UDL STRATEGIC LESSON PLAN

PRE-PLANNING THE DAILY LESSON

Name: Misty Tubbs
Lesson Topic: Movement Skills and Concepts (Twisting, Turning, and Stretching)
Area Focus: P.E. Grades K-2 (Level 1)

Content

Step 1: Gather Facts about the Learners (Choose three areas from which to gather facts. Explain the reasoning for each choice.)
Interest Inventories I want to know the skills my students are interested in so that I can engage them in learning and make real life
connections to their interest. An interest survey instrument will be used.
Multiple Intelligences I need to know the strengths of my students so that I can provide instruction that optimizes learning. My drills will
include at minimum the following: MI: verbal linguistic (I will ask students questions), visual (I will show students photos demonstrating the
phases of the skill), and interpersonal (students will participate in cooperative learning by being partnered or put into groups).
Data-based observations - Observing my students will help me know the areas in which they excel and they struggle. Since I want to
teach to their strengths, I should include learning opportunities based on the observations. I will pay particular attention to language, social
interaction, and persistence. I will use a check sheet (anecdotal) and these will be recorded my grade book.
Step 2: Content
Alabama Course of Study Standard (s):
AL-ALEX.PE.K.3
Demonstrate the nonlocomotor skills of bending, stretching, twisting, turning, rocking, and swaying.
AL-ALEX.PE.K.8
Combine fundamental movement skills and concepts in simple games.
AL-ALEX.PE.K.10
Apply physical education class rules and procedures for starting and stopping, adhering to safety

requirements, using equipment, and

entering and exiting an activity.
AL-ALEX.PE.K.11
Demonstrate willingness to play with a diverse range of students using sharing skills with equipment and
working cooperatively with peers.
AL-ALEX.PE.K.12
Demonstrate respect for classmates by playing without interfering with others and interacting appropriately
with peers.
AL-ALEX.PE.1.8
Apply movement vocabulary to fundamental movement skills.
AL-ALEX.PE.1.13
Identify exercises that improve flexibility, muscular strength and endurance, cardio respiratory endurance,
and body composition.
Instructional Objective (Daily Outcome):
Psychomotor - After the students have received the appropriate amount of instruction and practice, they will be able to demonstrate
movement skills and concepts and apply the proper techniques involved in twisting, turning, and stretching. They will be assessed using the
Psychomotor Performance Evaluation Rubric. (Student should score 7 out of 9 possible points on the rubric for satisfactory performance.)
Cognitive After the students have received the appropriate amount of instruction and practice, they will be able to demonstrate their
knowledge of key principles and terminology related to movement skills and concepts by answering 3 out of 5 questions correctly on the
handout quiz. The questions will first be READ ALOUD to the students. (Questions are located on the Cognitive Assessment page attached.)
Affective After the students have received the appropriate amount of instruction and practice, they will demonstrate positive and

UDL STRATEGIC LESSON PLAN

encouraging behavior toward their peers, and will score 7 out of 10 on a checklist based on their attitudes and willingness to work together
with their peers.

Step 3: Assessment:
The instructor will assess the students both during and after the lesson. During the lesson, the instructor will actively monitor all students
attempts to use proper techniques for twisting, turning and stretching. The instructor will move frequently, providing one on one instruction
and feedback to the students. During the lesson that instructor will carefully observe each students performance, and sportsmanship
etiquette. During the final practice drills, the instructor will use individual psychomotor performance evaluation rubrics to help assess all
students' physical performances when applying basic movement skills and concepts. The instructor will also use individual behavior
checklists to assess the students affective learning domain during this time. After the lesson is complete, the instructor will call students
into a circle to close out the lesson. At this time, the instructor will distribute the hand out of the cognitive assessment quiz to assess how
well the students understand the key principles and terminology related to movement skills and concepts such as twisting, turning and
stretching. The students will have the five questions READ ALOUD to them. Then they will answer the questions on the quiz and turn them
back in for a grade. Students will be expected to score 3 out of 5 on the cognitive assessment quiz for satisfactory results.
Assessment Instruments used:
Behavior checklist, cognitive assessment quiz (READ ALOUD), and psychomotor performance evaluation rubric.

