LESSON PLAN EVALUATION
Evaluated by: ______Collier___Teacher: ___Danielle______Date lesson to be taught: __9-9___
REVISE & RESUBMIT (by ______@ ______)…………………. SCORE: ______
APPROVED (2 copies) Approved – See comments please email me… SCORE: __39/45___
(Include evaluation form & the original lesson with the revised lesson & a description of how you addressed EACH revision.)
Essential Lesson Plan Elements / Unacceptable / Acceptable / Target /Recommendations
Teaching objectives – measurable – match data & feedback from previously taught lesson / x / I’ve suggested that you reduce percentage to a realistic number, thanks for including criteria
Student objectives – specifically describe what students are to learn / X / Student objectives much improved, do you intend to include shapes? -1
Management & transition segments described & diagramed / Clear stop starts, transitions are inconsistently described, I’ve pulled them out and separated them so that you are clear and specific about where when and etc -1
Content presented in a logical sequence, developmentally appropriate & aligned with teaching method and lesson objectives. / X / Good progression, self space, general space, and applying task
Demonstrations thoroughly described (including cues) – and diagramed / X / You still need to clarify who is demonstrating where the kids are during the demonstration, how long this will take and then include–2
Great cues…
Questions are appropriate & include anticipated student responses. / X / Good questions and answers
Authentic assessment aligned / x / Assessments were variable, see comments sometime you were just too vague, these should link up directly with your objectives, you are observing the students to determine if they achieve objectives. -1
Appropriate task extensions & simplifications aligned with DTA / X / If you are including shapes in your extensions (which is fine) include it as an objective
Closure aligned with lesson objectives / x / Okay ,see comments about formation for closure.
KENTSTATEUNIVERSITY
PHYSICAL EDUCATION LESSON PLAN
Status:ApprovedReviseRedo & ResubmitInitials: CC / JO
Setting and Objectives
Teacher: Miss Danielle PollockSchool: Woodland/Highland Date of Lesson: 11/9/04
Lesson # 1 of2Grade Level:1 & 2Class Size:20-25
Lesson duration: 40 minInstructional Format: Direct
Current lesson focus: Jumping and Landing
Lesson Objectives (psychomotor [p], cognitive [c], affective [a]):
1)SWBAT prepare correctly for jumping by bending knees and swinging arms and land correctly with bent knees, ankles, and hips [P].
2)SWBAT perform yielding landing by jumping 2 foot to 2 foot and bending their knees to absorb the force of landing [p].
3)SWBAT perform a buoyant landing by jumping 2 foot to 2 foot and then springing back up quickly [p].
4)SWBAT cooperate with each other to move through general space using different locomotor movements, keeping head up and avoiding others[c] [p] [a].
Teacher Objectives (your goals based on effective teaching behaviors):
1)Management – My main goal is use consistent start and stop signals, including the ready position for freeze. I want have my students spend a majority of their time in activity. I will do this by achieving 60% activity time on the BALT PE observation form.
2)Instruction – My goal is to consistently use cues throughout my lesson. I will measure this by obtaining a 2-3 cues/minute ratio on the cues analysis form.
Equipment Needs: 50 poly spots, cd player
Equipment Routines (distribution, during activity, collection):
Distribution – Poly spots will be scattered around on the floor.
Collection – Students will be asked to return the poly spots to the appropriate bin.
Management Concerns:
Rules
- Safety – Watch out for each other while traveling and jumping.
- Safety – Don’t run into each other, don’t run into the walls, & don’t fall down.
- Listen for Start and Stop Signals
- Freeze = Ready Position, hands on hips, eyes and ears on me.
- Respect Equipment
Consequences
Minor ~ Repetitive
- Verbal Warning
- Timeout for 1 minute
- Sit out for the rest of class
- Talk with Mrs. Boley and myself after class
Grouping
- Students will be spread out through general space while learning the different types of landings. I will divide the class in half for the extension of the shark infested water activity.
Transitions
- Students will move from their team lines to the poly spots WISG. They will then travel in general space using different locomotor movements.
