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VALUE OF THE WEEK: AFFIRMATION OF SELF AND OTHERS/ INTERPERSONAL SENSITIVITY, EMPATHY, SHARING, RESPECT AND COURTESY
Subject: Physical Education Grade Level: Grade 10 Author: Christopher Sotelo June 17-24, 2013
5S Attendance Warm-up Exercise (H) BIG IDEA (W) Overarching Questions (W) Discussion Physical Fitness (Test & Components) Pair activity: Exercise (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S
Physical Fitness June 17 to July 19, 2013 (Week 1-5) 1st July 15-19, 2013
5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (4th day) Pair activity: Exercise 5th day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S
5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (3rd day) Pair activity: Exercise 4th day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S
MARGINAL NOTES
Physical Fitness Test (day 1) 15 min jogging (3 sets) Physical Fitness Test (day 2) Sit & Reach (2 sets) Squat rash (2 sets) Physical Fitness Test (day 3) Push-up/Knee Push-up (2 sets) Standing Long Jump (2 sets) Physical Fitness Test (day 4) Sit-up (2 sets) Jumping Jack (2 sets) Physical Fitness Test (day 5) Shuttle Run (3 sets)
Legend: W Where is the lesson headed? Topics to be discussed, GRASPS at the end of the unit, Big Ideas and Overarching Questions H How will the students be hooked? How will you catch the attention of the students and be engaged in the lesson? E1 What opportunities will there be to equip students with experience and exploration of key ideas? R What activities will provide students to rethink, rehearse, refine, and revise their work? E2 How will the students evaluate their work? T How will the work be tailored to individual needs, interest and styles of students? O How will your activities be organized for maximal student engagement and effectiveness? (Student-centered activities) 5Cs C1 - Competence C2 - Character C3 Commitment to Achieve C4 - Collaboration C5 - Creativity
UBD ELEMENTS:
Stage 1 - Identify the Big Ideas (moral of the story)from the content standards. - Specific real-world transfer tasks that Ss should do well if they met the standard. - Identify the Key Knowledge and Skills. - Develop Essential Questions to guide inquiry into Big Ideas. - Consider possible misunderstandings. Stage 2 - Evidences of understanding of Key Knowledge and Skills . - Use 6 Facets of Understanding to identify evidences. - Teach 16 Habits of Mind to provide students to work through real life situations - Use GRASPS elements to design authentic Performance Tasks. - Identify appropriate criteria to develop rubrics - Identify other evidences Stage 3 - Diagnostic and Formative Assessments - Use 6 Facets to generate new ideas for learning - Engaging Activities End Goal of UBD - Ss to transfer knowledge and skills effectively using one or more facets. - Planning is best done backwards identify results, then the tasks to achieve this goal - Continuous improvement approach the outputs of Ss tell us/them what need adjustments.