TEACHING LESSONS BLOCK PLAN - Manchester University



Student Teacher: Matt DeGolyer TEACHING LESSONS BLOCK PLAN Dates of Lessons: 2/24/11 & 3/2/11

ESS 360 Teaching Laboratory 4

| | |Performance | | | | |

|Lesson |Standard |Indicators |Theme |Movement Concepts |Assessment Activity |Culminating Activity/Project |

|Number |Number |Numbers |OR | |(Identify resource used) | |

| |(list subject area before #s) |(list subject area before #s w/ |Plan page number | | | |

| | |brief description) | | | | |

| |Physical Education: Standard |Physical Education: | | | | |

| |#1-Motor Skills and Movement |(Psychomotor) |The theme of this lesson is to review|Major Concept: |Psychomotor Assessment |Speed up, Slow down, rhythmical dance |

| |Patterns: Students demonstrate |2.1.1 TSWBAT hop on their right foot|previous locomotor skills and |Rhythmical Movement Skills-Using locomotor skills to move rhythmically to the beat of a drum/whistle. |Skill Checklist |activity. This activity is based off of |

| |competency in motor skills and |on every third beat with a drum |identify how to find a beat while | |(on separate sheet) |the creativity of the students they will|

| |movement patterns needed to perform |beating the rhythm at an efficient |applying locomotor movement with it. | | |be asked to use a different type of |

|Lesson |a variety of physical activities. |level. |It is also provides interdisciplinary|Locomotor Skills Used: walking, running, jumping, hopping, galloping, skipping, sliding, and leaping. |Source: Holt S. & Hale A. (1999). Assessing Motor |locomotor movement every time the speed |

|#1 |Standard #2 Movement Concepts: |(Cognitive) |instruction with the subject areas of| |Skills in Elementary Physical Education. Reston, VA: |or tempo is changed of the drum or |

| |Students demonstrate an |2.2.4 |Math and English/Language Arts | |National Association for Sport and Physical Education. |whistle. This could be either speeding |

| |understanding of movement concepts, |TSWBAT identify the speed at which |incorporated into the lesson. |Rhythmic Components: Beat Recognition and locomotor movements following the beat. | |up the tempo or slowing it down. |

| |principles, strategies, and tactics |the drum is beat and match the speed| | |Cognitive Assessment | |

| |as they apply to the learning and |of their movements to the beat of | | |Student Journal |Lesson Sequence Development: This will |

| |performance of physical activities. |the drum at an efficient level. | |Gymnastic Skills: Various dance moves/locomotor skills will build flexibility coordination for previous |(questions of what the students learned during the |be incorporated throughout with a review|

| |Standard #5 Responsible Personal and|(Affective) | |lessons. |lesson, what they liked, what they disliked) |of previously taught locomotor skills at|

| |Social Behavior: Students exhibit |2.5.2 | | | |the beginning of the lessons. Then |

| |responsible personal and social |TSWBAT follow the rules that are | | | |followed by easy musical beat finding |

| |behavior that respects self and |stated at the beginning of class | | | |activities. Then followed by more |

| |others in physical activity |100% of the time. | | | |difficult musical beat finding |

| |settings. |Math: | | | |activities. Finally a creative session |

| |Math: |2.1.1 TSWBAT to count out loud the | | | |at the end of the lesson to allow the |

| |Standard #2 Computation: Students |number of beats in a specific | | | |students to display how they find the |

| |solve simple problems involving |measure while hearing a drum beat at| | | |beat and apply movement to it. |

| |addition and subtraction of numbers |an efficient level. | | | | |

| |up to 100. |English/Language Arts: | | | | |

| | |2.1.2 TSWBAT spell out teacher given| | | | |

| | |words as they hop (each hop they say| | | | |

| |English/Language Arts: |a letter) to the sound of a drum | | | | |

| |Standard #2 Reading: Word |beating rhythmically at an efficient| | | | |

| |recognition, fluency, and vocabulary|level. | | | | |

| |development. | | | | | |

| | | | | | | |

| | | | | | | |

| |Physical |Physical Education: | | | | |

| |Education: Standard #1-Motor Skills |(Psychomotor) |The theme of his lesson is to review |Major Concept: | |The culminating project of this lesson |

| |and Movement Patterns: Students |TSWBAT hold the straddle position |how to find a rhythmical beat and how|Review of Rhythmical Movement Skills-To hear and move to different rhythms while using various locomotor |Cognitive Assessment: |will be me creating make believe |

| |demonstrate competency in motor |for at least thirty seconds, four |to perform movement to a rhythmical |skills, |Written Test |scenarios for the students to use a |

|Lesson |skills and movement patterns needed |out of five times. (2.2.3) |beat. It also introduces new material| |(Pictures of the eight main balance/gymnastic skills |variety of skills they have used over |

|#2 |to perform a variety of physical |TSWBAT hold the front support |that includes various |Review of Locomotor skills; walking, running, jumping, hopping, galloping, skipping, sliding, and leaping. |that were taught, along with a word bank of their |the previous lessons. For example I |

| |activities. |position for at least thirty |gymnastic/balance positions. The | |names; tuck position, pike position, straddle position,|could have the students participate in |

| |Standard #2 Movement Concepts: |seconds, four out five times. |lesson is interdisciplinary because |Review of Rhythmic Components: Beat recognition and locomotor movements following the beat. |front-support position, back-support position, lunge |the “Kentucky Derby” and have them work |

