Edtpa Commentary

Physical Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[ My central focus is to introduce the movements of kicking with environment with control and
accuracy. The purpose of what I am trying to teach Is progressions of kicking. On the GLSP the
majority of my students were in the pre-control level. Six of my ten students were in the pre-
control level. Through analyzing the spiral for kicking, I felt it was appropriate to have the
students kick against the wall. I followed this progression by having the students start out with
control and move onto kicking for accuracy. I then had activities for kicking stationary to nets.
The purpose of the content I am teaching through my lessons is utilizing different objects in the
environment, different number of activities for accuracy as well as control. Lastly, kicking to nets
or objects was o master the skill of kicking with accuracy after having activities of kicking for
control.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
movement patterns,
performance concepts, and/or
health-enhancing physical fitness.
[ In the National Standards and Grade-Level outcomes, grade kindergarten has standard
S1.E21.K which states that students should kick a stationary ball from a stationary position,
demonstrating two of the five elements of a mature kicking pattern. I felt that this was very
appropriate for my first lesson. By the end of the lesson, students will be able to
demonstrate the proper way to kick using at least 3 of the cues that are taught by the
instructor. I felt that this was an appropriate psychomotor objective to match with the
standard that I advised above S1.E21.K. It is important to understand the correct mechanics
in order to properly learn a skill such as kicking at the level of kindergarten. The students
have to know why the skill is important and apply it. Once students at such a young age
understand why they are doing a skill such as kicking they will more likely stick with the
correct mechanics that are taught. Students mechanics, knowledge, and application is
important when learning a skill at such a young age. I felt like this was the most effective
way to introduce the concept and make it so the learning of the skill sticks with the students
by teaching it correctly and having them apply what they learned through the activities. The
second outcome that I utilized in my first lesson plan was S4.E6.K (Affective) Follows
teacher directions for safe participation and proper use of equipment with minimal
reminders. At the end of the lesson, students will demonstrate appropriate behavior by
putting away equipment when asked to do so. When students put away equipment this
shows that they are being responsible with the equipment and they take pride and a sense
of gratitude with the equipment that they are using. This objective is age appropriate and
shows that the students can take care of the equipment in the classroom at a young age.
The third outcome I used in my first lesson plan was S2.E1.Ka (Cognitive) Differentiates
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Physical Education
between movement in personal and general space. Throughout portions of the lesson
students will be able to explain three cues through verbal checks for understanding. This is
important because the cognitive cues are needed to move onto the second lesson. The
important thing to understand is that my goal is for the students to not just list the cues, but
by understanding the cues and what they mean. I feel that this is very important because
when looking at the level of the class 60% are in the pre-control stage and 40% are in the
control stage according to the data for my GLSP. This shows that through the GLSP that the
level of knowledge for my students is at a poor level. In order to make sure that the main
concept is understood completely knowing the cues is critical for the lessons. Introducing
the three domains including the national outcomes set me up for success when transitioning
to my second lesson plan that was created. The national standard for the psychomotor
domain is the same as my first lesson plan. S1.E21.K (Psychomotor) Kicks a stationary ball
from a stationary position, demonstrating two of the five elements of a mature kicking
pattern. By the end of the lesson students will be able to demonstrate the proper way to kick
a ball against the wall using three of the cues. In the first lesson students were just kicking
against the wall focusing on the cues and correct technique. In the second lesson the
students turn to working on control. According to the data majority of my students are in the
pre-control stag, however since the first lesson was on execution of knowledge and
mechanics of the cues it was appropriate to advance the lesson focus to control. This
objective matches the national standard because students are applying the skill of kicking
and advancing their skills. Progressions are occurring throughout the lesson and students
are starting to go up in the GLSP spiral. Students are demonstrating the performance with a
goal and that is to have control. Which is aligned with the central focus which is introduce
the movement of kicking with environment with control and accuracy. Control is now a focus
