LESSON PLAN 1

Lesson Plan

Amy Hutton

National University

In partial fulfillment for the requirements for TED 635

Professor Elizabeth Cruickshank

September 24, 2017


LESSON PLAN 2

Abstract:

To be an effective teacher, one must plan well and take into consideration many different aspects

that effect the classrooms today. An effective lesson plan will take into account the diverse student make-

up of the classroom and work to differentiate and modify to meet each students needs. A teacher needs to

be able to appropriately build upon previous lessons and bridge the concepts to those concepts that the

student already knows. Along with instruction the assessment of the student knowledge and the lesson

plan are also vital to making sure the lesson is an effective one. Taking this all into account the following

is a lesson plan made specifically for Mr. DeMonner’s kindergarten class at O.W. Erlewine. Amy Hutton

worked with Mr. DeMonner to create a lesson plan that both met the Physical Education and Math stan-

dards for California but also the unique needs of Mr. Demonner’s students. Lastly, the lesson plan made

sure to build on information that was already being taught in the classroom.
LESSON PLAN 3

!
_____________________________________________________________________________________
11255 North Torrey Pines Road, La Jolla, CA 92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • www.nu.edu

Lesson Plan Design

Subject: Physical Education and Math Grade:Kindergarten Lesson Topic: Being Healthy through movement and
shapes
Candidate’s Name:Amy Hutton ID # 040087141

Site Supervisor: Steve DeMonner NU Supervisor: Dr. Elizabeth Cruickshank

Date: ____September 24, 2017_________________________________

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, create bridges from
past learning, behavior expectations)
.
LESSON PLAN
Standard:
California State Standards:Physical Education
• K1.1 Travel within a large group, without bumping into
others or falling, while using locomotor skills.
• K1.2 Travel forward and sideways while changing direc-
tion quickly in response to a signal.
• K1.4 Create shapes at high, medium, and low levels by
using hands, arms, torso, feet, and legs in a variety of com-
binations.
• K1.5 Create shapes by using nonlocomotor movements.
• K1.6 Balance on one, two, three, four, and five body parts.
• K1.16 Perform locomotor and nonlocomotor movements to
a steady beat.
• K1.17 Clap in time to a simple, rhythmic beat.
• K2.2 Identify and independently use personal space, gen-
eral space, and boundaries and discuss why they are impor-
tant.
• K3.1 Participate in physical activities that are enjoyable and
challenging.
• K4.1 Identify physical activities that are enjoyable and
challenging.
• K4.3 Explain that nutritious food provides energy for phys-
ical activity.
• K5.1 Identify the feelings that result from participation in
physical activity.
• K5.2 Participate willingly in physical activities
California Common Core:Math
• K.G.1 Describe objects in the environment using names of
shapes, and describe the relative positions of these objects
using terms such as above, below, beside, in front of, be-
hind, and next to.
• K.G.2 Correctly name shapes regardless of their
• K.G.5 Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing
shapes.
Purpose:
Students will learn about healthy activities, such as exercise
through movement and eating right. This will be paired with
a math lesson on reviewing shapes to help solidify the geo-
metric concepts already learned.
Bridges from past learning:
• We will use and review 2d shapes that the students have
already learned in previous math lessons
• The students will be asked to recall knowledge of healthy
food
• Students will identify activities that require movement
• We will move to make a connection between active move-
ment and health
Behavior expectations:
• The students will be actively listening
• The students will follow directions
• The students will participate in the activities
• The students will move safely and be careful of their peers
• The students will work well within their collaborate groups
4
Rationale:
It is important to for children to start an
active and healthy lifestyle young. The
California Physical Education standards for
demonstrating motor skills, showing
knowledge of movement concepts, main-
taining a healthy level of physical fitness,
understanding fitness concepts that improve
health and applying it all, help children to
achieve this. Physical activities don’t al-
ways have to be what we think of exercise
but if the students can get moving and get
their heart rate up for at least an hour a day
they are on the right track. The Center for
Disease Control and Prevention or CDC
(n.d.) says that “Students who are physical-
ly active tend to have better grades, school
attendance, cognitive performance (e.g.,
memory), and classroom behaviors (e.g.,
on-task behavior). [and] Higher physical
activity and physical fitness levels are asso-
ciated with improved cognitive perfor-
mance (e.g., concentration, memory)
among students.” (2nd box down on the
right). Also Charlotte Kelso (n.d.) says,
“Movement develops brain cells and stimu-
lates the production of endorphins, body
chemicals that help create feelings of hap-
piness and calmness as well as ease stress
and pain” (para 14)
I also felt it was important to include
math as part of the PE lesson for two rea-
sons. First, Mr. DeMonner will couple his
lessons with physical activity and therefore
I wanted to remain consistent with his type
of lessons. Secondly, teaching a subject in
more novel situation will help the concepts
stand out for the student. It will give them
an additional schema to which they can
place it and therefore will be retained and
recalled from long term memory better
(Gunning, 2016, & Slavin, 2015).
We will also be working on listening and
following directions, which are key founda-
tional concepts that need to be learned in
kindergarten. These concepts will help
students as they continue on with their aca-
demic careers and into adulthood.
LESSON PLAN 5

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mas-
tery of the outcome?)

