Task/Activity #
; MA CF #
(P) Perform ribbon pattern by linking 2 (3-1st or 4-2nd) ribbon patterns together
during the ribbon dances. (S1.E5;MACF 2.3; Task 2)
(C) Create their own pattern with a partner by drawing the pattern in the boxes on the
worksheet. (S1.E7; MACF 2.2; Ribbon Pattern Assessment)
(A) Work with a partner to create a ribbon pattern at the end class.(S4.E1, MACF
2.7,Teacher Observation)
48
- The teacher will show a video during introduction to clarify ribbon pattern and
movement
- Use ribbons appropriately note- that there is a pointed end that could hurts someone if
we are not using appropriately
References
"Lesson: Exploring Pathways and Dance with Ribbon Sticks." Lesson: Exploring
Pathways and Dance with Ribbon Sticks. N.p., n.d. Web. 03 Mar. 2015.
<http://gumbogang.com/articles/techer-lesson/>.
TIM
E
3 min
SEQUENCE OF
LESSON
Transition: Students
will sit on line
Welcome
Will take attendance by
calling out student names
Hand out sneaker
reminders to those who
forgot sneakers
ORGANIZATION
Reflection
T
Transition: Student
demo (pick up a ribbon,
make it quiet behind their
rug, face the front)
1 min
5-7
min
Instant Activity:
Ribbon Pattern
Movements
-Teacher will
demonstrate making
ribbons quiet
-Students will get a
s
s
49
s
s
Guided discovery is a
chance to explore with

their ribbons
-When the music goes off
they make their ribbons
quiet by putting their
ribbons behind their rug
- After students have had
a turn with their ribbon
they will get a chance to
try out a different type of
ribbon (emphasize
walking)
s
s
s
s
s
s
s
s
s
will make their ribbons
quiet and will be moved
to the meeting place (by
colors of clothing)
great way to get

students started with
a new skill/activity. If
students are given
time to explore then
they are more likely to
listen and take in
skills that you teach
them because they
have been given time
to explore. You can
also work off of what
they have learned
during exploration.
1 min
Introduction:
Safety:
- Use equipment
appropriatelyemphasize that
wands have
pointed ends-need to be very
5 min
careful
-Stay on your rug
-PAWS
Guided Discussion
Questions:
1. What is different about
the two types of ribbons?
(They move differently- it
is easier to move the
ribbons with sticks
compared to the ribbons
with tennis balls.)
2. What does changes do
you make when using the
tennis ball ribbons?
(Move faster)
-Explain that for each
pattern that is done
today- students will get to
complete pattern with a
wand and with tennis ball
ribbon
The teacher will review
the word pattern. The
teacher will explain that
we will do ribbon
patterns today but this
T
sss
ssss
ssssssssssssssss
sssssssssss
sssss
50
Students were able to

answer all of the
guided exploration
questions. This was a
very effective way to
create learning from
the instant activity.
time we will match the

patterns to the music.
-Show video of ribbon
patterns
will be moved back to
rugs and brought through
the following patterns
1 min
5 min
Some students
became scared when I
turned the lights off
to watch the video.
Task 1: Ribbon
Patterns
Teacher will making
ribbon-- students will
model: (Once one cycle is
complete--students will
switch with their partner
and try with different
type of ribbon)
-Lasso
-Circle in front of body
-Rainbow
-Zig zag
-Tornado
-Side circle pattern
-Figure 8
-Floor sweeps
Extensions: (K/1/2) Put
two (3 or 4 for 1st and
2nd ) ribbon patterns
together.
Teacher will ask student
leaders to help make
ribbon patterns.
-Make up your own 2
s
ribbon pattern
- Make your own (2/1)
s
Three ribbon pattern
s
Accommodations:
ELL: Visuals of ribbon
s
patterns--will hold up the
scarf pattern being done
as well as demonstrate
Overall, the patterns

went quickly. The
only pattern that
some students had
difficulty with was the
figure 8. When I
showed the students a
visual of the figure 8
they had a better idea
of what they had to
do.
s
s
s
s
Rise Program: Use

same visuals--will not
give students a chance to
create own pattern until
then end. Each student
will create a pattern and
the entire class will
51
repeat.
quiet.
1 min
10
min
Task 2: The World is