as the students have a line to kick along in the lesson activities. My national outcome for the
affective domain is the same as the first lesson. S4.E6.K (Affective) Follows teacher
directions for safe participation and proper use of equipment with minimal reminders. This is
showing that students are being responsible with the equipment and if they can take care of
their equipment and be respectful without having constant reminders than as a teacher I am
able to help the class with the skill being performed. Students are developing respect for
others and for me by listening to the instructor and having safe participation throughout the
activities. This is a progression from the first lesson plan because the students are doing
more than just putting away equipment they are understanding that they are respecting their
classmates as well as the instructor. Lastly it is shown that cognitive domain was connected
into the objective in the second lesson plan. The objective was once again S2.E1.Ka
(Cognitive) Differentiates between movement in personal and general space. Besides
having to understand the word differentiates, the students were prompted to discuss 1 way
they were able to kick the ball with control against the wall and explain 1 challenge that they
faced when kicking with their dominant foot. The discussion of challenge is important
because this is a progression from the first lesson. Challenge is something that you should
be able to recognize and it is okay to have a challenge. This is a build off of the first lesson
as the students had to explain the cues for kicking. The students had to identify a challenge
and say what was challenging. The checks for understanding at the end of the lesson plan
two are based off control. As this is connected with the lesson focus which is based on
control with the kick. Everything with the first and second lesson plans play beautifully when
progressing into the third lesson where there is big jump for the students with challenge.
Once again just like the first two lesson plans, lesson plan three is started with S1.E21.K
(Psychomotor) Kicks a stationary ball from a stationary position, demonstrating two of the
five elements of a mature kicking pattern. At different points in the lesson, students will be
able to demonstrate accuracy as they are kicking from a stationary position to a net. This
applies to S1.E21. K because the students are kicking the ball from a stationary position
Physical Education
using two of the five elements of a mature kicking pattern with a set point that they are able
to aim towards. The activities align with the skill of kicking shown from the spiral.
Progressions are shown evident through the lessons. In lesson plan one the students are
focusing on the cues and correct form, then in lesson plan two the students moved to
kicking for control and in the third lesson the students are kicking for accuracy all using two
of the five critical elements of kicking. This is a progression shown for the students to have
improvement aligned with the 6/10 students in the pre-control level and 4/10 students in the
control level. In the third lesson students are kicking to a target which ties into the central
focus which is introduce the movement of kicking with environment with control and
accuracy which is shown through lesson plan three. Therefore, the third lesson plan
addresses the central focus, national outcomes, the proper objective in the psychomotor
domain. As for the affective domain progressions are also shown here. My affective outcome
was the same as lessons one and two but progresses as the students show good
sportsmanship by complimenting 2 students in the class. Students will compliment others as
he could see the person beside him kicking towards the net. The reason that this is a
progression is because the students now have to realize something that someone is doing
correctly and compliment them on that element of kicking. Students are definitely showing
responsibility and being safe in the classroom with this progression. This challenges the
students in two of the domains cognitive and affective. My outcome for the cognitive was the
same as the first two lessons. Moreover, my objective is different. Based on progression by
the end of the lesson students will be able to explain why kicking for accuracy is important.
This is a progression because students started by kicking and focusing on their form and
now they are moving onto using that form and having an outcome of a goal in the net or
slightly missing the goal and correcting that form. Students will still have a lot to perform with
being from the pre-control, control level to the proficient stage.
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[ In lesson one my psychomotor objective was: by the end of the lesson students will be able to
demonstrate the proper way to kick using 3 of the cues taught in class. During task one of my
lesson, students will kick a ball of their choice (small or big) against the wall. The instructor asks
in a CFU what do the students kick with and what part of their foot do they kick with. This is not
meant for them to just list the cues for kicking but to understand their answers to the questions.
