UNIVERSITY OF LA VERNE EDUC 330 LESSON PLAN FORMAT TEACHER (your COURSE: EDUC name) LESSON TITLE Silent Shake INTEGRATED SOURCE AREAS Online Blog Math, Language Arts, performing Arts, Social Studies CONTENT STANDARDS and CONTENT objectives GOAL of UNIT 5. Include others in physical activities.
UNIVERSITY OF LA VERNE EDUC 330 LESSON PLAN FORMAT TEACHER (your COURSE: EDUC name) LESSON TITLE Silent Shake INTEGRATED SOURCE AREAS Online Blog Math, Language Arts, performing Arts, Social Studies CONTENT STANDARDS and CONTENT objectives GOAL of UNIT 5. Include others in physical activities.
UNIVERSITY OF LA VERNE EDUC 330 LESSON PLAN FORMAT TEACHER (your COURSE: EDUC name) LESSON TITLE Silent Shake INTEGRATED SOURCE AREAS Online Blog Math, Language Arts, performing Arts, Social Studies CONTENT STANDARDS and CONTENT objectives GOAL of UNIT 5. Include others in physical activities.
TEACHER (your COURSE: EDUC name) 330 Mackenzie Jessip DATE OF CRN:1253 PRESENTATION: May 3, 2016
GRADE 4
LESSON TITLE Silent Shake
INTEGRATED SOURCE AREAS Online Blog Math, Language Arts, Performing Arts, Social Studies
CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARDS GOAL OF UNIT 5.5 Include others in physical For students to be able to form activities and respect individual groups with those of matching differences in skill and motivation. numbers without talking. 3.1 Participate in appropriate MAIN OBJECTIVE OF LESSON warm-up and cool-down exercises Students will work cooperatively as for particular physical activities. a class to successfully participate in 4.7 the activity Silent Shake, while performing basic non-locomotor MULTIPLE INTELLIGENCES movements. ADDRESSED Bodily Kinesthetic Interpersonal COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR OBJECTIVES COGNITIVE AFFECTIVE PSYCHOMOTOR OBJECTIVES OBJECTIVES OBJECTIVES Students will be Students will find Students will be able able to practice partners or groups to hop, lunge and non-verbal cooperatively perform jumping communication without help from jacks in place while during a silent the teacher forming groups with activity those of the same number. ASSESSMENT STRATEGIES FOR ASSESSMENT Teacher observation of the students to make sure there is not talking or other forms of communication. Once everyone thinks they are done the teacher will go around and check and make sure everyone in that group has the same number LEARNING ENVIRONMENT STRATEGIES TO MEET DIVERSIFIED LEARNERS For visual learners teacher can demonstrate a hop, lunge and jumping jack. Have two student volunteers so the class can see what is required.
MATERIALS, EQUIPMENT, and/or TECHNOLOGY NEEDED
No materials or equipment needed STEPS THROUGH THE LESSON INTO (set the stage; the hook, lesson RATIONALE (why are you doing this?) objectives) I am doing this because it gets students Hook: How many of you know what a into the mindset of being quiet. If they mime is? (Call on a student that raised relate it to something that they know for their hand, ask them to perform a move example the mime it will help rather than they think a mime would do.) Inform the just telling them they have to be quiet and class that today they are all going to be are not allowed to talk. mimes which means that everyone has to stay absolutely silent. (Have students close their mouths and throw away the key) After tell them to stand up and push in their chairs, have them take a lap around the classroom without talking for a warm up. THROUGH (instructional input, RATIONALE (why are you doing this?) modeling, checking for understanding, To help students perform non-locomotor guided practice) movements while trying to form groups 1. Students pick a number between 1 and while not talking. This allows for students 4, but students must not tell anyone else who are shyer to be able to come out of which number they have selected. their comfort zone. 2. Students aim to find other students with the same number but must do this without talking. 3. Students perform the assigned movement (hop, lunge, jumping jack) with others the number of times as the number they choose. For example: a students that choose the number 2 would hop with another student twice. 4. The activity ends when all students have found a group with the same number. 5. This activity can be repeated multiple times with different numbers of groups or movements that have to be performed. BEYOND (independent practice, RATIONALE (why are you doing this?) further research) As a cool down from all of the moving After the activity is complete have around that was performed during the students take another lap around the activity. Giving the keys back is symbolic classroom as they approach their desk because they are no longer mimes. they may sit down. (Give students the keys back to their mouths and allow them to begin talking)