RU Teacher Education Lesson Plan Format

Candidate Name: Krista Cowan Date: February 8, 2017 Grade

Level: Kindergarten

Lesson Title/Topic: PE

Standards: PE K.1: The student will demonstrate progress toward the mature form
of selected locomotor, nonlocomotor, and manipulative skills. C) Demonstrate a
minimum of two critical elements (small, isolated parts of the whole skill or
movement) used in stationary manipulative skills (e.g., toss and throw to targets,
bounce and catch, toss and catch, kick to target, strike with paddle, dribble, roll
underhand, trap, volley with hand).

Math K.4: The student will c) count by fives and tens to 100.

Specific Observable Objective(s): I can toss a ball/bean bag to a classmate.

I can catch a ball/bean bag that is thrown to me.
I can count by fives.

Essential Vocabulary:

Assessment: I will assess the students through formative assessment during the
lesson by observing and keeping track of which students need help with tossing,
catching, or counting by fives.

Student Considerations: For a student who has trouble remembering how to

count by fives, I will have a poster for him/her to refer to. For a student who has
physical disabilities that make it difficult to toss or catch a ball, I will use a larger
ball.

Instructional Resources, Materials, and Technology:

Small ball or bean bag
Numbers by fives poster for use if needed

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (3 minutes)

To begin the lesson, I will tell the students that we are going to play a game
that will help them to remember how to count by fives to 100. I will have the
students stand in a circle and tell the first student to start with the number
five when he/she catches the ball. He/she will then toss the ball to a classmate
who must then name the next five number.

The Middle: (5 minutes)

I will toss the ball to the first student and remind him/her to say five. The
student will then toss the ball to another student who will then say ten. This
 will continue until the students reach 100. During the game, I will assist the
students with counting by fives if they have trouble.

The End (a.k.a. Closing): (3 minutes)

At the end of the lesson, I will have the students count by fives to 100 all
together to review. I will then tell them to make sure they practice counting by
fives when they go home, and then transition into the next activity.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).
The students did not meet all three objectives. They were able to toss and
catch the ball just fine, but they seemed to be confused as to what they were
supposed to do. Most of them still need to work on counting to 100 by fives.

2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)
Based on this assessment, the students need more practice with counting by
fives.

3. If you have to teach this lesson again, what might you do the same and what
might you do differently?
If I were to teach this lesson again, I would try doing it in small groups instead
of as a whole group. This would probably help with the confusion and make
the activity go more smoothly. I would also like to do the activity with counting
by tens.