This is to make it so the students are thinking and not listing answers. After the second task the
instructor asks the meaning of the cues again. The cues are 1. Arms extend forward 2. Contact
with all is made directly below center of ball 3. Contact ball with shoelaces 4. Follow through
with kicking leg extending forward. Lastly, for the psychomotor domain students are asked again
what are the meaning of the cues. This comes after the students are kicking against the wall
focusing on their form. Each cue is defined clearly throughout the lesson with the CFUs as well
as conversations with the students (check for understanding). In lesson one my affective
objective was: at the end of the lesson students will demonstrate appropriate behavior by
putting away 1 piece of equipment when prompted to by the instructor which is their ball. This is
addressed through the other two lessons, but is shown at the end of lesson one. This brings me
to lesson plan two. In lesson plan two my objective for the psychomotor domain is: at various
points in the lesson, students will be able to demonstrate three cues for kicking a ball against
the wall. The instructor addressed the critical elements form the GLSP and setting in task 1a
which continued through the rest of the lesson and tasks. Lastly, my cognitive objective was
included in my check for understanding with the students after 2b, and 3b. My cognitive
Physical Education
objective for lesson plan two are: by the end of the lesson, students will be able to discuss 1
way they were able to kick with control against the wall and 1 challenge they faced with their
dominant foot. Throughout each task of 1, 2, and 3 There are questions about the cues for
kicking. Going from lesson two which focuses on control it moves onto lesson three which is
accuracy. For lesson 3 my psychomotor domain objective is: by the end of the lesson students
will be able to demonstrate the proper way to kick using 3 of the cues taught in class. This is
addressed by task 1b, 2b, and 3b. Students have to use 3 of the cues taught in the tasks. There
are also CFUs addressing accuracy and the cues for kicking. My affective objective is:
throughout the lesson students will be able to show good sportsmanship by complementing 2
students in the class. This is addressed after the first task in the transition. The students are to
complement the person next to them if they saw anything happening when they were kicking
beside them into the net. This addresses social skills and interpersonal relationships.
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[ Instructing an emotionally and physically safe environment is important. It helps with teacher
and student interactions as well as student and student interactions. It helps with teacher and
student because the environment is created to be emotionally safe by making the students
aware that they are valued as an individual and not as a class. This is important because it
makes the students feel noticed which helps with checking all the students on a class basis.
This could happen through eye contact, body language, or communication through
conversation. A check for student safety should happen at the beginning of each lesson, which
gives the students the opportunity to address a problem that may have occurred. This helps the
students and teacher build trust through open communication with one another and promotes
more participation from students. The students must trust that they are respected from the
teacher on who they are and not the performance or their ability. It is also important to let
students know that failing at a skill is acceptable and that it happens a lot in physical education.
Giving the students feedback will help them and as a teacher you can tell the students a time
that you failed and how you overcame that moment. It is important to have good behavior, it is
important to encourage the students and give them positive feedback when they fail and not to
get frustrated with that student. The way students react with each other is important because in
order for students to help each other there has to be a positive learning environment. As a
teacher you have to be aware of different interactions and make sure that the students
interactions are not disrespectful, discriminating, or putting each other down. Students should
also motivate each other with positive words. For example, students can tell each other you
can do it or I believe in you All of this occurs based on the interactions in the classroom and I
will have positive interactions with all of the students in the classroom individually as well as a
class.
When having a physically safe environment it is important to have rules at the beginning of the
class or guidelines that they have to follow the whole year. These rules should be addressed at
the beginning of the lesson so the students will know the expectations. Rules and guidelines
should be connected with the activity that is being performed, students should know what is
appropriate and inappropriate. Students should always respect the equipment, peers, and
teacher. For example, in lesson 1 the students should have no contact with each other when
stealing the soccer ball, and the safety for lesson 2 is to communicate with your partner with
positive words. I have two safety statements that are connected to the safety of each other
physically. To ensure that safety is happening it is important to be in the classroom with the
students and watch what they are doing. Being present in the classroom and being engaged
makes it so the students know that you are aware of what is happening.