| |Students demonstrate an |(2.2.3) |it incorporates the subject areas of | |position, airplane position, bridge position) They |on their galloping skills or be “Sky |

| |understanding of movement concepts, |TSWBAT move rhythmically around the |social studies and math into the |Gymnastic Skills: Various balance and basic gymnastic positions that focus on supporting and controlling body |students will have to match the name to the picture. |Divers” falling from the sky and moving |

| |principles, strategies, and tactics |gym at a proficient level with a |lesson. |weight for future tumbling/gymnastic activities. | |their body into various gymnastic |

| |as they apply to the learning and |drum beating the rhythm. (2.1.4) | | | |positions like the tuck, pike, and |

| |performance of physical activities. |(Cognitive) | | | |straddle etc. |

| |Standard #5 Responsible Personal and|TSWBAT identify the speed at which | | | | |

| |Social Behavior: Students exhibit |the drum is beat and match the speed| | | | |

| |responsible personal and social |of their movements to the beat of | | | | |

| |behavior that respects self and |the drum at a proficient level. | | | | |

| |others in physical activity |(2.2.4) | | | | |

| |settings. |(Affective) | | | | |

| |Math: |TSWBAT The student will be able to | | | | |

| |Computation: Students solve simple |demonstrate respect to oneself and | | | | |

| |problems involving addition and |other physical education students | | | | |

| |subtraction of numbers up to 100. |while participating in gymnastic | | | | |

| |Social Studies: |drills 100% of the time. (2.5.2) | | | | |

| |Geography: 2.2Students will locate | | | | | |

| |their community, state, nation, and |Math | | | | |

| |continents on maps and globes. |TSWBAT solve basic addition problems| | | | |

| | |and then perform the correlating | | | | |

| | |physical activity that goes with it | | | | |

| | |(papers with addition problems and | | | | |

| | |physical activities will be labeled | | | | |

| | |at each station), four out five | | | | |

| | |times. (2.1.1) | | | | |

| | |Social Studies | | | | |

| | |TSWBAT identify the continents on a | | | | |

| | |map as they move from station to | | | | |

| | |station, four out five times. | | | | |

| | |(2.1.2) | | | | |

| | | | | | | |

| | | | | | | |

| |Physical Education: Standard |Physical Education: |The theme of this lesson is to review|Major Concept: |Psychomotor Assessment |Story Time |

| |#1-Motor Skills and Movement |(Psychomotor) |the material taught in previous |Review of gymnastic/balance positions: I will provide a quick review of the eight main gymnastic positions we |Skill Checklist |I will create scenarios that cause the |

| |Patterns: Students demonstrate |2.2.3 |lessons and assess the students’ |worked on the previous week. |(on separate sheet) |students to use specific locomotor |

| |competency in motor skills and |TSWBAT perform a forward roll |general understanding over the | | |movements, gymnastic movements, and |

|Lesson |movement patterns needed to perform |between two cones spaced four feet |previous lessons. This lesson also |Assessment: This lesson’s main focus is to evaluate the students on their physical and mental understanding of |Source: Holt S. & Hale A. (1999). Assessing Motor |balance movements. |

|#3 |a variety of physical activities. |apart, three out four times. |has an interdisciplinary aspect |the previous lessons and their content. It will allow for the students to demonstrate to me what information |Skills in Elementary Physical Education. Reston, VA: |For example have the students pretend |

| |Standard #2 Movement Concepts: |(Cognitive) |because it incorporates the subject |they’ve retained and what they need refreshed on. |National Association for Sport and Physical Education. |they are rabbits sneaking into a farmers|

| |Students demonstrate an |2.2.3 |areas of Math and English/Language | | |garden and the farmer spots them and |

| |understanding of movement concepts, |TSWBAT identify when to use a safety|Arts into the lesson. | |Cognitive Assessment |they must hope away before he (myself) |

| |principles, strategies, and tactics |to prevent injury, 100 percent of | | |Student Journal |catches them. |

| |as they apply to the learning and |the time. | | |(questions of what the students learned during the | |

| |performance of physical activities. |(Affective) | | |lesson, what they liked, what they disliked) | |

| |Standard #5 Responsible Personal and|2.5.2 | | | | |

| |Social Behavior: Students exhibit |TSWBAT follow the rules that are | | |Cognitive Assessment | |

| |responsible personal and social |stated at the beginning of class | | |Written Test | |

| |behavior that respects self and |100% of the time. | | |I will perform various locomotor movements and | |

| |others in physical activity | | | |gymnastic/balance positions in front of the class the | |

| |settings. | | | |students will have to identify the activity I am doing | |

| | | | | |and write it down, and then perform the activity | |

| | |Math: | | |themselves. | |

| |Math: |TSWBAT identify how to measure the | | | | |

| |Standard #5 |length of a logroll using a ruler, | | | | |

| |Students understand how to measure |three out four times. | | | | |

| |length, temperature, capacity, | | | | | |

| |weight, and time in standard units. |English/Language Arts: | | | | |

| | |TSWBAT recognize letters and then | | | | |

| |English/Language Arts: |make their shape using their body to| | | | |

| |Standard #2 Reading: Word |form the letter, three out of four | | | | |

| |recognition, fluency, and vocabulary|times. | | | | |

| |development. | | | | | |

| | | | | | | |

H:\Gymn & Rhythms\Teaching Block Plan_08.doc

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