Outcome:
By the end of the lesson the students will have a better under-
standing about what contributes to being healthy, like healthy
foods, physical activities, and water. The students will also
be able to identify 4 different 2-D shapes on flat surfaces and
through body motion.
Rationale:
These outcomes meet the California State
Standards for Physical Education and for
California Common Core Standards in
Math.

Learning Objectives: The learning objectives will help us to as-

• Students will be able to correctly identify the 4 different 2-d sess the ability to meet the standards set
shapes both on paper and on the black top with 90% accu- forth by the state. We are looking for a
racy high level of mastery as most of the materi-
• Students will be able to make the 4 different 2-D shapes al covered has already been taught.
with their body parts during the movement activity, 90% of
the time It is important to review material and add
• Students will be able to identify healthy food versus un- additional concepts as this helps to solidify
healthy food with 90% accuracy the material along with creating new
• Students will be able to identify good exercise activities, schematic processes for the student recall
with 90% accuracy the information in the future (Gunning,
2016, & Slavin, 2015)
Behavioral Objective:
• Students will participate in the physical movement activi-
ties 90% of the time
• Students will be able to follow the directions of the activity
by moving when the music is playing and stopping when
the music stops. They will be able to do this with 90% ac-
curacy
• Students will be respectful of each others physical space
and will safely move amongst their peers without causing
injury.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the learner outcome and prescribe in-
struction accordingly. Consider: linguistic background, academic language abilities, content knowledge, cul-
tural and health considerations, interests and aspirations, physical development, social development, emo-
tional development. )
LESSON PLAN 6

Rationale:
What do you know about this class? The pre-assessment activity is important
Mr. DeMonner’s class consists of 22 students, 13 girls and 9 boys. because it will help to develop a lesson that
There is a great deal of variety in classroom with cultural back- will meet all the diverse needs of the stu-
grounds and also educational abilities. dents. The better we have an understanding
Linguistic background –
of our students backgrounds and current
There are currently 2 ELL students in the classroom. Both children
have only been in the United States for a couple of months. One capabilities the better we can differentiate
child speaks Mongolian and the other child is from Sudan and our lesson plans to meet their needs. Hall
speaks Arabic. There are 5 children in the class who have parents and Austin (2013) quoted Carol Ann Tom-
that speak Spanish but they are not classified as ELL, because the linson, and I couldn’t of said it better, but
parents also speak English and the students have heard both lan- “According to Carol Ann Tomlinson
guages since birth at home. (2010), author of several books on differen-
Academic language abilities – tiated instruction, “Clearly, differentiation is
According to Mr. DeMonner about 80% of the class is at grade level. based on acceptance of the reality that
Content knowledge – learning is
The students have been learning about shapes since the first day of
shaped by a variety of factors, including
class. Mr. DeMonner reviews shapes as part of the daily lesson right
after he does the calendar. In math the students have gone over cir- prior experiences, culture, economics, lan-
cles, squares, triangles, and rectangles. Mr. DeMonner also incorpo- guage, interests, learning preferences, and
rates physical activity in class every day that consists of walking a support systems” (p. 44). Also Cary Kirby
line in the playground, singing with body motions, and following (2014), says “But students are not all the
directions of songs that he puts up on the smart board. Students same, so if we continue being uniform in
should do well with this lesson, as it is review of the shapes they our assignments and expectations we aren’t
have already learned in-depth and also incorporating physical activi- actually helping any of them. Once we
ty that they are use too. come to terms with the idea that being fair
Physical, Social, Emotional development- in the work we assign means that it may not
Most of the students are at expected physical, social and emotional
always appear equal, we can move forward
development for their age group. Most of the students are social,
active, and respond appropriately to their teacher and peers. There is to thinking about what that work might
one student who is very withdrawn and quiet and will not talk, but is actually be” (para 4)
very bright. There is another student who is very oppositional and
defiant to classroom activities, and there are 3 students who are un- Since I have a highly motivated, active and
responsive to their name being called or questions directed toward social class, this lesson plan should go well,
them. as long as I remain cognizant of and make
Health considerations and attendance – modifications for the ELL, special needs,
There are a few health considerations in this class. One student has and gifted students. I will make sure to
diabetes type 1 and has to be monitored throughout the day. There differentiate my instruction keeping in mind
are nurses in the classroom the whole day that monitor her blood
the cultural and economic factors that come
sugar and activity levels.
There are also 2 students that are showing signs of intellectual dis- into play. Doing this should help to engage
abilities (with signs of physical impairments), but they have yet to the entire class.
establish an IEP for them since this is their first exposure to the pub-
lic education system.
The attendance for the class is good.
Cultural Considerations:
There is a diverse cultural background in Mr. DeMonner’s class.
The ethnicity makeup of the class is Asian, Hispanic, African Amer-
ican, and Caucasian.
There is at least 1 self-identified Muslim student that has a few dif-
ferent dietary restrictions and activity restrictions. Although her
father said there is no restriction on dancing she said she doesn't feel
comfortable with dancing to music, but will move when music is
playing.
Socioeconomic Considerations
The majority of the class is from lower socioeconomic backgrounds.
More than 60% of the school’s student body is on free or reduced
lunches. We may have to consider that these students do not have as
many educational resources at home or were exposed to as many
preparatory activities.
Interests and Motivation–
The students interests are developmentally appropriate and and
about 70% of the students have a high motivation to learn.
LESSON PLAN 7

