Name: Darrel Smith

Date Lesson Taught: 02/13/2019

Content Area: Physical Education

Course Title & Grade Level: Freshman PE

Standards: PE.HS.1.3.c Solves problems and thinks critically in physical activity, both as an
individual and in groups.

Objectives:

Content— Students will be able to solve a problem and think critically as an individual and in a
group.

Language: Working in small groups, students will think critically to solve a problem by identifying
at least 4 reasons why a sport should or should not be included in the Olympics.

Student-Friendly: Today I will be thinking critically so that I can build a case for whether or not a
sport should be included in the Olympics. I’ll know I’ve got it when I can identify at least 4 pieces
of evidence for my stance.

Assessment: Active participation in discussing and problem solving, clearly communicating their
stance with sound evidence supported by the text, debriefing following the activity,
comprehension chart.

Proactive Management: All students should know the classroom expectations because they
would be clearly defined and explained at the beginning of the semester, and they would be
practiced throughout the semester. The expectations for all students are:
- That all students arrive at class on time
- That students respect themselves and others
- That all students are participating
- That all students follow safety precautions
- That all students are wearing proper PE clothes; (t-shirt, shorts/sweats, tennis shoes)

Instructional Strategies: Questions/Starters, Small group discussions, comprehension

constructor, panel-like discussion, think-pair-share

Note Taking Strategy: Comprehension constructor – this will be how the students record their
information to be shared with the class.

Questions:
What are the Olympics?
What does it take for a sport to be included in the Olympics?
What sports are already included? Which ones aren’t?

Anticipatory Set: For the anticipatory set, I will have the students think about the last time they
watched the Olympics. I will propose the question “Are there any sports you wish you would’ve
seen in the Olympics?” At this point, I will have the students do a think-pair-share where they
will turn and talk to their neighbor about sports they would like to see in the Olympics.

The Lesson:
1)Students will enter the gym and go their assigned spots for roll call. After a few minutes has
passed and attendance is taken, they will be dismissed to go change. Once 5 minutes has
passed, the students should be back in the gym (check for stragglers in locker room). (6
minutes)

Transition: Blow whistle if necessary. Address the class as a whole verbally.

2) Anticipatory Set: All students will stay at their assigned spot, and I will ask the students to
think about their experiences with watching the Olympics and propose the questions: What do
you remember about it? What were your favorite sports to watch? Are there any sports you
would’ve liked to see but they weren’t included? They will then be given a chance to turn and
talk with a neighbor or two to discuss the questions. (5 minutes)

Transition: I will then bring the attention back towards me. Again, the whistle can be used if
necessary.

3) I will verbally review the expectations and procedures before getting started and introduce the
activity.

The activity: The students will be breaking up into groups of 4-5 and they will each be assigned
a pre-determined sport. Once the students are in their groups, I will hand each group a copy of
the text as well as a comprehension constructor and a pencil. The students will be tasked with
reading the text and taking notes about their sport using the c.c. with the idea in mind that they
will have to build a case for why their sport should be included in the Olympics. The remainder
of the class will serve as a mock Olympic committee and take a vote as to whether or not the
sport should be included or excluded based on what the case is. Each group will rotate through
to present their findings.

-After reviewing the activity, I will ask if there are any last questions before getting started (5
minutes)

Transition: After each group has presented their case, I will collect the texts and their
comprehension constructors.
4) Checking for understanding: Following the activity, students should be asked how what they
learned can be used in this class. If there is confusion about how to answer, suggest that they
think about the sports they have been learning in class and whether or not after playing them
they feel like it could be worth seeing in the Olympics.

Closure:

Procedural— I will collect any last supplies (text, c.c., pencils.)

Content Summary— I can ask the students how this will help their ability to play the large game
of ultimate frisbee.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of
your lesson. How did you demonstrate high expectations, make learning relevant, and motivate
students?
I had high expectations that all the students could participate in the activity and think
critically to solve the problem of adding a sport to the Olympics. I made the activity
relevant to the students by calling back to their experience with the Olympics and
allowing them to think openly about what they’d like to see changed about the games.
Clearly communicating the procedures and expectations of the activity helps hold the
students accountable for their participation in the activity.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. How did you differentiate to
meet the needs of ALL learners?
The whole lesson is based upon allowing the students to work together to solve a
problem, so they are learning to work together. By having the students work as a team
towards a common goal, we are fostering community and positive relations. The
students are also given the opportunity to do verbal and written notes by having the
comprehension constructor and communicating the notes with the rest of the class.