Step 4: Processes of Instruction (This in an abbreviated version of the implementation of the lesson.)
Resources Needed: (Textbooks, trade books, articles, hands-on supplies etc.)
Hands-on supplies- Music for animal movements, textbook, curriculum guide, performance evaluation rubric sheets, behavior checklists,
cognitive assessment quiz, laptop and gym floor.
Textbook- Pangrazi, R.P. & Beighle, A.(2013). Dynamic Physical Education for Elementary School Children (17thed). San Francisco, CA:
Pearson Education.
Web Resources- NSW Department of Education and Communitieshttp://www.curriculumsupport.education.nsw.gov.au/primary/pdhpe/gamessport/fms001.htm ;
Professional Development Resources for Teachers- https://www.teachervision.com/pro-dev/resource/5778.html ;

Movement Concepts- http://portal.utpa.edu/utpa_main/daa_home/coe_home/ci_home/ci_files/005a_Movement_Concepts.pdf

Technology Utilized: (Internet sources, software, Smart Board, etc.)

Computer, internet, CD player, and web resources listed above.

UDL STRATEGIC LESSON PLAN

Instructional Formats:
All students gathered in circle for
introduction of lesson and warm ups
with full body stretches. Students
will watch the teacher demonstrate
the basic movement skills and
concepts that will be covered in this
lesson

Instructional
Arrangements: Instructor
provided demonstrations,
practice drills, teacher and
peer feedback and group
interaction.

Instructional Strategies:
Students will learn techniques
and skills through cooperative
interaction with their peers;
demonstrations provided by
instructor, observation of
classmates and practice drills.

Social/Physical Environments:
Students will all be using the
entire gym floor to spread out and
perform basic movement skills
such as twisting, turning ad
stretching.

Scaffolding Chunking of Text:

Grouping:

I Do
by

Partners The students will

practice the skills together.

Structure:
Before: The instructor will greet
the class, and provide an
introduction to lesson, followed
by warm ups and stretches.
During: The instructor will
demonstrate the techniques to
master the skills, and the
students will then model the
instructors demonstration.
After: The students will spread
out and continue to practice the
introductory drills. Then the
students will be divided into
small groups to continue
mastery of the skills.
Extend: The students will
continue to practice the skills for
the remainder of the lesson by
playing games to incorporate
the movement concepts.

Active Engagement:
Talk Throughout the lesson,
students will be offered
opportunities to ask questions.
Listen The students will use
their listening skills while the
instructor introduces the lesson,
and discusses the safety and
techniques that go hand and hand
with these particular skills.
View The students will watch
the demonstrations of the
instructor.
The instructor will watch as
students practice the skills.
Play- The students will be given
an opportunity to apply the new
skills that they have acquired
while engaging in games that will
help them strengthen their ability
to perform the movement skills
and concepts.

and

The instructor will begin

introducing the lesson,
techniques to the

students.
We Do The instructor will guide
students
through the steps to
master the
skills.
Yall Do The students will
practice the skills
step by step, and with
drills until
mastery is completed.
You Do The students will
demonstrate the
skills when prompted by
the
instructor.

Small Groups There will be

small groups so the children
can work together to master
the skills.
Whole Group The whole
class will practice the skills
together when prompted by
instructor.
Individual The students will
continue to work on
movement skills at home in
order to help improve their
ability to perform skills such
as twisting, turning and
stretching.

STEP 5: IMPLEMENTING THE DAILY LESSON PLAN

UDL STRATEGIC LESSON PLAN

BEFORE

ENGAGE

Strategy (What)

Introduction to the lesson/ warm ups and stretches/ orientation to movement skills and
concepts: The instructor will greet the students at the beginning of the lesson. The class will begin with
routine warm-ups, followed by stretches to loosen up the entire body to help prevent injury. The instructor
will begin the orientation to the lesson by introducing the importance of movement skills such as twisting,
turning and stretching.

