ESS 360 Physical Education Lesson Plan



ESS 360 Physical Education Lesson Plan

Student Teacher __Whitney Piatt__ Grades _K-1_ Teacher #1 _Ms. Piatt_ #2 _Ms. Piatt_

Teaching Date _2/17/11_ Instructional Theme _Rhythmic Activities_ Lesson Sequence # _13_ of _36_

|Physical Education Standards (A minimum of two standards): |

|Standard # K.1 Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical |

|activities |

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|Standard # K.2 Movement Concepts: Students demonstrate an understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and|

|performance of physical activities. |

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|Standard # K.5 Responsible Personal and Social Behavior: Students exhibit responsible personal and social behavior that respects self and others in physical |

|activity settings. |

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|Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective): |

|Psychomotor: |

|TSWBAT jump on every fourth beat with a drum beating the rhythm and then to a song at a proficient level. (K.1.4) |

|TSWBAT march with the beat of a song that is four beats to a measure at a proficient level. (K.1.4) |

|TSWBAT move rhythmically to music performing locomotor skills at a proficient level. (K.1.1), (K.1.4) |

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|Cognitive: |

|TSWBAT count out loud the four beats to one measure while hearing a drum beat at a proficient level. (K.2.3) |

|TSWBAT count out loud the four beats to one measure while hearing music at a proficient level. (K.2.3) |

|TSWBAT orally state the three rules that were mentioned in the beginning of class 100% percent of the time. (K.5.1) |

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|Affective: |

|TSWBAT follow the rules that are stated at the beginning of class 100% of the time. (K.5.1) |

|Subject Area Standards (A minimum of one standard for each subject area included): |

|Standard # K.6 RESPONDING TO MUSIC: Listening to, analyzing, and describing music: Students distinguish high and low pitches, fast and slow tempos, and loud and |

|soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They identify and demonstrate appropriate listening behavior. |

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|Standard # K.3 Algebra and Functions: Students sort and classify objects |

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|Subject Area Performance Objectives/Indicators: (One to two for cognitive domain): |

|Subject Area #1 Fine Arts: Music |

|TSWBAT count out loud the four beats to one measure while hearing a drum beat a proficient level. (K.6.1) |

|TSWBAT count out loud the four beats to one measure while hearing music a proficient level. (K.6.1) |

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|Subject Area #2 Math |

|TSWBAT count out loud the four beats to one measure while hearing a drum beat a proficient level. (K.3.2) |

|TSWBAT count out loud the four beats to one measure while hearing music a proficient level. (K.3.2) |

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|Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.): |

|Music CD: “The Top 100 Kids Songs of All Time”, Drum or something to beat to create a rhythm, 16 hula hoops |

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|Assessment Needs (List all task sheets, assessment forms to be used that the student will supply) |

|Skill Checklist |

ASSESSMENT ACTIVITIES

|Type of Assessment |Description and Example Form to be Used |

|(How will you know what the student |(i.e., skill observation checklist, rubric, cognitive) |

|has learned in the lesson) |Three different resources must be used for your assessment choices |

| |***Two best may be submitted for the Applied Assessment: Skills, Attitude, Knowledge assignment |

|Skill Checklist |I will assess the students to see if they can… |

| |-clap with the beat |

| |-count the beat out loud (1-4) |

| |-jump on every fourth beat |

| | |

| |They will be evaluated to see if they are doing it at an excellent level, proficient level, or not a proficient level. |

| | |

| |***Example is attached |

| | |

| |Source: Pangrazi, R.P. Dynamic Physical Education for Elementary School Children (16th Edition) |

ADAPTATIONS

|Type of Adaptations |Blind- |

|(Describe special needs of any students and how |If the student is blind, I will partner the student with another that stand near and/or hold their hand while |

|you will adapt instruction to their needs) |learning the dance routine. I will also be more detailed and explicit while teaching the movements to the |

| |routine. |

| |Deaf- |

| |If the student is deaf, I will have to do the motions along with the students at first and then I’ll partner that|

| |student with another who is excelling so that they can follow their movements |

| |ADD- |

| |If the Student has attention problems, I will simply stand near them while I’m beating the drum, and maybe let |

| |them beat the drum for a bit so that they feel like they are helping creating the beat. |

