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Teacher Candidate: Marcela Aguila Date: 11/29/17


Part 1: Classroom Information

Grade: 2nd
Content Area: Physical Education
School Name and District: Pomona Elementary NMUSD
Mentor Teacher: Meredith Smart
Group Size: 22
Lesson Length: 30 minutes
Student Context: The students at Pomona Elementary come from lower socioeconomic status
backgrounds. Ninety five percent of the class is Hispanic and all students can receive free lunch. The
second grade team of teachers does not have a separate P.E teacher. Pomona elementary does not have
many physical education resources. I noticed at the beginning of the year that there are parents who want
to volunteer but they have trouble communicating with the teacher so there is a language barrier.

Identified Student Needs Accommodations During

Instruction to Support Student

Students with Special Needs (IEP 3 Students Students go to a separate

and/or 504) Learning Disability classroom for ELA help and
Speech special education teacher pushes
in Monday-Thursday for math.
No physical abnormalities

Students with Specific Language 21/22 students are classified Use ELD textbooks, math is
Needs (ELL) as ELL. (school is 99% done at a slower pace, all other
Hispanic) subjects are taught with English
support (i.e sentence frames &
extensive modeling) so students
can follow along

Students with Other Learning Overall the class struggles Since the class is at a low level
Needs (Behavior, Struggling with reading and math. There instruction is slowed down
Reader, Struggling Math) are no major behavior majorly. There are special
problems education teachers who push in
during the day for some
students. Besides that my MT
has to be clear in directions,
lecture, and models every

Part 1: Planning for the Lesson

A: Standards
Grade 2: Five standards
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of
physical activities.
Standard 2: Students demonstrate knowledge of movement concepts, principles, and strategies that apply
to the learning and performance of physical activities.
Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.
Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to
improve health and performance
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts,
principles, and strategies that apply to the learning and performance of physical activity.

Key Content Standards:

Standard 1
Students demonstrate the motor skills and movement patterns needed to perform a
variety of physical activities:
1.1 Move to open spaces within boundaries while traveling at increasing rates of
1.6 Skip and leap, using proper form.

Standard 2
Students demonstrate knowledge of movement concepts, principles, and strategies
that apply to the learning and performance of physical activities:
2.1 Define open space.
2. 4 Explain why one hand or foot is often preferred when practicing movement

Standard 3
Students assess and maintain a level of physical fitness to improve health and
3.1 Participate in enjoyable and challenging physical activities for increasing periods
of time.

Standard 4
Students demonstrate knowledge of physical fitness concepts, principles, and
strategies to improve health and performance.
4.14 Explain why it is safer to stretch a warm muscle rather than a cold muscle.

Standard 5
Students demonstrate and utilize knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and performance of
physical activity.
5.1 Participate in a variety of group settings (e.g., partners, small groups, large
groups) without interfering with others.
5.2 Accept responsibility for one’s own behavior in a group activity.

B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Students will participate in four locomotor movements to learn about balance, movement, and how to
perform the task.

Students will also be polite to one another by saying sorry if they bump into another person and be
spatially aware.

ii. Language Objective (Note: JJ simplified this section from UCI planner):

Key Vocabulary words you’ll teach/use Strategies to teach or use these vocab words

Skipping I would describe the movement before I

Hopping actually do it. I will then model these action
Jumping and use the name of the action repeatedly.
Slide/Shuffle For example, when showing the students
Boundaries hopping I would say, “I am hopping right now”
multiple times so students are able to identify
locomotor skill I am doing. Then once I am
done modeling I would ask the students what
they saw me doing.

I will tell the students where the boundaries

are by walking around them and telling them
what they mean.

C. Assessments:
i. Prior Experience (Determine prior to teaching what you think your students can do, by
observing them beforehand; asking them; asking Master Teacher)….What do you know about them as it
relates to your activity?

I believe that my students are able to run and jump but many of them cannot balance on one foot for
hopping, and cannot perform a locomotor movement while throwing and catching in the air. Currently
when students have P.E. they engage in free play. Although they have the option for free play small
groups of students stand beside me because I play games with them. The games include impromptu
balance games and stretching games. I model a posture and then have them copy me. I noticed that many
of them topple over and do not have a sense of balance. This being the case I will be using a game that
incorporates more challenging locomotor skills.

ii. Informal assessment strategies you will use as you teach (What informal assessment strategies
will you use, what specific evidence will you see and/or hear and how will you note it?)
Assessment Strategy Evidence of Student Learning

Observation As the students are participating in the

activity I will be walking around assessing if
the students are making progress toward the
learning goal.

Discussion At the closure I want to have a discussion

with the students talking about what tricks
and tools they used to successfully complete
the locomotor skills. From there answers I
will be able to assess if they understood why
their methods of completing the task worked.

D. Lesson Resources/Materials: List all needed equipment and how many of each item. Also,
what facility space you will use (e.g. grass; asphalt) and size (e.g basketball court; 30 x 50
- Large portion of grass
- Cones for boundaries
- 24 bean bags, 12 red and 12 blue

Part 2: Instructional Sequence - Engaging Students in the Learning Process

Warm-Up/Introduction (_7_ minutes.):

If relevant, make connections to prior knowledge. How will you let students know what the focus of the
lesson is, and have some MOVEMENT!
0 minutes - 3 minutes:
- When my students proceed outside I will instruct them to go to the area on the grass marked off
by cones, but at arm's length distance from one another (Standard 1.1). I will have cones preset
indicating where I want the students to be.
- Introduction: “Good morning students! We are going to be working on different moving skills
and for them we need to get ready. We will wake up our bodies and minds. We need to stretch so
let’s get to it!”
- I will also let them know that there are fun ways we can stretch so we prevent ourselves from
getting injured. I will have a quick game of simon says that includes dynamic stretching. I will be
the model and my students will follow along with the game.
- Remind the students, “Simon says is about honesty! If you do not follow the rules be honest and
do one spin and you’re back in the game.”