A Rainbow Ribbon
Pattern Dance
Explain to students that
this is a song about
diversity.
For K-teacher will do the
ribbon pattern to start
this task.
-1/2 Will go right to doing
task without the music
See attached lyrics with
patterns
-Once the teacher has
completed going through
the movements with
students will try with
music
Guided Questions
(Diversity):
What are different colors
in the world? (Flags,
people)
Why it is it important to
learn about people who
are different from us?
(Because it can help us to
work together and get a
long)
-Once students have tried
once they will switch
ribbons with someone
who has a different kind
of ribbon.
Extensions: If students
have difficulty with
ribbon patterns they can
look up to watch the
teacher--if they would
like to make it more
challenging they can do
the ribbon patterns
faster.
A lot of students
became very excited
when speaking about
diversity. It was great
to see students eyes
light up when they
saw the flag from a
country that they
were from. I was
impressed that
students made
connections with The
Word Being a
Rainbow and color of
the Earth around the
world, the color of
peoples skin, hair
and clothing. Overall,
this song was a very
valuable teaching
tool.
s
s
s
Accommodations:
ELL: Visuals of ribbon
patterns--will hold up the
52
ribbon pattern being

done as well as
demonstrate
Rise Program: Use
same visuals to help
students to understand
the ribbon pattern.
quite.
2 min
10
min
Task 3: Hamster
Dance Ribbon
Patterns
Teacher will show
students the following
patterns:
Deedoo- Figure 8
Yee Haw- Lasso
Deedoo- Figure 8
Music- Tornado
Hamster Speaking-Zig
Zag
Deedoo-Figure 8
YeeHaw- Lasso
Music- Tornado
Hamster Speaking- Zig
Zag
Music- Tornado
YeeHaw- Lasso
Deedoo- Figure 8
s
s
s
s
s
s
Have students trade

equipment and try with a
ribbon wand or tennis
ball ribbon
Extension: Ribbon off-have students face each
other and do the hamster
ribbon movements--will
point to one group at a
time to perform song
Accomodations:
ELL: Student
demonstration and
translators will be used
Rise Program: Will
break song into chunks
s
s
T
53
The only classes

where I was able to do
this last dance with
was the 2nd grade
classes. They enjoyed
the change up from
the rainbow song.
This was more
advanced than the
rainbow song,
because of the faster
beat.
before performing the

entire song.
return ribbons back to
where they took them
from- by colors they will
be moved in small
groups.
2 min
5 min
Closure:
-Students will complete
the partner assessment
worksheet.
-Comment on PAWS
behavior
-Sneaker Reminders
T
54
Be sure to leave at
least 5 minutes for the
assessment.
**This lesson has not been taught yet

Name: Kelly Haines
Date: 3/12/15

Lesson #: 6
Class Size: 20
Unit/Theme: Circus
Grade: K-2
Equipment: Music, Visuals, Final Circus Act Stations Worksheet(20), Pencils (20), ribbons
(6), Scarves (18), Domes (6), Jump ropes (3), Feathers (2), Noodles (1), Foam Pins (2),
Flashlight cones (2), Cones (16), Task Cards for each station
Focus of Lesson: Circus Review: Balance and Patterns

Task/Activity #
; MA CF #
(P) Perform different patterns and balances by trying each task card at each station and
recording their patterns and balances on their final Circus Act Worksheet (S1.E5, S1.E7;
MACF 2.2, MACF 2.3; S1.E7;MACF 2.2; Entire Lesson)
(C) Identify patterns and balances on final circus act worksheet by drawing a picture of
a pattern and a balance. (S1.E7; MACF 2.2; Final Circus Act Worksheet)
55

- Use ribbons appropriately note- that there is a pointed end that could hurts someone if
we are not using appropriately
References
"Lesson: Exploring Pathways and Dance with Ribbon Sticks." Lesson: Exploring
Pathways and Dance with Ribbon Sticks. N.p., n.d. Web. 03 Mar. 2015.
<http://gumbogang.com/articles/techer-lesson/>.
"TeachCircus.com." TeachCircus.com. N.p., n.d. Web. 22 Feb. 2015.