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learn-
ing Activities based on learner characteristics to meet the needs of ELL & special needs students, highly
achieving students and low achieving students)
LESSON PLAN
ELL –
Show the students the shapes expected through pictures and
modeling. Also have the students stand near the teacher dur-
ing the activity. Have the ELL student mimic the teacher’s
movements. Post pictures of the shapes near the activity for
the students to refer to and also provide manipulative like
hula-hoops for the students.
Special needs –
The modification depends on the disability. For learning dis-
abled students the lesson should be chunked down the lesson
into smaller bits. Rather than having the student do 4 differ-
ent activities during the physical education portion, stick to
two then move on to the rest at a later time. Have these stu-
dents focus on mastering 2 shapes at first. Chunk the lesson
down into smaller bits.
For this class, we also had the student with health issues. The
expectations of physical activity would remain inline with
what she is capable of doing according to her nurse. She
could still participate, by either watching or moving slower.
High achieving students -
During the physical activity portion of the lesson, have the
high achieving students practice more physically difficult
poses while freezing, like balancing on one foot. You could
also have them practice more advance dance move like slid-
ing or hopping. During collaborative group times, have these
students lead the groups they are in. Ask the students if they
are aware of additional shapes and if they can model them
with their bodies. Lastly, have the student draw these addi-
tional shapes with chalk on the black-top
Low achieving students -
The teacher needs to be in close proximity with these students
during the lesson, have them be the teacher’s helper, and
mimic the teacher. During activities guide the student. Use
manipulative like the hoola-hoop, and chunk the lesson down
if needed.
Cultural Considerations:
Play different music from the different cultures in the class.
For this particular class, be cognizant of the religious restric-
tions of certain students and don’t expect them to dance dur-
ing the movement activity. Instead ask them to do other
movements like jumping or balancing during the movement
portion of the activity
8
Rationale:
It is important to use SDAIE strategies with
ELL students. Part of doing this is by
showing them through pictures, and model-
ing. Another aspect of this strategy is al-
lowing the students to learn through ma-
nipualtives (Hall & Austin, 2013).
It is important to take into consideration
posed by the student with special needs.
Special needs in and of itself is such a di-
verse spectrum. The modifications needed
can vary quite a bit as much as the variation
within the student body. For the special
needs within this classroom, there was a
student with Diabetes type 1 and as he had
to be monitored almost continuously by
nurses. Her activity was limited by her
blood sugar and what the nurses said she
could do. We as teachers want to keep her
involved and part of the groups while also
keeping her activity level limited to what is
medically allowed.
For lower achieving students and students
with learning disabilities the most effective
way to modify the learning is to chunk the
lesson down into more manageable por-
tions. This way they are able to really fo-
cus on one to two concepts at a time and
master those first before moving on.
For the high achieving students, we want to
create challenges. Often high achieving
students get bored with the lesson if they
are not challenged enough. Also we need to
give the high achieving students to share
what they know so that they feel like the
extra effort is worth it.
Lastly, it is important to make sure we are
taking in cultural considerations so that if
there are any restrictions or taboos we can
work around those in the lesson modifica-
tions.
Gunning (2015) says it best why it is im-
portant to have the correct modifications,
when he says “in general, the techniques
that work with [achievers] [ . . .]also work
with students who are at risk. The chief
difference in working with at-risk students
is the need to make appropriate adaptations
and modifications” (p. 517)
LESSON PLAN 9