3 minutes - 7 minutes:
- I will then be at the front of the group being simon.
- “Touch your toes!” Hold this for 10 seconds.
- Simon says, “touch your toes!” Hold this for 10 seconds.
- Simon says, “do ten arm circles!” (Students will hold their arms out horizontally and spin them in
little circles)
- “Do 10 jumping jacks!” (students will be in a standing position and then jump their feet out and
arms up, then when then jump again their arms will be at their sides and feet together)
- Simon says, “Do 10 jumping jacks!”
- Simon says “do 10 leg swings on your right leg!” (students will be standing on one foot trying to
balance while swinging with their other leg)
- Simon says, “do 10 leg swings on your left leg!”
- If the student does not follow along with the rules it is important that they do one spin in place.
This will indicate to the teacher who is being honest and who is not.

Body of the Lesson (_17 minutes):

Discipline: Before starting the main activity remind students that they are responsible for their
own body and listening.
- Say, “I want everyone to participate the whole time and for this to happen you all need
to listen to my instruction. If you do not listen to my instruction you will be given ONE
- “After a warning you will sit out with me for one round of the Bean Bag Shuffle. If you are
talked to again you will sit out for the remainder of the game.”

- Pass out the bean bags to the students
- Make sure they are standing arm distance apart.
- Inform the students that every time the whistle is blown this means they have to freeze.
- Students will be asked where and what the open space is (standard 2.1).
- Students will know that although the whole class is participating in the game the game is
individual so the teacher can see who is trying their best (standard 5.1)

Tell the students that we will be working with two locomotor skills (standard 3.1)

***KEY: If students are not participating for some reason I will remind them that they need to
participate otherwise there will be negative consequences (standard 5.2).

Students will be watching the teacher at this point

- Red Bean Bag: hop
- Blue Bean Bag: Skip
- Again tell the students they will have to navigate within an open area marked with
boundaries and be aware of personal space (standard 1.1).
- The teacher will model a hop and a skip.
- A hop is moving up and down with one foot.
- A skip is when you step forward on one foot and then hop with that same foot. Then you
step forward with the opposite foot just like you did before and hop. Then you alternate
between the feet creating an uneven rhythm.
Students are participating now.
- Give students 10 seconds to practice the skill
- Students will have 45 seconds to perform the movement within the boundaries
- After the 45 seconds they will line back up in order
- Teacher will be walking around assessing the student’s performance and helping any
students who need added assistance
Blow whistle. Tell the students now they are going to be working on a new skill
- Red Bean Bag: skip
- Blue bean bag: hop
- This means the teacher can say, “red is skipping...etc” and the students will echo
her/him (Standard 1.6).
- Remind students to stay in boundaries
- Give them 10 seconds to practice
- Perform the task for 45 seconds. Blow whistle.

Transition to a different skill tell the students we are working on two new locomotor skills. The
skills will include side shuffle and jumping.
- Side shuffle: standing in a squat position students will move their feet in an inward and
outward position while staying in that squat position
- Jump using two feet students will push through their heels and propel themselves up
and down moving forward
- Model both for the students
- Read Bean Bag: Side Shuffle
- Blue Bean Bag: Jump
- 10 seconds to practice
- Students will perform the skill for 45 seconds until the whistle is blown
Once the whistle is blown transition to:
- Red bean Bag: Jump
- Blue Bean Bag: Side Shuffle
- 10 seconds to practice
- Perform for 45 seconds
- Make sure students are not throwing their bean bag

Now, the cycle will be repeated again but this time with the added throwing and catching aspect.
Set rules at the beginning to tell the students that if they are throwing their bag inappropriately
they will automatically be out.

ALL students will be throwing and catching with the given movement. Each round has 10
seconds of practice. Each round is 45 seconds long.
- Model first
- Red bag: Hop
- Blue bag: skip

- Red bag: skip

- Blue bag: hop

- Model first
- Red bag: side shuffle
- Blue Bag: Jump

- Red bag: Jump

- Blue Bag: Side Shuffle

Students will all be throwing the bean bag and catching it as they work through their locomotor
skills. This MAY BE HARD for them.
If they drop the bag tell them to just pick it up and continue.
If there is extra time in the 17 minutes run through the activity again from the beginning.

Closure (__6____minutes): Describe how you will prompt the students to evaluate the lesson and restate
the learning objective. If you include stretches, be specific on what they are doing.

- Students participate in static stretching.

- Touching their toes
- Stretching their arms by pulling their arm across their body
- Have them sit down arm distance apart and reach for their left leg as their right leg is
tucked in
- Now have them switch legs to stretch the other side.
I would ask the students which one was easier; stretching before the activity or after.
- Choose a student to share.
- If their answer was not correct I would ask probing questions so they arrive to the correct
answer. (Standard 4.14)
- As a class we will discover that stretching on warm muscles is easier because the muscles have
had time to stretch already and be used throughout the activity.
I will also have the students discuss with their elbow partner what foot was preferred when they were
doing the locomotor skill and why (standard 2.4).
- Students need to know that some people prefer their right leg over their left because it is their
dominant foot.
- Introduce the word dominant foot to the students and tell them it is otherwise known as the one
they use more often.