LESSON FOCUS

|Introduction/Set Induction |Does anyone here like to listen to music? Raise your hand if you listen to music at home! Today we’re going to be doing some |

|(You may use bullet points |activities while we listen to music. First we have to learn some rules that you all need to follow for your new teachers. What were |

|rather than full sentences) |some of the rules you had with your other teachers? Today we only have three major rules that we want you to follow. When your |

| |teacher is talking, what should you be doing? Ms. Piatt has a trick for you to follow if we’re struggling with this rule. I’m going |

| |to put up my hand and my finger over my mouth. This sign means that we should do the same and pay attention to the teacher okay? |

| |Alright so let’s try…good job everybody. So remember, when you see my hand go up that means that your attention isn’t on me and you |

| |need to start paying attention okay? The next rule is we need to keep our hands and feet to ourselves. So we shouldn’t be hanging |

| |onto our friends right? If I see someone touching another student I’m simply going to ask you to hug yourself, so let’s try |

| |that…good! And finally, if there is equipment out the teachers don’t want you touching it. So if you see jump ropes on the ground, |

| |what should we do? We should do what the teacher says and not touch the jump ropes until we are told. And that goes with anything |

| |that’s out on the floor. If you do what you’re told then we can have so much fun in PEP each week! Today we’re going to learn how to |

| |keep a beat. In music, the beat is how fast or slow the music is. Once we can count a beat in music, we’re going to start to learn |

| |how to move to the beat and the rhythm of music. And if we get really good at that, we will learn a dance to music! |

INSTRUCTIONAL PLAN & SCHEDULE

|TIME |Movement/Gymnastic Concepts to be |Instructional Activities (Detailed) Guiding Questions (Sequentially developed |Organizational Plan |

|(Real clock |Explored |questions to explore the concept or concepts for the lesson) |(How will students and equipment |

|time) | |AND/OR |be organized? There must be clear|

| | |Key Teaching Points/Learning Cues |descriptions for movement |

| | | |patterns) |

| | | |

| |Introduction/Set Induction (Text noted above) | |

| | | | |

|12:55- |Introductory Activity |Review locomotor skills |Students must be spread out |

|1:00 | |-Lay two stacks of papers on the ground that have numbers on them. |throughout the multipurpose room |

| | |-Have two students come up and get one paper each |to do this activity. |

| | |-The students then must do the locomotor skills and perform each of them the | |

| | |same amount of times that it states on the papers respectively | |

| | |-Locomotor skills include: walking, running, jumping, hopping, galloping, | |

| | |skipping, sliding, and leaping in which I’ll have two sheets of paper that I | |

| | |will choose for them to do. | |

| | | | |

| | |-Rules | |

| | |1) No talking while the teacher is talking | |

| | |2) Keep your hands to yourself |For the Introduction the students |

| | |3) Don’t touch the equipment |will be sitting in a semi circle |

|1:00- |Introduction |-Introduce what we’ll be doing today |facing me. |

|1:07 | |1) Learning how to keep a beat by counting 1 to 4 | |

| | |2) Doing movements to music and a drum beat. | |

| | | | |

| | |1) Fast or Slow? | |

| | |-I will beat a drum and ask the students to tell me if the beat is very slow, |Students must be spread out |

| | |or very fast |throughout the multipurpose room |

| | |2) Clap with the drum beat |to do this activity. |

|1:07- |Drum beats |-I will beat the drum and ask the students to clap along with the drum, then | |

|1:15 | |with progression I’ll get faster or slower. Then I’ll ask the students to clap| |

| | |on every other beat. | |

| | |3) Counting | |

| | |-we will start counting the beat, from 1 to four | |

| | |4) Combination | |

| | |-as the students are counting I will ask the students to clap every number, to| |

| | |clap every other beat, and then clap just on the number four | |

| | |5) Jumping | |

| | |-I will ask the students to jump on every drum beat, and progress to every | |

| | |other, then just jump on the fourth, all the while the students are still | |

| | |counting the beat | |

| | |5) Marching | |

| | |-the students will continue to count the beat and begin to march in place | |