Physical Education
I will use a method called back-to-the-wall which would allow me to see what the students are
doing in the class. It is important to watch all of the students to make sure that nothing wrong is
happening. As a teacher you dont want any students behind you in case of injury, so that is why
it is called back-to-the-wall. It is important to scan the classroom. When you scan the
classroom you will have a higher chance of seeing any negative behaviors. Scanning means to
look through the classroom from side to side at a genuine pace. Effective teaching is to have
your classroom as safe as possible and this would be the goal of using both of these terms.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2ab), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focusCite
evidence of what students know, what they can do, and what they are still learning
to do.
[ Most of the class is in the pre-control stage for kicking (6). Four students are at the control
stage. Based off my data there are 6 critical elements. It is shown that 8/10 students were able
to complete the first critical element which is focuses eyes on target. The second critical
element which was performed by 2/10 students was steps beside the ball with non-kicking foot.
The third critical element which is bends body at waist, initiates kick from hip was performed by
2/10 students. The forth critical element is bends kicking leg (knee over ball) to contact
shoelaces which was also performed by 2/10 students. The fifth critical element is swings arms
in opposition to kicking foot which was performed successfully by 3/10 students. Last of the
critical elements is the sixth which is follows through while kicking leg pointing to target which
was performed successfully by 1/10 students. Based on this data students are still learning how
to kick a ball trying to meet the criteria of all of the critical elements. In order to engage students
knowledge to where it needs to be using a softer ball or bigger ball might help most of the
students that need help with the form of kicking. Using a lighter object may allow the student to
have more time focusing on the critical elements for kicking or practicing without a ball could
also help these students. Moreover, the students should be able to perform at least 3 of the 6
critical elements that are provided which is only happening by 30% of the students.]
b. Personal, cultural, and community assets related to the central focusWhat do you
know about your students everyday experiences, cultural and language
backgrounds and practices, and interests?
[ Based on the age of the students, having full participation and competence in kicking is a
challenge. The class is on kindergarten. Learning from peers is important and helps with the
skill of kicking since some of the students are in soccer leagues. Culturally, students come from
different backgrounds and have different beliefs and practices. Cultural practices dont impact
the class since the students are still at a young age, it could have an impact on classes when
the students get older. Students that are participating in soccer leagues are positive peers that
have self-awareness, and excel with the skill of kicking. The students have a lot of opportunities
through the school after school programs, YMCA, YWCA, and Cortland Youth Bureau. As a
diverse class, even at such a young age, the students have had many different experiences and
have different interest. Those students that have performed in a soccer league through the
resources offered to them have a more advanced pattern in their performance. Other activities
Physical Education
that happen in the Cortland community as well such as the J.M McDonald Complex. Activities
such as baseball, basketball, soccer, and football are some of the several activities that are
offered. If a student has a disability SUNY Cortland works with those students through a class
that college students work one on one with the student to help improve their disability. This is a
great opportunity for those who has disabilities.]
3. Supporting Students Physical Education Learning
Respond to prompts 3ac below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students prior academic learning and personal,
cultural, and community assets (from prompts 2ab above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students prior academic learning, their assets, and
research/theory.
[Based off the data in my GLSP most of the students are in the pre-control stage. It is shown
that the instructor needs to focus on critical elements 2-6 because 70-90% of the students can
perform these critical elements successfully. A big part of students success is check for
understanding. To able to make it so the students are able to learn you have to challenge them.
Shown through the data it would be important to focus on the critical elements that are needed.
For those two students that werent able to perform the first critical element you could pair them
together and give them activities that would challenge them to have success on having their
eyes on the target. I have learned that challenging the students based on their skill level and
grouping students that have similar skill level is beneficial for them in the future to progress
through the activities. Since most of the students are missing a lot of the critical elements there
could be activities that focus on one critical element at a time. For kindergarten students if you
have too much happening at once they will more than likely forget what was taught in the class.
When looking at diversity all of the students will not be the same with similar experiences.
