Tiered Lesson (Differentiated by Readiness)

Developed by: Eilis Toth

Lesson Topic: Describe the sequence of muscular activation involved in
the weighting technique of the clean and jerk.
Curriculum Area: Physical Education
Year Level: SACE Stage 2
Brief description (2-4 sentences) of the broader unit into which this lesson fits, and where it
fits into that unit:
This double lesson is a part of a unit which discusses the various roles different muscles play
in skill execution within sport. Various biomechanical principles will be analysed in detail with
focus on specific sports and skills within them.
This specific lesson within the unit will assess the sequence of muscular activation involved in
the weighting technique of the clean and jerk.

Learning Objectives*. As a result of engaging with the lesson, students will

meet the following SACE Stage 2 Assessment Scope and Requirements:
KU1 Knowledge, understanding, and application of physical education
concepts relevant to specific physical activities.
KU2 Knowledge and understanding of exercise physiology, the biomechanics
of human movement, and skills acquisition.
KU3 Knowledge and understanding of appropriate terminology.
CAE1 Critical analysis of practical techniques and performance.
(SACE, 2014)
Understand that (Concepts, principles, big ideas. Make sure your
objectives are statements that work in the form, students will understand
that)
With every physical execution of a skill there is a sequence of muscular
activation involved in order to perform the technique correctly
Know (e.g. facts, vocabulary, dates,
information)
Students will know which
specific muscles are used
within the Clean and Jerk
Students will know the order in
which the muscles used in the
Clean and Jerk activate

Be able to (do) (Skills, processes)

Students will be able to clearly
label the muscles used within
the Clean and Jerk
Students will be able to
perform the Clean and Jerk
with correct technique and
explain and muscular
activation process that they
are experiencing

Essential Questions
Why is it important to focus on correct techniques during the execution
of a physical skill?
What role does correct technique play in injury prevention and peak
performance?
In what ways can we employ our knowledge of biomechanical
principles to adjust the clean and jerk, or is it already performed to an
optimum standard?

Lesson Title:
Pre-assessment of Students Readiness
In order to initially determine the readiness of the students, two videos will be shown
(Appendix A.). One will show the Clean and Jerk and one will show Snatch. Students will
be asked to determine which one is the Clean and Jerk and which one is the Snatch. This
is a brief task that will gauge the students knowledge of weightlifting as a whole.
The second form of pre-assessment will be a muscle chart that the students will be asked
to fill out individually (Appendix B.1 and B.2.) Students will be presented with two
different charts to complete, and they can chose which one they do in accordance to their
own view of their personal readiness. Having students choose their own chart will
encourage a sense of self-autonomy, something that should be present in Stage 2. The
teacher will monitor the progress of the students by walking around the room and gauge,
through discussion, if the students are working within their Zone of Proximal
Development.
Students will be sorted into three groups. They will be given colour names (blue, purple
and orange) rather than numbers so that students to no subconsciously draw a
correlation with the number of their group and their level of readiness. This will aid in
creating a harmonious class room where students do not feel belittled for being placed in
a lower group. The colour names work towards diminishing a pecking-order within the
class that may otherwise be established with groups differentiated according to
readiness.
The following scored will determine the groups:
Blue: Scored 8+ in worksheet A (Appendix B.1) or found 6+ muscles groups in
worksheet B (Appendix B.2.)
Purple: Scored 7- in worksheet A or 4+ in worksheet B.
Orange: Scored 3- in worksheet A or 3- in worksheet B.

Lesson Sequence
Pre-assessment:
Activity 1: Show two YouTube clips.
One showing the Clean and Jerk, one
showing the Snatch. Ask students to
determine which is which. Appendix
A.1.
Activity 2: Students will be asked to
complete one of two muscle
identification worksheets. Appendix
B.1 & B.2.
As a result of the answers on their
worksheets, students will be sorted
into three differentiated levels.
After pre-assessment:
Activity 3: The class will be tiered
and working within three
differentiated groups. The Clean and
Jerk footage will be shown again.
Each group of students will be given

Lesson Plan
Explanatory notes
Pre-assessment
Activity 1: This will give the teacher an idea of
their pre-existing knowledge of weightlifting.

Activity 2: Given that the students are in Stage

2, to encourage self-regulation of learning,
students will be encouraged to choose their own
worksheet so they can work to a level that they
feel will challenge them. The teacher can gauge if
the students are working within their Zone of
Proximal Development.
Activity 3: Throughout this lesson students will
be tiered in accordance to their readiness for this
particular activity. In her work, Differentiating
Learning Experiences for Diverse Students, Jarvis
(2013) states that differentiation is an inclusive
practice that gives students a number of avenues
with which they can acquire content knowledge.

worksheets which will scaffold their

learning in order for them to achieve
success in their final assessment of
the lesson. Appendix C.1, C.2 &
C.3.
Final assessment of learning:
Activity 4: Students will present
their findings in groups, and as a part
of that, they will be asked to perform
the Clean and Jerk, with nonweighted bars or broomsticks.
Assessment rubric Appendix D.1.

Activity 5: Students will be required

to complete Exit Cards before leaving
the lesson. Appendix E.1.

This tiered lesson is a small snap shot of a

Physical Education biomechanics unit that allows
for just that.
Activity 4: This assessment task was designed
so that students could complement each others
strengths throughout the task. While also
encouraging learning as a social practice, this
task uses Gardners Theory of Multiple
Intelligences (Krause et al, 2010) as guidance
towards student success. Perhaps there is a
student in the group that is incredibly analytical
and grasps the concepts of the kinetic chain quite
quickly, but feels uncomfortable physically
performing the Clean and Jerk in front of their
peers. This task allows each student to use their
strengths in order to enjoy success and engage
with this task.
Parallel to this theoretical unit, students will also
be completing a practical unit that follows the
SEPEP (Sport Education in Physical Education
Program) framework. SEPEP enables students to
experience sport through different role and
avenues, showing them that there is more to the
world of sport than being an elite athlete. Again,
this plays to the strengths of the students
(Siedentop et al, 2011.) Having these two
practical and theoretical units run parallel with
each other allows the teacher to continue the
theme of differentiation according to readiness
and further promotes a class culture of
acceptance and collegiality.
Activity 5: Exit Cards are a great way for
teachers to evaluate their performance in the
classroom and gauge how much curriculum
content has been retained by the students.
Additionally, we know that the best kinds of
learners are metacognitive. Tomlinson & McTighe
(2006) suggests that in order to teach a sound
level of metacognition within our students we
must encourage self-reflection. This can be done
with the use of such things as Exit Cards.

Lesson Closure/ Check for Understanding

Students will complete a group assessment rubric in order to grade themselves on their
task. Appendix D.1. There will be a particular emphasis placed on the groups ability to
work as a team in order to successfully complete the task. The teacher will then cross
reference the groups grade with their own assessment of the groups.
Exit Cards: Appendix E.1. Ten minutes at the end of the lesson will be set aside in

order for the students to complete an Exit Card. The Exit Card will give the teacher an
understanding of what the students now know and/or what they need to continue working
on next lesson.