SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Thomas Girolamo DATE: 3/4/16 TIME: 40 minutes SCHOOL: Zanetti School LESSON#: 2 of 4
FACILITIES: 1/2 of the gym CLASS SIZE: 18 GRADE: Pre-K UNIT/THEME: Spatial Awareness GENERIC
LEVEL: Pre-Control
EQUIPMENT: 1. 18 hula hoops 2. 20-25 cones 3. 18 hot spots
4. Speaker and Phone 5. Cognitive Assessment 6.iPad/Visuals
FOCUS OF LESSON: Teaching how to walk, jump, and run in personal space while using different pathways, levels, and speed.
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes; Task #s where content is taught;
Task # where objective is assessed:
By the end of the lesson, students should be able to:

(P) Demonstrate traveling in personal space using at least two different levels by the end of the lesson. (S1.E1.K; MCHCF 2.2; Task #: 1-5)

(C) Identify pathways by answering the exit slip with 100% accuracy at the end of the lesson. (S2.E2.Ka; MCHCF 2.2; Task # Closure)

(A) Respect others by following instructions and showing proper behavior at all times during the lesson. (S4.E1.K; MCHCF 7.2; Task # Whole
Lesson)
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. Provide at least 1 positive specific feedback to each student throughout the lesson.

2. Keep conversation between teacher and students to minimal in order to maximize activity time during the lesson.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?

1. Make sure to enforce boundaries by checking for understanding before or after each activity.
2. Maintain withitness by focusing on the class and keep my back to the wall.
REFERENCES :
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children moving: A reflective approach to teaching physical education (9th ed.). New York: McGraw Hill.

SHAPE America. (2014). National standards and grade level outcomes. Champaign, IL: Human Kinetics.
 LESSON PLAN FORM

TIME SEQUENCE OF LESSON ORGANIZATION REFLECTIONS

X X
0-2:00 Instant Activity: “Houston We Have a Problem” Ss
will be scattered around the gym within the SSSSSSSSSSSSSSSSSS
boundaries and they will hold out their hands as if
they were airplanes. There will be 4 cones set up in the
corners and the teacher will say go. The students will T
fly around the gym with their hands out and when the X X
teacher says “land the plane” students will find a cone
or “airport” and slowly go from high to low just like a
plane would land.

2:00- Introduction: Introduce myself as Mr. G and hand out SSSSSSSSSSSSSSSSSS

3:30 a name tag for each student
T
3:30- Informing:
7:00 a. Safety: Heads up and eyes up at all times.
Make sure you are an arms length away from
your classmates at all times.
b. Boundaries: The boundaries will be coned off
and no student is allowed to go outside them at
any time during all activities.
c. Skill Cue: Personal Space- make sure you are
an arms length away from your classmates
during all activity.
d. Signals: Go signal- Music starts or Ready, Go.
Stop signal- Music stops or 3,2,1 freeze.

7:00- Explanation of Task 1: Everyone will find their own

8:00 hula hoop or “car” and wait for instruction. From
there, the students will get in their cars and drive
 around the city while remaining in personal space.
Check for understanding after explanation like “What
is personal space?” “What is my stop and go signal?”
“What are the boundaries?”
X X
8:00- Transition: Tap the student’s head and they will go
8:30 out and find a hula hoop and wait for further S O S O S O S O SO
instruction. SO SO S O SO S O
SO SO SO S O SO

9:00- Task 1: Divergent Style. Ss walk around with their X T X

14:00 hula hoops and get comfortable with personal space
while exploring any way they want.
Skill Cues: One foot stays on the ground at a time and
have the other foot follow the other.
Extension Up: Try to pass 10 different classmates.
Try to walk faster.
Extension Down: Walk slower. Have the teacher aid
them through the activity.

14:00- Transition: Students will freeze and sit inside their

14:30 hula hoop and look up to the teacher for further
instruction.

15:00- Task 2: Practice/Command Style. While the students X X

20:00 are still sitting play music and ask them if the song is
fast or slow. Once enough students answer and S O S O S O S O SO
understand the difference between fast and slow, play SO SO S O SO S O
the music and have them walk to the speed of the song SO SO SO S O SO
Skill Cues: Just like walking, but a quicker pace and
both feet are off the ground briefly.(Children Moving) X T X
 Extension Up: Walk super slow. Walk faster/Run.
Extension Down: Walk slowly but not super slow. Do
not walk that fast.

20:00- Transition: Students will freeze and sit inside their

20:30 hula hoop and look up to the teacher for further
instruction.

21:00- Task 3: Inclusion/Command Style. Ask students X X

26:00 what a zig-zag, straight and curved pathway is. If none
of them answer the teacher will have visuals as well as S O S O S O S O SO
an explanation for all 3 pathways. Once the teacher SO SO S O SO S O
plays the music or says go, the students will go around SO SO SO S O SO
the “city” in their “car” going in the pathway the
teacher says at first. Once all 3 pathways are X T X
performed, the students can pick their favorite
pathway and travel around the city in that pathway.
Skill Cues: One foot stays on the ground at a time and
have the other foot follow the other.(Children Moving)
Extension Up: See how many times you can change
pathways in 1 minute. Make the zig-zag/curved
pathway bigger.
Extension Down: Walk slower while changing
pathways. Make the zig-zag/curved pathway smaller.

24:00- Transition: Students will freeze and sit inside their

24:30 hula hoop and look up to the teacher for further
instruction.
25:00- Task 4: Inclusion/Command Style Teacher will go X X
30:00 over with detail and visual aids explaining what high
and low level is. After this the students will stand up S O S O S O S O SO
and the teacher will call out high and low while the SO SO S O SO S O
students walk around in personal space. Once the SO SO SO S O SO
students have the handle of that, the students can
create their own high and low level switches. X T X
Skill Cues: Bend knees, jump up and land down on
two feet. (Children Moving)
Extension Up: When going from low to high level try
jumping when the student reaches the high level. Get
really low when in a low level.
Extension Down: Bend knees slightly when in low
level. Stand normal at a high level.

30:00- Transition: Students will freeze and find the nearest

30:30 hot spot and look up to the teacher for further
instruction.

31:00- Task 5: Inclusion Style. This task will combine all X X

35:00 the skills we just learned. If the music is playing fast,
then the students should walk/run fast. The students S O S O S O S O SO
can choose what level they want to be in and what SO SO S O SO S O
pathway they travel. SO SO SO S O SO

X T X
Transition: Students will freeze and bring their hula
35:00- hoop to the meeting place
35:30

Closure:
36:00- Psychomotor Assessment: Teacher will ask the
39:00 students to stand up and show what high and low level
is.
SSSSSSSSSSSSSSSSSS
Cognitive Assessment: Students will answer the exit
slip. T

Affective Assessment: 2 thumbs up if you really like

today’s activity, 1 thumb up if you liked it, thumbs
down if you didn’t like it.

Transition: Line up and get ready to go back to class.

39:00-
40:00
 Cognitive Exit Slip

Put your name tag on the pathway that is a zig-zag pattern.