Having students based on diversity could also help the students being more comfortable with
one another. Grouping students in kindergarten is something that should be stayed away from
though. The students prior knowledge guided my choice for lesson plans and learning tasks
because I had to start in the pre-control part of the spiral. Since most students were on a low
level with kicking, I decided to start with simple tasks of kicking a ball against the wall to focus
on the critical elements. I then finished with kicking to an object/net. When dealing with students
on fairly low level it is better to start them off at a less complicated task to build confidence and
make sure that the student has proper form/mechanics happening to progress to the next
lesson.
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[One of the hardest parts of teaching is not knowing how everyone learns. It is important to think
like Howard Gardner with the multiple intelligence. You have to take all of these into account
with learning. Students can be visual, musical, interpersonal, intrapersonal, or kinesthetic. As a
teacher you have to teach students that have many different learning styles. Many people learn
many different ways. This is important because kicking can be a difficult skill. This is why it is
important to have modifications for each task. For example, through all of my lessons you can
adjust the distance. If you need to move closer, then you move closer and if you need to move
further then you move further away. Changing the distances can make a big difference because
it gives the student more time or less time to react when the ball is coming back towards you. As
Physical Education
shown in lesson one if you move closer to the wall then the ball will come back at a faster time
giving you less time to react to the ball. In lesson two you can change the size of the ball making
it easier to keep the ball along the line working on control with the kick and if you have a smaller
ball then it makes it harder to control the ball on the line that you are kicking along. In lesson
three you can move closer or make the nets/cones a smaller or bigger distances apart. For
example, if the task is easy then the student could take the cones and move them closer making
the target to kick into harder because it is a shorter distance. I change the task and the
environment where I feel comfortable for the situation of the student. Through my lessons and
examples above I show how I address all of the students in the classroom.
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[My central focus is: students will be introduced to the movement of kicking with environment
with control and accuracy. Common errors or misunderstandings could be students skipping a
critical element in the skill of kicking. Not using the correct object size and misjudging the
environment for the distance between you and either the wall, target, or net/cones. In
kindergarten it is easy for the students to drift off and not pay attention to what you have
planned for them. It is important to keep them on task and focusing on the form of kicking and if
you show how kicking can be fun they will work towards being proficient at kicking. In order to
address errors and misunderstands its important to stay on top of the classroom with
management, keeping the students from running all over the classroom, keeping their hands to
themselves, implement class rules, and checks for understanding. It is important you know how
students are on track with understanding the skill through the critical elements.]
4. Supporting Physical Education Development Through Language
As you respond to prompts 4ad, consider the range of students language assets and
needswhat do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.
Analyze Compare Evaluate Sequence Signal Summarize

[ Lesson plan number one is a fantastic way to show an example of helping students
understand and develop vocabulary needed for all three kicking lesson plans. Lesson plan one
is important because it focuses on the form and critical elements more for the students to move
onto the other two lessons. In lesson plan one task 1b students are to explain what the cues are
for kicking. In this check for understanding simply identifying the cue would not help the student
they have to explain the cue and understand the benefit of the cue to the skill. If the students
can understand what the cues mean, then the students can more than likely put it together in a
way where they can execute the cue. Tasks 2b and 3b have the same check for understanding
that ask for the same thing to remain happening with the cues of kicking. As far as syntax goes
the rules and expectations are in the safety statement, expectations, and transitions. Rules are
important because the students have to understand what they can and cant do. Rules are
Physical Education
implemented throughout the lesson where the instructor sees fits to ensure the safety of the
students. The instructor will continue to implement their rules throughout every lesson.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ The language function for this lesson segment is demonstrate which is listed above. It is
explained as application and is addressed in the two lessons in the segments provided. The
lesson segments are based on performance and knowledge while working with others. Different
skills are introduced during the lessons along with the central focus of kicking. In lesson two the
students have the ability to practice language through discussion with each other and
performance of kicking a soccer ball against the wall while giving their partner feedback. For
lesson 1 task 1 and lesson 1 task 2 the students have to kick a soccer ball against a wall and
switch feet for a total of 30 hits per foot. This is connected to performance because the students