References (include author, year, title, chapter, page #, or web URL)
Graham, Holt-Hale, S., Parker, M. (2004). Children moving: A Reflective Approach to Teaching Physical Education. McGraw-Hill: New York, NY. (pp 356-359)
Developmental Task Analysis
Factors
Levels
/ Mvnt Concept=
Flow / Type of Jump / Height
of Jump / Distance of Jump / Size of Obstacle / Type of Jump
Simple
/ Bound(Yielding) / 2 foot
to
2 foot / Low / Near / Small / Off of Obstacle
Moderate / 2 foot
to
1 foot / Medium / Moderate / Medium / Over Obstacle
Complex / Free
(Buoyant) / 1 foot
to
1 foot / High / Far / Large / Onto then Off of Obstacle
Lesson Content
Task Type: Warm Up Activity
Time: 5 minutes
Objectives Addressed: 4
Task Description: JurassicPark Tag
Good morning everyone, my name is Miss D. I will be teaching you today and next Thursday. This morning we are going to start off playing my version of JurassicPark tag. I know you played this last week but lets review some of the important parts of the game. The students wearing the red jerseys are the Tyrannosaurus and the students wearing the blue jerseys on the scooters are the Brontosaurus. The Tyrannosaurus are it and if they tag you, you have to freeze. The Brontosaurus will be running around unfreezing people. Could you two please stand up for me (boy and girl), thank you. Instead of having poly spots as safe zones, you can now be safe by getting back to back with one of your classmates, like this. You can only stay this way for 3 seconds. Now as we are playing this game and throughout the rest of the lesson whenever I say freeze, I want you to stop right where you are put your hands on your hips, eyes and ears on me, and mouths closed. This will show me that you are ready to hear the instructions for the next activity. While running around you need to keep yourselves and each other safe. So watch out for each other, stay away from the walls, and stay on your feet. Your boundaries are the black line around the outside. If you go outside of these boundaries you are immediately frozen.
Refining Cues/Questions (related to management or student performance):
Cues
1)Tag lightly
2)Stay in the boundaries
3)Stay on your feet
Questions
1)What happens when you are tagged?
- You have to freeze
2)Who can unfreeze you?
- Brontosaurus
3)How can you be safe?
- By getting back to back with someone
4)How long can you stay that way?
- 3 seconds
5)Who can tell me 2 important safety rules?
- Watch out for each other
- Stay on your feet
- Stay away from the walls
- Tag lightly
Extension to Challenge: I am going to hand out 2 more red jerseys. This means you are going to have use your dodging skills to avoid more people who are it.
Extension to Simplify: I am going to hand out 2 more blue jerseys. Now there are more Brontosaurus to unfreeze everyone.
Assessment: Teacher will walk around observing to make sure students are actively moving, following the safety rules, tagging lightly, and not staying back to back the entire time.
Task Type: Transition
Time: 1 minute
Task Description:
WISG I want you to spread out all around the gym and FREEZE. GO! Thank you for freezing when you got to your spot. Now remember to be stay safe and under control. Ready, GO!
FREEZE. Give your jersey to the person closest to you. Spread out again. Remember to watch out for each other and stay on your feet. Ready, GO!
FREEZE. Raise your hand if you have not had a jersey. If you have a jersey please take it to someone with their hand up. We are going to play one last time. Remember to tag lightly and stay in the boundaries
Task Type: Transition
Time: 30 seconds
Task Description:
FREEZE. If you have a jersey please bring it to me and everyone walk over and sit on your spots.
Task Type: Informing
Time: 3-4 min
Objective(s) addressed: 1, 2
Task Description:
Today we are going to learn about jumping and landing. We are going to use a 2 foot to 2 foot jump to learn two different types of landings. The first type of landing we are going to learn is called a yielding landing. Does anybody know what a yield sign means on the road? To stop and wait, good. Well that is exactly what we are going to do at the end of our first jump we are going to stop and wait before we jump again. We are going make this stop at the end of our jump smooth by bending our knees to make soft landings. We are going to swing our arms and spring up to jump high and bend our knees to make soft landings (teacher demo). Staying on your spots I want you to all stand up and try a yielding landing with me. Swing and spring, then bend your knees to land soft. Very good. Now I want you to try five of those on your own. Remember to wait in between each jump. Swing those arms and bend those knees. Stay on your spots.
Organizational formation (diagram task and whole class):
Extension to challenge: Now I want you to make 3 jumps in a row pausing in between each one and end with a jump using a yielding landing.
Extension to simplify: If you are having trouble yielding on your landings try counting to 3 before you jump again. If you are having trouble with your buoyant landings pretend the ground is hot lava and your feet get hot really fast so you have to get off the ground as quick as you can.
Refining Cues/Questions (related to management or student performance):
Cues
Yielding
1)Swing and Spring
2)Bend Your Knees
3)Soft Landings
Questions
1)What do we call a landing when you wait before you jump again?
a.A yielding landing, good
2)What do you do with your arms to help you jump high?
a.Swing them up
3)When I land how should my knees be?
a.Bent for soft landing
Assessment/Review: Teacher will observe to see if students are swinging and springing, making soft landings and pausing before they jump again.
Task Type: Informing
Time: 3-4 min
Objective(s) addressed: 1, 3
Task Description:
The second type of landing we are going to learn is called a buoyant landing. Now I don’t know about you, but the word buoyant kind of makes me think of a spring going boing, boing and bouncing back up into the air. That is what we are going to do at the end of this jump, spring right back up. Swing those arms up to jump high, bend those knees to make a soft landing and quickly spring right back up (teacher demo). Every body try one with me. Swing those arms up to jump high, bend those knees to make a soft landing and quickly spring right back up. Now try 5 of these on your own. Remember to swing you’re your arms, bend your knees, and spring back up as quick as you can. Let me hear those springs Boing! Boing! Those buoyant landings look wonderful.