| | |-then I will add variations: | |

| | |a) march BIG | |

| | |b) march small | |

| | |c) Adding turns on the first beat—“turn, 2, 3, 4, turn, 2, 3, 4, turn…” | |

| | |d) march LOUD | |

| | |e) march quietly | |

| | | | |

| | |Drums | |

| | |-I will beat my drum and ask them to do locomotor skills to the beat. I will | |

| | |limit the skills to, walking, running, jumping, hopping, and maybe sliding | |

| | |Music | |

| | |-I will play music and first we will try to count/clap/beat a pretend drum to |Students must be spread out |

| | |the beat, or whatever it is that needs to be done for them to get the beat. |throughout the multipurpose room |

| | |Once the students have it, we will try and do the same locomotor skills to |to do this activity. |

| | |music. | |

| | | | |

|1:15- |Locomotor Skills |Break | |

|1:30 | | | |

| | | | |

| | |-I will teach the students different movements to counts | |

| | |*I’ll be sure to teach each movement individually and not continue until they |Break |

| | |have the movement down to the specific beat | |

| | |-Once I have taught them a dance routine that they can do without music, I | |

| | |will add a drum beat. |Students must be spread out |

| | |-Once they have mastered the beat of the drum I will let them listen to the |throughout the multipurpose room |

| | |music that they will be using for their dance (during this I will have them |to do this activity. |

| | |sit down and I will say the cues out loud with the music) | |

|1:30- |Break |-The last step to learning the routine will be doing it to the music, maybe | |

|1:35 | |more than once | |

| | |*I will use the song “Skip to my Lou” | |

|1:35- |Learn a Dance Routine | | |

|2:00 | |-Review Rules | |

| | |1) No talking while the teacher is talking | |

| | |2) Keep your hands to yourself | |

| | |3) Don’t touch the equipment | |

| | |-What did we learn today? | |

| | |1) Learning how to keep a beat by counting 1 to 4 |For the Closure the students will |

| | |2) Doing movements to music and a drum beat. |be sitting in a semi circle facing|

| | |-What we’re learning next week |me. |

| | |1) Using the parachute | |

| | |2) Learn another routine to music, with the parachute | |

| | | | |

| | | | |

| | | | |

| | | | |

|2:00- |Closure | | |

|2:05 | | | |

INSTRUCTIONAL PLAN & SCHEDULE Continued

|TIME |Movement/Gymnastic Concepts to be |Instructional Activities (Detailed) Guiding Questions (Sequentially developed |Organizational Plan |

| |Explored |questions to explore the concept or concepts for the lesson) |(How will students and equipment |

| | |AND/OR |be organized? There must be clear|

| | |Key Teaching Points/Learning Cues |descriptions for movement |

| | | |patterns) |

| | | | |

| | | | |

| |Culminating Project or Activity |The culminating project of this lesson is the routine to music at the end of |Students must be spread out |

| | |the lesson to the song “Skip to My Lou” |throughout the multipurpose room |

| | | |to do this activity. |

| |Closure |List two questions that explore the concepts covered in the lesson. |

| | |1) Who can tell me what the rules were that we talked about in the beginning of this lesson? |

| | |-no talking while the teacher is talking…can someone show me what the signal is if we’re being too loud and we’re |

| | |not paying attention to the teacher like we should? |

| | |-keep our hands to ourselves…what is one way that we can keep us from touching our friends and getting into |

| | |trouble by the teacher? Hug ourselves |

| | |-don’t touch the equipment until the teacher tells us to |

| | |2) Now, who can tell me what a beat is? |

| | |It keeps the rhythm of the music |

| | | |

| | |Describe one activity, movement pattern, etc. students can practice for the next week. |

| | |How can you guys practice what we learned today at home? |

| | |-When you listen to music at home try clapping to the beat, or jumping to the beat. You can also find the beat and|

| | |try to count it. |

| | | |

| | |Suggest how the next lesson will build on what the students practiced in this lesson. |

| | |Next Week we are going to be doing some activities with a parachute. Has anyone ever used a parachute before? Well|

| | |it is super fun, at the end of next week’s lesson; we are going to learn another routine to music. Just like we |

| | |learned today, except we are adding a parachute! |

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H:\Gymn & Rhythms\Lesson Plan Format_08.doc

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