RU Teacher Education Lesson Plan Format

Candidate Name: Barbara Valentine

Level:
2nd

Date: 09/28-10/02

Grade

Lesson Title/Topic: PE Activity

Standards: Skilled Movement 2.1, Movement Principles and Concepts 2.2

Specific Observable Objective(s):

#1. The student will continue to demonstrate correct critical elements (small,
isolated parts of the whole skill or movement) of locomotor, non-locomotor, and
manipulative skills.
b) Demonstrate educational gymnastic sequences, including balance, roll,
transfer of weight, and flight.
c) Demonstrate moving to a rhythm by combining locomotor and nonlocomotor skills to perform basic educational folk and creative dance
sequences.

#2. The student will apply the basic movement concepts to change performance of
locomotor, non- locomotor, and manipulative skills.
a) Use the concept of relationships (e.g., over, under, around, in front of,
behind, and through) in dynamic movement situations.
b) Use the concepts of spatial awareness (e.g., location, directions, levels),
and effort (time, force, flow) in static and dynamic movement situations.

Essential Vocabulary: Balance, Roll, Over, Under, Around, In front of, Behind
Assessment: informal, teacher should observe students to make sure that all in the
class are using loco motor and non loco motor skills, also teacher should keep an
eye on all students to make sure they are able to balance on one foot, and roll over.
Teacher should also watch students to make sure everyone understands the correct
concept of relationships

Student Considerations: Teacher should make sure that all students are able to
see the smart board. If teacher knows a head of time that some students have
behavioral problems and might have a hard time staying focused moved to the front
of classroom beside her. Or if there are any students who have a disability and
would have a hard time completing the activity control the smart board and calling
out different animals and objects.
Instructional Resources, Materials, and Technology:
Standard Size Classroom, Smart board, Student Chairs
PROCEDURES:
The Beginning (a.k.a. Anticipatory Set): (Specify time) 11:00AM: To
begin the activity teacher will display different objects on the
smartboard around a picture of a chair. She will then go over the
different concept relationships of each object in relation to the chair.
(For example: the cat is under the chair, the lamp is beside the chair)
The teacher will write the words for each concept on the white board
as the class reviews. Next the teacher will show the next smartboard
slide with one object per slide. She will give each object different
movements and gymnastic sequences. (For example: The lamp
balances on one foot, The cat squats on the floor, etc.)
The Middle: (Specify time) 11:10AM: The teacher will call one student
to the front of the class with their chair. On the smartboard will be a
picture of one object and a small chair, the teacher will move to
object either under, beside, on top of, etc. the chair. Student will then
complete the action. (For on top of the chair movements students
will sit in seat) After one student has completed the activity for
example and practice the class as a whole will complete different
movements based on object on board and where teacher placed
object on board.
The End (a.k.a. Closing): (Specify time)11:28AM: To end this activity
teacher will have an open discussion with the class on what they
thought was the easiest object to act out and what object was the
hardest to preform. (For example: it was easy to sit on top of the
chair with your arms flapping like a bird, but it was hard to stand
beside the chair like a lamp balancing on one foot)
Teacher Reflection on Practice (following the lesson):
1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not

master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
- I was able to look around while calling out different positions and
actions and see which students were able to fully complete the
activity and which ones had a hard time with the different positions.
2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
- Since this was a rainy day inside activity I wont focus much on it
tomorrow, we could quickly review the different positions in relation
to others and also while in line have them practice standing on one
foot.
3. If you have to teach this lesson again, what might you do the same and what
might you do differently?
- If I would teach this lesson again I would defiantly do this activity
outside during a dry day, that way the students could have more
room to move around. And instead of using a chair for the students
to work with they could use a ball or fun outside object.