Organizational formation (diagram task and whole class):
Extension to challenge: Now I want you to make 3 jumps in a row using a buoyant landing and end with a jump using a yielding landing.
Extension to simplify: If you are having trouble with your buoyant landings pretend the ground is hot lava and your feet get hot really fast so you have to get off the ground as quick as you can.
Refining Cues/Questions (related to management or student performance):
Cues
1)Swing and Spring
2)Bend Your Knees
3)Spring Up Quick
4)Boing!
Questions
1)What do you call a landing when you spring back up as fast as you can?
a.A buoyant landing, right
2)When I land how should my knees be?
a.Bent for soft landing
Assessment/Review: Teacher will observe to see if students are swinging and springing, then bending their knees to spring back up right away.
Task Type: Activity
Time: 7 min
Objective(s) addressed: 1, 2, 3, 4
Task Description:
Those were some very nice yielding and buoyant landings. Thank you for staying on your spots while you practiced. Now that you know how to do a yielding and buoyant landing we are going to combine those with some locomotor movements. Who can tell me some different locomotor movements? Run, gallop, walk, skip, thank you. I am going to play some music and while the music is playing you are going to be moving all around the gym using you favorite locomotor movement. There are poly spots spread out all over the gym, whenever you get to a poly spot you are going to jump onto it using one of the landings. We will start off making yielding landings and I will tell you when we are going to switch and make buoyant landings. Once you have made your jump begin moving again until you come to another spot. Remember to swing those arms, bend those knees to make soft yielding landings, and spring back up for your buoyant landings. When the music stops I want you to freeze and listen for instructions. WISG Please find a poly spot and freeze on it so I know you are ready to begin.
Organizational formation (diagram task and whole class):
Extension to challenge: Now that we have the hang of this, whenever you come to a poly spot I want you to pick what type of landing you use.
Extension to simplify: If you are having trouble use walking as your locomotor movement and take time to jump from both feet and land on both feet, whenever you get a poly spot.
Refining Cues/Questions (related to management or student performance):
Cues
Yielding
1)Swing your Arms
2)Bend Your Knees
3)Soft Landings
Buoyant
1)Swing your Arms
2)Bend Your Knees
3)Spring Up Quick
4)Boing!
Questions
1)When you get to a poly spot what are you going to do?
- Jump on a poly spot using one of the landings
1)When I make a Yielding landing what do I have to do?
- Bend my knees to make soft landings
2)When I make a buoyant landing what do I have to do?
- Spring back up
Assessment/Review: Teacher will observe to see if students are making the designated type of landing. This will show whether they understand the difference between the two.
Task Type: Transition
Time: 1 minute
Task Description:
FREEZE! Thank you for those perfect freezing positions. If you are not already on a poly spot please find one close to you and freeze on it.
Task Type: Activity
Time: 8 minutes
Objective(s) addressed: 1, 2, 3, 4
Task Description: Shark Infested Waters
You were just traveling around the room and jumping on the poly spots. But now this floor has turned into a shark-infested ocean. The only way to survive in this ocean is to stay on the spots. Who can show me how you are going to get from spot to spot? Very Nice. You are going to use your jumping and landing skills to move all around the ocean from spot to spot. If you fall into the ocean just get back on a spot as fast as you can and begin jumping again. One safety rule we need to remember in this activity is to make sure we keep our heads up while we are jumping. You need to be able to see if someone else is jumping on the same spot.
Organizational formation (diagram task and whole class):
Extension to Challenge: Now your goal is to make it from one side of the ocean to the other without falling into the shark-infested water. There is one complication though, half of your class will be going one way and the other half will be going the other way. You are going to have to keep your heads up and make sure you don’t collide with someone jumping on the same spot.
Extension to Simplify: If you are having trouble making it from spot to spot or landing on a spot, you are now allowed to have one foot off or be one step away from your spot into the shark infested water without being eaten by the shark. Stay on the spots as much as possible and get on one quickly if you fall off.
Refining Cues/Questions (related to management or student performance):
Cues
Yielding
1)Swing your Arms
2)Bend Your Knees
3)Soft Landings
Buoyant
1)Swing your Arms
2)Bend Your Knees
3)Spring Up Quick
4)Boing!
Questions
1)How are you going to move around in the shark-infested water?
- By jumping from spot to spot.
1)If I jump from spot to spot without stopping on a spot, what kind of landing am I using?
- A buoyant landing
2)If I stop on a spot and rest a bit before jumping to the next spot what kind of landing did I use?
- A yielding landing
Assessment/Review: Teacher will observe to see if students are staying on the spots and watching out for others jumping on the spots.
Task Type: Transition
Time: 1 minute
Task Description:
WISG I would like these 10-12 of you to stand on a spot at this end of the gym and freeze, the other half of you stand on a spot at the other end of the gym and freeze. I will know you are ready to begin when you are all in your freeze positions and waiting for my signal to begin.