Purpose (Why)

The main focus of this lesson is to provide the students with knowledge of how to apply movement
concepts such as body and space awareness, relationships, and qualities of movement to a variety of
locomotor and body management skills. The students will also learn how to combine locomotor and
nonlocomotr skills into movement themes such as supporting body weight, bridges, and receiving and
transferring weight.

Procedures
(How)

1. The instructor will begin the lesson by asking if anyone knows what movement skills and concepts are.
2.The instructor will ask the class if they know what twisting, turning and stretching are.
3. The instructor will then demonstrate how to twist in different ways, how to turn the body and how to
stretch the body properly without causing injury.
4. The instructor will walk the class through the main cues of each of these three basic movement skills
while breaking down each skill step by step.
5. The class will practice performing the skill step by step with the instructor after each demonstration.
6. The class will practice performing the skill as a group.
7. The class will be divided up into small groups to begin working on other movement drills.
8. The students will have the entire class time to practice the skill, and utilize it in different drills and
games.
9. The students will be given feedback and one on one assistance from the instructor throughout the
lesson.
10. The students will be given an opportunity to test their knowledge at the end of the lesson by answering
questions on the cognitive assessment quiz.

UDL STRATEGIC LESSON PLAN

DURING
Strategy (What)
Purpose (Why)
Procedures
(How)

EXPLAIN
Reciprocal Teaching- The instructor will show and demonstrate the proper techniques for movement skills
and concepts.
After the students have had an appropriate amount of instruction, practice and feedback, they will be able
to demonstrate and perform proper movement skills such as twisting, turning and stretching.
Warm ups and Stretches: The lesson will begin with basic warm-ups including walking in place,
elevating knees, marching with knees held high, swinging arms while marching, and jogging in place. Once
the students have had enough activity to warm up their bodies, instructor will initiate a series of stretches
to properly warm up the whole body to prevent any injuries from occurring. Stretches will include:
Neck stretches- Students will loosen neck muscles by gently grasping the top left part of their head
with their right hand. They will tilt their head slowly and gently to the right side, while gently
applying a comfortable resistance to the muscles of the left side of the neck. Hold for 5 seconds, and
then they will switch and stretch the other side of the neck.
Wrist stretches- Students will hold wrist in both flexion and extension positions for 10 seconds each.
Repeat on other wrist.
Forearm and shoulder stretches- Students will stretch forearms by stretching their right arm across
their chest and locking into the stretch position with the left arm bent at the elbow to secure the
stretch. Students will hold the stretch for 10 seconds before switching arms.
Lower back stretches- Students will stand with their feet shoulder width apart and twist lower back
to the left and right sides until the lower back muscles are properly loosened and stretched.
Toe touches from both standing and sitting positions holding each side for 10 seconds.
Squats- 5 squats, students will stand with their feet shoulder width apart. Hold each for 3 seconds.
Bunny hops- students will do 5 bunny hops with their feet and knees together.
Content of Lesson:
1. The instructor will spread the students out so that they have enough space to move around
comfortably and safely.
2. The instructor will then discuss the different movement skills and concepts.
3. The instructor will next have the students gather in for a demonstration of some of the basic
movement skills performed by the instructor.
4. The instructor will give simple cues to the class for each of the movement skills
5. After each cue is given, the teacher will demonstrate the proper form and technique for that cue.
6. The students will then be asked to perform the cue with the instructor after watching the
demonstration.
7. This will continue until all cues are learned.
8. After all cues are learned the instructor will ask students to do the cues independently when
prompted.
9. The instructor will observe and offer constructive feedback if needed while the students is
demonstrating each step.
10. The students will then be divided up into small groups to do fun drills to help them achieve mastery

UDL STRATEGIC LESSON PLAN

of the movement skills.

