PHYSICALEDUCATIONLESSONPLANFORMAT

GRADE:
Second Grade
STANDARD : Write out completely (Add PE Frameworks page #)
Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1.5 Jump for distance, landing on both feet and bending the hips, knees, and ankles to reduce the impact force.
1.6 Skip and leap, using proper form.
PE Frameworks page 43
NEEDED EQUIPMENT:
One sign with one locomotor skill written on it, for a total of 2 signs (jump, skip)
One smaller card for each letter used to spell the locomotor movements for a total of 16 cards
2 cones to mark posters
LEARNING GOAL/OUTCOME/OBJECTIVE:
After completing this lesson, students will be able to demonstrate the proper form of two locomotor movements (skipping, and jumping).

TIME LESSON CONTENT ACTIVITY TEACHING POINTS AND ORGANIZATION

Describe the lesson components with much detail so that any substitute teacher could What must you do to be ready/preplanning to
teach the lesson and so that any supervisor could easily see what you are planning to teach each lesson component point?
do. Note: TPA Tasks require this same type of descriptive writing.
Min. Opening /Introductory Activities (What you will do to get students ready to receive Step 1
instruction for this standard) Set clear rules/consequences specifically for
3 physical education.
Outline student expectations during physical education instruction. Students will
understand the consequences for inappropriate behavior.
Step 2
Students complete stretching exercises. Know stretching exercises and how to model
them.
Instruction/Skill Development/Concept (What you will do to instruct the students on Step 1
this standard) Teacher must understand proper
skipping/jumping form.
Teacher will model proper form for locomotor movements.
Jumping - Landing on both feet and bending the hips, knees, and ankles to reduce the Step 2
impact force Teacher must practice modeling proper
Skipping Hop with one leg, as you stutter step the other leg goes forward. Swing your skipping/jumping form.
arms as you skip opposite of your legs. If the right arm is forward than the right knee is
back.
Effective Practice Activity (How you will have students practice this standard0 Step 1
Have the cones with the signs set up.
On the signal, each student goes to the middle of the gym by performing the locomotor
movement he/she is trying to spell. Step 2
Understand directions and be able to properly
When in the middle of the gym, the student picks a card and takes it back to their cone explain the activity.
(students may pick up only one card when in the middle). If the letter on the card is a
letter making up the word at their station, they place the letter on the sign. If the letter is
not one which is found on their sign, they must take it back to the middle, place it face
down on the floor, and pick up a new letter to take back to the cone.

When the word is spelled, the student sits down. Once they spell their word, they take
their letters back to the middle and place them face down on the floor (whether they are
done spelling their word or not). All groups then move clockwise to the next station. If
appropriate, quickly ask each group to tell and/or show you the locomotor movement
found at their station before you give the signal for students to begin spelling the
movement.

*Can be done in groups of 2-4 also

Closure (What you will do to help students remember this instruction and how they Step 1
might keep on practicing independently) Remember proper techniques for locomotor
movements, and key words to explain.
Have students list proper techniques for performing locomotor movements. Ex. bending Ex. bending hips/knees swinging arms
hips/knees, swinging arms, etc.
Have students display the proper form. Everyone show me what a proper jump looks
like.

Teacher has students go home and demonstrate a proper jump and skip for their
families.
Assessment: How will you assess progress in this standard? (refer to pages in the PE Step 1
Framework that support your plan) Create and fill out skill checklist: Write in the
students name, the cue you are observing at the
top and then use the key at the bottom to assess
This activity is a good way to assess students' ability to perform the different locomotor the student's performance.
movements. Note students who may not be able to perform a skill on a skill checklist.
This is considered a summative assessment according to page 160 of the PE Class Name/Grade:
Frameworks. This could also be considered a type of structured observation. In standard Time:
1 students demonstrate, so after unpacking the standard a structured observation is PE Teachers' Cue Focus:
most effective. Cue Checklist Sheet
Student Name Cue: Cue: Cue:
* - - -
* - - -
(!+) Performs this cue almost every time-
effortless.
(!) Performs this cue some of the time-almost
has it.
(!-) Doesn't perform cue correctly anytime-
lucky when they do.
(-) Off task behavior so didn't observe

Step 2
Teacher unpacks standard and develops a
 criteria for competence.
Skipping: 1. Bend slightly at waist and knees.
2. Keep head up with eyes looking forward.
3. One leg forward, stutter step, other leg
forward
4. Arms move opposite of legs.

