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Day#: Day 1
District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.
Depending on what the schools curriculum is will depend on how we would teach this unit.
Amount of time devoted each day or week in your classroom to the content or topic of your instruction.
This lesson plan is a part of a 8 day unit plan that is taught for 30 minutes total.
Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.
Students will not be grouped based on ability; the groups will be random and different methods will be used to group students such as using an
app or having the students pair up and then have the pairs spit up.
List any other special features of your school or classroom that will affect the teaching of this lesson.
One special features includes that there are mats available within the school. The mats are needed throughout the unit to prevent injuries and to
make some of the skills (ex. cartwheels) the students easier for them to perform. Another special features the unit needs is a projector so when we
are on the dance day it will allow students to not only hear but also visually see the dance moves.
# of Males: 12
# of Females: 16
Number of
Accommodations and/or pertinent IEP Objectives
Students
This student will have a teacher's aid in order to help complete the tasks within the lesson. A visual
1
schedule will be given to them in order for them to follow through the lesson more effectively.
0
Gifted and Talented
0
504
1
Autism or other special needs
(Emotional-Behavioral
Disorders)
This student will participate as much as they can without causing harm to themselves or others. If
the student cannot participate they will then become the teachers assistant and help observe and
cheer on the students.
This student will have a teacher's aid in order to help complete the tasks within the lesson. There
this student will be able to have visual pictures of each animal walk to help them perform them.
Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.
GLE
1:1:A1 Skips, hops, gallops, slides, etc., using
mature form.
Academic Language - The language of education and specifically physical education that is different from everyday spoken language. This
language needs to be taught, and used by both the instructor and the K-12 students for students to be successful in the classroom.
Content specific terms:
Process terms:
General Space
Weight Transfer
Personal Space
Alternating Motions
Locomotor Skills (specific animal walks)
Imagine
Stretch
Relay
Prior Learning/Prior Thinking
Students will know about the different forms of space, but we will do a quick fun little review game for both a warm-up and a review. Other
prior knowledge that the students may know about are some easy animals walks, simple rolls, and some static stretches.
Students will be assessed on their knowledge about the topic by asking them questions. Questions may include:
o What is personal space?
o What is the space around us that is outside of our personal space?
o If they know how certain animals walk; such as dog, monkey, crab, etc.
2. Application of Skills
Within the lesson students will work individually on
their animal walks to become proficient on them; then
students will work as a team to complete animal walk
relay races.
Introduction
Total time: 5 minutes
Lesson Objective(s): #6 - Communication
3.
Fitness Benefits
Skill Related Fitness
Formations / Cues
Life Skills
5.
Effort
Communication
Main Activities /
Total time: 20 minutes
Formations / Cues
Assessment
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Cool-down / Stretching
Total time: 5 minutes
Mid court circle- Q/A: see "assessment at the end of the lesson" section
The little rabbit -the teacher will say the rhyme and
lead the children in stretches. "In a hole beneath the
ground,
Lives a rabbit without a sound,
Slowly he wakes, (Children begin to slowly stretch
up)
Big breath he takes, (Children take a deep breath)
He stretches his paws, (Children stretch arms and
legs)
He peers outdoors, (Children lean forwardstretching back- whilst peering using hands around
eyes)
Better not stay,
He jumps away! (children jump around hall in a
clockwise direction)"
Children listen for further instructions to change
jump to hop, skip, walk etc
Assessment at the end of the lesson Who can give me an example of how balance was needed within the lesson? How do we use balance everyday?
What is flexibility? Why is flexibility important? How was it improved upon today?
Can anyone demonstrate and tell me the cues of at least one animal walk we worked on today?
Equipment needs
Cones-20
Foam noodles-10
Foam Balls- 20
Hula-Hoops 5
Safety Considerations
Be aware of others personal space
Watch out for each other
Make sure there is enough space between each other when performing
movements.
Differentiated Instruction
Modify taks-the student may not have to go as far when performing relays
Modify instruction the student will receive a visual schedule of what will be done today. As well as pictures and cues of the animal walks.
The student will have a teacher's aid to help them perform the tasks
Possible Community Resources: The skills worked on in this lesson are used in everyday life such as walking, sitting, etc.
These skills can be worked on outside of class in order to improve on flexibility and balance.