Fundamental Skill: Twisting

Cues for Twisting
Glue feet to the floor
Twist to the left, right, slowly, quickly etc.
Twist upper half of the body to the right, and lower half to the left
Balance on one foot while you twist your body
Fundamental Skill: Turning
Cues for Turning
Turn body to left and right
Turn clockwise and counterclockwise
Stand on one foot and turn around slowly
Cross legs with a turn, then sit down
Lie on tummy and turn yourself into an arc shape
Fundamental Skill: Stretching and Curling
Cues for Stretching and Curling
While on your feet, show me a stretched position
Now show me a curled position
Switch slowly from stretched to curled position
Switch quickly from curled to stretched position
Keep one foot in place, and see how far you can stretch in each direction
Explore different ways that your body can stretch and curl

Common Errors
Failure to explain how to safely perform each movement prior to instruction.
Failure to carefully supervise students when they are learning basic movement skills, so
that they do not injure themselves.
Failure to explain the difference between each movement skill and concept.
Failure to teach students how to control their movements.

UDL STRATEGIC LESSON PLAN

Strategy
(What):
Purpose (Why)
Procedures
(How)

EXPLORE
Each skill is demonstrated by the instructor.
The students will practice the skills that the instructor has demonstrated.
1. The lesson will begin with some Fitness Development Activities- Animal Movements and Fitness
Challenges. The teacher will alternate 30 seconds of music with 30 seconds of silence. During the
music students will perform the animal movements. During the silence they will perform the fitness
challenges as instructed.
Puppy Dog Walk (30 Seconds with music)
Freeze and perform stretching activities that are led by instructor(during silence)
Measuring Worm Walk (30 seconds with music)
Freeze and perform abdominal development challenges (during silence)
Frog Jump (30 seconds with music)
Freeze and perform pushups ( during silence)
Crab walk (30 seconds with music)
Freeze and perform stretching and relaxing activities (during silence)
2. Next we will move on to the lesson focus- Movement Skills and Concepts. The first skill will be
twisting. The students will be taught the difference between a twist and a turn. Twisting is rotating a
selected body part around its own long axis. Twisting involves movement around the body part itself.
Turning focuses on the space in which the body turns and involves moving the entire body.
3. The second skill is turning. The students will learn basic principles of turning. There will be stressed
placed on the importance of maintaining balance while doing turning activities. Students will be
challenged to perform twisting and turning movements in both directions, and also while sitting and
lying on their tummy.
4. Next the students will learn the movement concepts of stretching and curling. The students will
learn that stretching and curling are somewhat opposite movements. The students will be
encouraged to stretch through the full range of movement. The stretches will be taught slowly,
smoothly, and safely. The students will also be encouraged to hold each stretch for 6 to 10 seconds
before relaxing.
5. Next the instructor will lead the students in the closing activity. Game- Midnight (What time is it Mr.
Fox?)
The teacher will establish a safety line about 40 feet from a den in which 3 players(the foxes) are
standing. The other players stand behind the safety line and ask, What time is it Mr. Fox? The foxes
will take turns answering with various times such as 8 oclock, or 2 oclock. When the fox says a

UDL STRATEGIC LESSON PLAN

time, the class walks forward that number of steps. The foxes continue to draw players toward them.
At some point, the fox answers the question by saying Midnight and chasing the others back
across the safety line. Any player that gets caught by the foxes, has to go to the den and help catch
other players with the foxes.

