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PHYSICALEDUCATIONLESSONPLANFORMAT

Instructions: Search The Internet to find a lesson plan you would like to use for a grade level of your
choice. Fit the lesson plan into the form below and come prepared to demonstrate it in class. Upload to
Blackboard assignments by July 9th.

GRADE: 5th grade

STANDARD : Write out completely (Add PE Frameworks page #)

1.1Chase,flee,andmoveawayfromothersinaconstantlychangingenvironment.
2.1Describehowchangingspeedandchangingdirectioncanallowonepersontomoveawayfromanother.
5.4Useappropriatecuesformovementandpositivewordsofencouragementwhilecoachingothersinphysicalactivities.
5.5Demonstraterespectforindividualdifferencesinphysicalabilities.

NEEDED EQUIPMENT:

Four labeled corners


LEARNING GOAL/OUTCOME/OBJECTIVE:
SWBAT move and participate in a four corners activity where other students will be given an amount of time before a
corner is guessed.

TIM LESSON CONTENT ACTIVITY TEACHING POINTS AND


E Describe the lesson components with detail so that any ORGANIZATION
substitute teacher could teach the lesson and so that any What must you do to be
supervisor could easily see what you are planning to do. Note: ready/preplanning to teach each
edTPA Tasks require this same type of descriptive writing. lesson component point?
Min. Opening /Introductory Activities (What you will do to get Step 1
students ready to receive instruction for this standard) Set-up court prior to students line-
up.
Students will be lined up and taken to their numbers. Roll will take
place in order to make sure all students are present. Following with a
warm-up activity such as a lap around the track/field where students Step 2
will finish at the set-up four corners court. Take roll and send students to warm-
up lap.

Instruction/Skill Development/Concept (What you will do to Step 1


instruct the students on this standard) Read off rules for students and
explain the game.
Students will be lined up so they can listen to the rules.

Rules: 1) Student is placed in the middle and closes their eyes. 2) The Step 2
rest of the students run around and choose a corner before the timer of Randomize the students and chose
15 seconds goes off. 3) Center student chooses a corner and the the first student to be in the middle.
students in that corner are out.

Effective Practice Activity (How you will have students practice Step 1
this standard) The instructor will be monitoring the
timer while the students choose a
Students will take turns being in the center and participating in the corner.
activity. This continuous effort will be effective in assisting students to
anticipate others and enhance their movement in the four corners Step 2
court. After the 15 seconds the middle
student calls out a corner and those
students will be out.

etc.
This continues until all the students
have been chosen and the number
of corners can also be decreased as
the amount of students decreases.
Closure (What you will do to help students remember this Step 1
instruction and how they might keep on practicing Students are broken into groups and
independently) take turns being the leader.

In order for students to practice independently the activity could be Step 2


modified in order to have the students break the activity down into Each student runs the activity and
smaller games and all take turns running the activity. This hands-on monitors the standards
role allows for students to recall what they learned and make it their expectations throughout the group.
own.
etc.
Students need to be aware of the
standards and be comfortable with
leadership and expectations of
helping the other students.

Assessment: How will you assess progress in this standard? Step 1


(refer to pages in the PE Framework that support your plan) Students will be able to either write
or speak their explanations of their
The primary focus of this lesson is to help students demonstrate strategies.
knowledge of fitness concepts, principles, and strategies as seen in
standard 2 of the 5th grade framework. Students can be challenged to Step 2
explain the activity and their own explanations of their strategies used. If needed, students can do a group
explanation of the activity,
standards learned, etc.
Class Management (How you will manage this instruction so Step 1
that all students learn well) Monitor students and slowly let the
kids decide the flow of the activity.
I will be monitoring the activity in order for all students to feel engaged
and participate. The rules have already been stated at the beginning of
the lesson and using an extension of having the kids take over is good
practice once I feel all the students are comfortable in that role.

Modifications for Special Types of Learners (Refer to PE


Frameworks and provide page numbers)
ELD Learner: Step 1
Social Interaction: pg. 145 of P.E. framework Set up the activity where some
focus is on placing EL students with
Strengths their familiar peers.
- Students are outside where the atmosphere is more conducive to
talking. Step 2
- All students can follow the simplicity of the activity. Have students perform the activity a
- Behavior can be copied by simply watching others. couple times for practice in order to
Weaknesses break the potential language barrier.
- Not all students can understand the rules just by listening.
- Some students will not know how to properly participate (knowing
when its their turn to be in the middle or out)

Your intervention or adaptation:


- Use other students in the class to help guide the activity.
- Using a buddy system where both students are active in the
activity together.

Special Needs Learner: Step 1


Following types of assessments: modifications: pg. 160 Consistently provide feedback for all
students.
Strengths
- Continuous feedback is available Step 2
- Activity does not place students with disabilities at a Clarify rules/expectations
disadvantage. consistently

Weaknesses
- Instruction/direction is difficult to simplify further.
- Having same conditions could be difficult for students.

Your intervention or adaptation:


- Having students practice activity prior to playing on a larger
scale.
- Have each student observe a round closely then going in.
- Allow for some students to continue playing even when out to
increase practice time.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
In order to plan effective instruction, all students will be required to follow along with certain modifications for
students with individual required needs. However, this type of activity will not make it difficult to have all students
participate due to the students not having to speak or move outside of simple commands and motor skills. The most
important aspect would be to create an open atmosphere where all students are able to participate and enjoy
learning about the activity.

What area of this instructional plan was easy to complete?

The activity set-up was simple due to the only requirement having been the four corners. Any room or open space
can accommodate the activity and keeps it simple to follow for the students.

What area will you need more knowledge/skill in order to do the task well?

When the students break into groups and take on the management of the activity the skill I would need is to be able
to efficiently monitor all the groups at once in order for the students not to become confused. In order to accomplish
this, the rules will be consistently reinforced so all students know how to properly execute the activity.

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