Jumping: 1. Bend slightly at waist and knees.

2. Keep head up with eyes looking forward.
3. Jump off of both beet and land on both feet.
4. Continue to bend knees, waist to lower
impact.
Class Management (How you will manage this instruction so that all students learn Step 1
well) Post PE rules/consequences.

According to PE Frameworks, class rules are effective when they are few in number, Step 2
stated in the positive, and posted so that they can be referred to frequently. Examples of Give students instructions/model as the students
effective rules include: are standing in a line not facing the sun.
Listen to others.
Respect others.
Use equipment responsibly. Step 3
Set up materials before lesson begins.
Additionally, I will group students to maximize focus and minimize horse-play.
Finally, I will do all pre-planning necessary so I can focus my attention on the students
during the actual lesson.
Modifications for Special Types of Learners (Refer to PE Frameworks and provide
page numbers0
ELD Learner: Step 1
Create handout with spelling of locomotor
Strengths: Performing locomotor movements after they have seen it modeled. movements for ELD students to review before
lesson.
Weaknesses: Understanding spoken instruction. (pg. 214)
Step 2
Your intervention or adaptation: Create letter cards, and review letters before
1. Clearly enunciate all words. (pg. 214) lesson.
2. Define advanced words with simpler synonyms (ex. locomotor movements).
(pg. 214)
3. Use contextual cues such as gestures, facial expressions, demonstrations, props,
 and visual aids (ex. letter cards). (pg. 215)
4. Hold up manipulatives (ex. letter cards) when describing skill technique. (pg.
215)
5. Go over the spelling of the locomotor movements so they know which words
they are fishing for.
Special Needs Learner: Step 1
Strengths: Performing locomotor movements after they have seen it modeled and get Each student with special needs works with
sufficient practice time. educational professionals and parents to create
IEP. (pg. 219)
Weaknesses: Performing tasks quickly with little support. (pg.219)
Step 2
Your intervention or adaptation: According to IEP, teacher varies instruction for
TimeAdapt the time allotted and allowed for learning, task completion, or testing, each student.
such as increasing time allotted to finish an endurance run or swim. (pg. 223)
So, special needs learners do not feel pressured to complete the tasks quickly, they can Step 3
either be in a separate group, or they can keep fishing until they find the correct letter Plan adaptations before lesson to ensure they
instead of going back and forth when they pick the wrong one. have proper materials.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
It is the teachers responsibility to meet the needs of all of his/her students. All students must have equal opportunity to learn and grow in that
specific content area. In order to all for maximum opportunity, teacher often has to vary instruction and create individualized plans for students.
Several accommodations can be made so that students have the best opportunity to succeed. There are different adaptations, for ELD learners,
special needs learners, etc. Additionally, it is best if the teacher takes the extra time planning the lesson so that they can focus their attention on the
students during the lesson instead of worrying about the logistics of the next step.

What area of this instructional plan was easy to complete?

The practice activity was easiest to complete. I adapted this lesson plan from PE central. So, all I had to do was change the instructions so that
students work individually instead of in groups. Also, in the original lesson, they did all 8 locomotor movements, but for the purpose of this lesson I
felt focusing on 2 was best.

What area will you need more knowledge/skill in order to do the task well?

I will need to better understand the locomotor movements and their proper form. I will also practice the proper techniques for each locomotor skill
so that I can model them for my students. I might look at videos to see myself what the proper form should look like.