UDL STRATEGIC LESSON PLAN

AFTER

EVALUATE

How will students demonstrate their learning of this lesson? Evaluation will be based upon products designated in Step #3 of
your lesson plan. How will you wrap up the lesson?
Strategy (What)
Purpose (Why)

Procedures
(How)

The instructor will use the three assessment tools (behavior checklist, cognitive assessment quiz, and
psychomotor performance evaluation rubric) to evaluate the students overall performance of the lesson.
The three assessment tools will help the instructor to properly evaluate the students understanding and
comprehension of the lesson. It will also help the instructor to see who needs more improvement on
mastering the skill, and who is ready for the next challenge. This information will be useful to the instructor
when preparing the next lesson.
Instructional Objective (Daily Outcome):
Psychomotor - After the students have received the appropriate amount of instruction and practice, they
will be able to demonstrate movement skills and concepts and apply the proper techniques involved in
twisting, turning, and stretching. They will be assessed using the Psychomotor Performance Evaluation
Rubric. (Student should score 7 out of 9 possible points on the rubric for satisfactory performance.)
Cognitive After the students have received the appropriate amount of instruction and practice, they will
be able to demonstrate their knowledge of key principles and terminology related to movement skills and
concepts by answering 3 out of 5 questions correctly on the handout quiz. The questions will be READ
ALOUD to the students. (Questions are located on the Cognitive Assessment page attached.)
Affective After the students have received the appropriate amount of instruction and practice, they will
demonstrate positive and encouraging behavior toward their peers, and will score 7 out of 10 on a checklist
based on their attitudes and willingness to work together with their peers.

EXTEND
How you will connect this lesson to the next lesson?
Lesson Closure:
After all assessments are done, and equipment is put away, the students will come into a circle around
instructor. The instructor will recap on why movement skills and concepts are so important. The students
will be asked questions about the safety precautions that are used when performing basic movement skills.
The instructor will ask if there are any questions about the lesson. After Q&A, the instructor will discuss
common errors that are generally made during these movements, and how injury can occur. The instructor
will also discuss safety, and how careless errors can be very detrimental. Feedback will be given to the class
as a whole. The instructor will be sure to point out many of the positive aspects that were noticed during
the lesson. Encouragement and praise will come before and constructive feedback when addressing the
group. The instructor will then explain to the group why it is important to master these simple movement
skills and concepts, as they are the building blocks for more complex skills that will follow in later lessons.

UDL STRATEGIC LESSON PLAN

Cognitive Learning Domain: Cognitive Assessment Quiz

Students will be expected to answer 3 out of 5 questions correctly in order to achieve satisfactory
results.
Student Name:______________________________

Name of Lesson: Movement Skills and Concepts

Circle yes or no

1. Twisting means to flip upside down.

2. Reaching up high is stretching.

Yes or

Yes

3. Movement is good for your body.

4. Moving safely can hurt you.

5. Following P.E. rules is good!

No

or

No

Yes

or

or

No

Yes

Yes

or

No

No

UDL STRATEGIC LESSON PLAN

Skill

3
Great Job
Consistently uses the correct
techniques

2
Making Progress
Most of the time uses correct
techniques

Does the student

use correct
techniques to
complete
movement skills.
Does the student
Consistently demonstrates
Most of the time
performs the
appropriate movements
demonstrates
appropriate
appropriate movements
movements and
cues to safely
perform the skills.
Does the student
Consistently demonstrates
Usually demonstrates the
demonstrate
the ability to apply and
ability to apply and
ability to apply
understand movement
understand movement
and understand
concepts
concepts
movement
concepts
Students overall score for completion of lesson: (Student should score 7 out of 9
Total:
Student Name:________________________
Movement Skills and Concepts

1
Needs Improvement
Uses incorrect techniques a lot of
the time

Score

Rarely demonstrates appropriate

movements

Sometimes/rarely demonstrates the

ability to apply and understand
movement concepts

possible points for satisfactory performance)

Psychomotor Performance Evaluation Rubric

Name of Lesson:

UDL STRATEGIC LESSON PLAN

Behavioral Assessment- Affective Learning Domain

Rating Scale- 3pts(always) 2pts( sometimes) 1pt(rarely) 0pts (never)

(Student should score 7 out of 9 pts for satisfactory results)

Student demonstrates a positive

attitude toward peers during lesson.

Student demonstrates
willingness to work with others.

Student demonstrates effort

toward mastering the skill.

Total points:
_________________