<http://www.teachcircus.com/juggling2.html>.
TIM
E
1 min
SEQUENCE OF
LESSON
will sit on line
Welcome
Will take attendance by
calling out student names
Hand out sneaker
reminders to those who
forgot sneakers
ORGANIZATION
T
Instant Activity:
Teacher will review
animal walks learned
throughout the unit.
Safety: Keep your head

up at all times to avoid
collisions.
Students will pick their

favorite animal walk to
participate in the Animal
Walk Tag Game. Taggers
will be walking and will
5 min
s
s
s
s
56
Reflection
tag the Animals. When an

animal is tagged they
must hold an animal
balance. The only way
they can rejoin the game
is by being tagged by
another animal. They
become unfrozen.
-Taggers will be changed
throughout the warm up
K-only 1 tagger
1st-2 taggers
2nd-3 taggers
will be moved to the
meeting place in small
groups (by vowels in their
first name a,e,I,o,u,y)
1 min
Informing:
5 min
The informing will be a

review of all vocabulary
learned throughout the
unit.
-Pattern- something that
repeats itself
-How did we make
patterns during the circus
unit? (Ribbons, scarves)
-What are some of the
patterns we made?
(Figure 8s, Circles,
Lassos, Juggling
Patterns)
-Balance- when we hold
our bodies in a fixed
position.
T
sss
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ssssssssssssssss
sssssssssss
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Safety: Use equipment

appropriately, cooperate
with group members.
The teacher will bring
students around to
different stations and
demonstrate each one.
Student will given the
final circus act worksheet
to complete at each
station.
Groups for stations will
57
be organized before the

class.
will be moved to their
stations.
1 min
5 min
Station 1: Balancing
Objects
Students will take turns
with their group
members to balance each
object at their station:
-Feather
-Noodle
-Foam Pin
-Cone
Extensions: At the
station there will be
different task cards with
balancing challenges on
them
s s
s
s s
s s
s
s
s
s s
Students will draw a

picture of the object they
balanced and the body
part that they balanced it
on.
Transition: Student will
put equipment down and
do their favorite animal
walk to the next station.
5 min
K-Hand, Finger, Thigh

1-Finger, Thigh. Foot,
Shoulder
2- Thigh, Foot, Shoulder,
Elbow, Chin
1 min
Station 2: Balancing
my Body Standing
Still (Static) and
Moving (Dynamic)
Students will complete all
of the static balancing
58
task cards.
K-3 point balances
1- 2 point balances
2.1
point balances
Students will be
challenged as a group to
make their balance
obstacle course- To get
from cone to cone.
*Encourage cooperation
and teamwork, everyone
should contribute.
K-Will be given 3 jump
ropes and 5 domes
1-Will be given 2 jump
ropes and 3 domes
2-Will be given 1 jump
ropes 4 domes
s s
s
s s
s
s
T
s s
s
s s
s
s
Extensions: Instead of
going the width of the
station, make your
obstacle course the length
of your station.
-Students will draw a
picture of a static and
dynamic balance that
they did.
1 min
5 min
Station 3: Scarf
Patterns
Task Cards will be used
for each juggling pattern
that was done. Students
will review and try each
juggling pattern.
K- 2 scarves per student:
-pass toss catch
-11 juggling
-X juggling
-1 juggling (one hand)
- toss behind the back
s s
s
s s
s
s
T
s s
s
s s
s
59
s
s
hand off catch

1/2:-Start with 2 scarves
will move up to three as
extension 3 scarves per
student:
-X juggling
-1 juggling (one hand)
- toss hand off under the
leg catch
3 scarves: X juggling, 1-2
juggling, circle juggling
Extension: See how
many times you can
complete a pattern
without dropping your
scarf.
-Students will circle the
number of scarf patterns
they could put together
without dropping the
scarf
1 min
5 min
Station 4: Ribbon
Patterns
Safety: Students will
stay on their carpet
square when doing
ribbon patterns.
Task Card Ribbon
Patterns (students will
review/try each ribbon
pattern)
s s
s
s s
s
s
s s
s
s s
K/1- Lasso, Circle, Side

circles, Tornado, Waves
2- Lasso, Circle, Side
circles, Tornado, Wave,
Figure 8, Full Circle, Full
60
s
s
Circle with waves

Extension: Students
will make up their own
ribbon pattern, the
teacher will be looking for
ribbon patterns to
highlight in front of the
class.
1 min
5 min
will put equipment down
and do their favorite
animal walk to the
meeting place (students
will be moved from one
station at a time.
Closure: Students will
sit at the meeting place:
(C) Review patterns and
balances
(A) Comment on group
work/PAWS Behavior
(P) Comment on student
performance at different
stations
T
sss
ssss
ssssssssssssssss
sssssssssss
sssss
-Collect Assessments
Transition: Line
students up
1 min
61
ASSEMBLY LESSON PLAN