should have at least 75% of the hits accurately against the wall. During lesson 3 task 1 the
students will kick for distance while getting feedback from their partner and switch. At the end of
the lesson the students should give their partner feedback based on the amount of hits that they
had accurately and what they did correctly. All of this works on strategy and how the students
demonstrated the skill of kicking.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
Vocabulary
Plus at least one of the following:
Syntax
Discourse
[ When looking at the lesson and activity used above, the students were able to work on kicking
against the wall. After the task they were to give their partner constructive feedback on the
performance of their partners kicking accuracy during lesson 2. For the students to
communicate this to each other the students must understand and be able to recall the cues for
kicking a soccer ball. The cues are: inside foot, ball to the middle of the body, follow through to
target. The skill of kicking is demonstrated throughout all of the activities planned during the
lessons. The students will also need to know dominant and non-dominant since they are kicking
with both of their feet in the lessons above. Since the students are beginners demonstration is
important as well as participating with each other to improve with their skills. Since I used to
demonstrate as the language demand which analyzes student movement, each of these are
addressed through the lesson segments. The students will use key words such as look at your
target and have your shoulders towards the target this addressed common faults that would
happen through the lessons and addresses the discourse which is written or spoken
communication. The students will be very active with talking throughout the lessons. Based on
student learning the students will be actively engaged in peer-feedback. This will be positive
feedback for the students and the students will be working with each other. This is addressed as
the students give each other constructive feedback in lesson two as well as lesson three.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
Physical Education
Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[Lesson plan number one is a fantastic way to show an example of helping students understand
and develop vocabulary needed for all three kicking lesson plans. Lesson plan one is important
because it focuses on the form and critical elements more for the students to move onto the
other two lessons. In lesson plan one task 1b students are to explain what the cues are for
kicking. In this check for understanding simply identifying the cue would not help the student
they have to explain the cue and understand the benefit of the cue to the skill. If the students
can understand what the cues mean, then the students can more than likely put it together in a
way where they can execute the cue. Tasks 2b and 3b have the same check for understanding
that ask for the same thing to remain happening with the cues of kicking. As far as syntax goes
the rules and expectations are in the safety statement, expectations, and transitions. Rules are
important because the students have to understand what they can and cant do. Rules are
implemented throughout the lesson where the instructor sees fits to ensure the safety of the
students. The instructor will continue to implement their rules throughout every lesson.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct
evidence of students development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[ When looking at all of the lessons there are three assessments for the students to be engaged.
These assessments are important as they show student learning to the teacher and the
progress while helping with the competence in psychomotor domain as well as cognitive and
affective domain. During lesson two students are assessed on performance of the cues for
kicking as well as how they give constructive feedback to their peers. I used a statement that
told the students to make sure that they are talking to their partner so they can kick at the target
with a strategy.
Students are given a written assessment in lesson three as they draw a person using the cues
of kicking as giving respect to others in the picture. This addresses the psychomotor, cognitive,
and affective domain. This picture should be labeled as it shows that they can show how to work
together, cues for knowledge and kicking for performance.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ All the assessments above as described, they are designed to assess the progress of mastery
which makes it possible for the students to succeed. Each of the assessments are used to
monitor the progress more than the mastery of the skill since some students might not be as
good as others at kicking. This allows for students to have full participation in the learning
activity to succeed during the assessments since this is not a performance based assessment.
For the students that have disabilities they can have a different assessment if they would like,
Physical Education
however, the assessments are made to measure the student as an individual not as a whole. If
you look at the 3rd assessment the students answer questions about how they acted in class.
This makes the student think about what they did in class, recalling information, and looking at
how he/she treated others in the class. This is important for the students to address based on
the different learners in the class. All of the assessments are based on the three domains and
are fair for all students.]

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Edtpa Commentary

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Physical Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Analyze Compare Evaluate Sequence Signal Summarize

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