Name: Kelly Haines
Facilities: Classroom
Class Size: 20
Unit/Theme: Circus
Grade: K-2
Equipment: Pattern Fish , Head Shoulder Knees and Toes

Focus of Lesson: Patterns
Task/Activity #
; MA CF #
(P) Perform a pattern movement with group members by putting 4 (2 nd/1st) (3-K)
movement patterns together and presenting the pattern to the class. (S1.E5;MACF 2.3;
Task 2)
(C) Define a pattern in their own words with 100% accuracy when asked by the teacher
at the end of the lesson. (S1.E7; MACF 2.2; Ribbon Pattern Assessment)
(A) Work with a group of three to make their own pattern movements by practicing
PAWS behaviors . (S4.E1, MACF 2.7,Teacher Observation)
-
Groups will be made with ELLs and English Speaking Students
References
62

Pattern Fish by Trudy Harris
TIM
E
1 min
5 min
SEQUENCE OF
LESSON
ORGANIZATION
will be moved to the rug.
Instant Activity: Head
Shoulders Knees and
Toes
-The teacher will lead
students through
movement patterns to
head shoulders knees and
toes
T
sss
ssss
ssssssssssssssss
sssssssssss
sssss
Informing: Patterns
-Define Patter- when
something repeats itself
-Why are patterns
important? (Math, Art,
Movement activities)
-Can anyone give an
example of a pattern?
Show visuals of a pattern.
remain sitting on the rug.
25
min
Task 1: Pattern Fish

The teacher will read the
book pattern fish
Discussion Questions:
-Besides fish what are
other animals that have
patterns? (Zebra, Tiger,
Leopard, Cheetah)
-I know we saw a lot of
patterns in this book, did
you hear any patterns?
(Yes-with words and
rhyming)
-From the book we saw
patterns and heard
patternswhat is another
way we can create
T
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63
Reflection
patterns? (With our body

movements)
Teacher will show
students ways to make
body patterns:
-Tap your head 2 times.
Shoulders 1 time, clap
your hands 2 times and
repeat
-Stomp the floor 1 time,
tap elbows 2 times, snap
3 times repeat
-Clap above your head 1
time, jump 1 time, touch
the ground repeat
Extensions: If the
patterns seem to easy for
students the teacher will
add more movements to
each pattern or ask
students to contribute
another movement to
each pattern.
will by put into groups of
three and moved to
desks. (Groups will be
made before class and
groups will be moved one
group at a time)
5-7
min
Task 2: Create Your

Own Pattern
In your group create your
own body movement
pattern.
T
sss
sss
sss
sss
-Students will be given a
chance to practice their
patterns.
sss
sss
sss
sss
sss
sss
sss
2/1- 4 movements per
pattern
k- 3 movements per
pattern
Extensions: As a
challenge students will be
64
sss
encouraged to add more

than 3 or 4 movements to
their pattern.
1 min
5 min
will be moved back to the
rug.
Task 3: Pattern
Presentation:
Each group will present
their own pattern and the
class will try 5 repetitions
of each pattern.
T
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ssss
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sssssssssss
sssss
Extension: Can we
combine two patterns
together to make one long
pattern.
will sit on the rug.
3 min
Closure:
(C) What is a pattern
(P) Comment on
performance of pattern
movements
(A) Comment on group
work and PAWS behavior
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65
Samples of Student Work
66
67
68
69
70
71
Results of Assessment
Overall, I was very pleased with the results of my assessments. What I have learned
from creating and then teaching this unit is that before presenting assessments you have
to be sure that the assessment you give your students are appropriate for their age,
ability level and also language proficiency. Every class I present students with a lot of
information as to the way they are supposed to perform during that class. Assessments
should not be taking away from this information they should be verifying what the
students know and what they have learned during that day.
The assessments that I would like to focus on include the Student Score Sheet for
Balancing Objects and the Pattern Exit Slip. The reason I choose these two assessments
is because one assessment was very successful and 100% of the students clearly learned
the information that I presented to them for that day. However, the other assessment
added confusion to my lesson and did not enhance or check for student learning.
The Student Score Sheet for Balancing Objects was not appropriate for the grade level
and was too complex for students. During my 3rd lesson where students learned about
balancing different objects there was a lot of stimulation; many different stations,
different rules at each station, and a lot going on in the gymnasium at once. This
formative assessment was forgotten about in most cases or was not completed in the
correct way. This was not a valid or reliable form of assessment. If I could go back and
change the way that I did this assessment with my students, I would have done an exit
slip. I would have had students pick only one balancing station to draw on the exit slip
and not all 4.
An assessment that I created in this Unit that was very successful was the Pattern Exit
Slip Assessment. This exit slip was appropriate for K-2 and was very simple. In every
class that assessed, 100% of my students completed the assessment correctly. This
assessment was both a valid and reliable form of assessment that checked for student
understanding.
After comparing the results of many of my assessments, I have learned with K-2
students a key with assessment is to keep it simple. An assessment that is too complex
will overwhelm students, and will not measure their learning accurately. Other than The
Student Score Sheet for Balancing Objects all of my assessments in this unit were
appropriate and successful. In conclusion, designing assessments that measure your
intended student performance objectives is extremely important to evaluate your own
teaching throughout a Unit.
Works Cited
72
Amato, G.J. Upside Right, a Childrens Guide to Movement. 2013. Print.

"Grades PreK-2 Rhythm and Dance." Tandalay. N.p., n.d. Web.
"Kindergarten Ribbon Dance." YouTube. YouTube, n.d. Web. 02 Feb. 2015.
Landy, Joanne M., and Maxwell J. Landy. Ready-to-use P.E. Activities for Grades K-2.
West Nyack, NY: Parker Pub., 1992. Print.
6, Lesson. SPARK EC Music CD and Player (n.d.): n. pag. Spark PE. Web.
73

Circus Unit: Grades K-2 Highland Elementary School Westfield, MA January 28, 2015-March 11, 2015 Kelly Haines

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Circus Unit: Grades K-2 Highland Elementary School Westfield, MA January 28, 2015-March 11, 2015 Kelly Haines

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Circus Unit

Day 2: Balance: Static and

Day 4: Scarf Patterns

Day 1: Balance: Points of

Day 1: Exit Slip

Objects Skill Cues

Day 4: Exit Slip

Day 2: Dynamic Balance

Day 1: Teacher: Balancing Body Checklist

Day 1: Exit Slip--Points of Contact

Directions: Circle the easier balance

Day 1-6: PAWS Checklist

Key: Practices Responsibility; A-Always Safe; W-Willing to Learn; S- Shows

Day 2: Dynamic Balancing Rating Scale

Day 2: Static vs. Dynamic Balance & Helping a

Is Miss Haines doing a static (still) or dynamic (moving) balance?

Kindergarten and 1st Grade Version:

Circle the moving (dynamic) balance:

Balancing on one foot

Day 3: Student Score Sheet: Balancing an Object

Station 3: Noodle Slices

Modified Assessment for K/1:

Station 3: Noodle Slices

Day 3: Partner Work Exit Slip/Skill Cues when

Directions: Circle YES or NO

My partner and I shared the equipment

I counted for my partner

K/1st Partner Work Exit Slip/Skill Cues when

1.I took turns with my partner

2. My partner and I shared the equipment

Day 4: Scarf Pattern Rating

Day 4: Exit Slip- 2nd Grade

Day 4: Exit Slip- K/1st Grade

Day 5: Partner Ribbon Patterns

Day 6: Final Circus Act Stations Worksheet

Station 2: Balancing my Body Standing Still (Static) and Moving (Dynamic)

Station 3: Scarf Patterns

Station 4: Ribbon Patterns

Did I practice responsibility by cleaning up my station when the music stopped?

Springfield College Daily Lesson Plan

Focus of Lesson: Balancing

By the end of the lesson, students should be able to:

Instant Activity: Animal

**When music stops you must stop

Transition: Students will be

-The teacher will read Upside

Transition: The students will

Balances that Will Be Done:

-Balancing while being very still

***The teacher will showcase

What helped you to balance?

For Rise Program- the teacher will

skill cues and

Extensions: Find a more creative

Transition: Students will stay in

Task 2: Tightrope Balancing

*Encourage students to find

1. Letters: Hold up a letter-students will make that letter a

2. Counting with Your

tightrope into the number answer

Transition: Students will put

Springfield College Daily Lesson Plan

Focus of Lesson: Balancing while Moving