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Explicit: Rationale:
• Audio device that can play music, in this case a smart There is a variety of materials to meet the
phone or a mobile CD player diverse needs of the students. The materi-
• Sidewalk chalk als provide additional modalities of learning
• Hoola-hoops, for the student from visual to auditory to
• Squares and Triangles made from PVC pipes kinesthetic.
• Crayons
• Healthy/Shapes hand-out
LESSON PLAN
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for understand-
ing)
Pre-Teach (day before lesson):
Explain:
Take the students to the carpet squares at the front of the
classroom. Talk about coming the following day to do
movement activities outside. Discuss why we should move,
since it exercise and part of being healthy. Ask the students
about other things we can do to be healthy, like resting, eating
and drinking lots of water. Go over respecting our classmates
and the proper way to move safely so that we are not causing
harm to our classmates.
Model and demonstrate:
Do the freeze dance with the students on the carpet squares
inside. Have them get use to the starting and stopping of mu-
sic and mimicking that with their bodies. Show them how to
move while the music is on and how to freeze when it stops.
Make sure they are staying within their carpet squares while
moving, therefore respecting their neighbors space.
Check for understanding:
Once we are done with the activity, have the students sit back
down and ask them questions about the freeze dance, and
about the rules they learned to stay safe. Have them do a
“homework assignment,” where they think of fun activities
they do at home where they are being active and moving.
Lesson:
Explain:
Start the lesson outside after the students morning walk and
sing-along. Have them sit down for a minute on the blacktop.
Remind them of the activity that was done the day before
with freeze dancing. Ask them for examples of physical ac-
tivities that they do that they have fun with. Once we discuss
their response ask them if they can identify some other
healthy habits. Looking for answers like eating right, drink-
ing water, and resting. Discuss the healthy food options in
more depth and ask them to identify some healthy foods.
Model and demonstrate:
Once we are done discussing health, I will talk about moving
and making shapes. I will demonstrate how to make the
shapes of a triangle, circle, square and heart using my arms
and body. I will show them how to make the shapes up high
and down low.
Check for understanding:
I will check that they understand by having them imitate each
one the shapes after I demonstrated it. I will also check for
understanding wth the health portion of the lesson by asking
them questions and looking for correct answers.
10
Rationale:
Mr. DeMonner felt that it is important to
pre-teach and prepare the students for the
lesson. He says (S. DeMonner, personal
communication on September 19, 2017)
“Students at this age do a lot better with a
lot of repetitive teaching; it helps to make
foundational concepts more solid in their
minds.” It was because of this that we de-
cided I would incorporate a pre-teach the
day before the lesson to prepare the stu-
dents for what they were going to be doing
and lay down some safety rules.
Both the pre-teach and the explicit teaching
is an important part of the lesson. This
where I am bridging the gap between what
the students already know and what they
will be learning. The students are learning
about shapes and therefore this lesson will
piggy-back on what they already know.
The health and exercise portion of the les-
son is important because it will help to fos-
ter a more active and healthy life-style in
the students which in turn will help them
with other aspects of learning and their
cognitive abilities.
When teaching students, it is always impor-
tant to model the desired behavior. This
gives them a clear set of guidelines and also
helps the ELL and special needs students.
Making sure that the students understand
the lesson before moving on, is also impor-
tant. This is the time where confusing or
missed information can be retaught if there
is a lack of understanding.
LESSON PLAN 11

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feed-
back and re-teaching)

Rationale:
Guide practice:
The lesson will have four physical activities, each of which I This part of the lesson is important because
will explain to them before I begin. I will participate with this is where they will be able to actually do
them initially and then I will let them take the lead. the activity requirements needed by the
• Activity 1: Do the basic freeze dance again so that the stu- California State Standards for Physical Ed-
dents remember to stop and go with the music as it turns off ucation.
and on. During the freezing portions of this activity ask the
students to pose in different positions like with arms up or They are actually able to put into practice
in a running position, etc. the physical activity portion of the lesson
• Activity 2: Do the freeze dance but this time when the mu- plan on health. They are able to do it in a
sic stops, I call out a shape (square, triangle, circle, heart) fun way by incorporating music and dance.
and whether I want them to do it high our low. As the ac-
tivity progresses, I will call on students to chose a shape We are also able to increase their spacial
and position for their classmates to do awareness of each other during these activi-
• Activity 3: Before the lesson begins, I will draw the 4 dif- ties.
ferent shapes (circle, triangle, square, and heart) on the
blacktop 2 times. I will make the shapes big enough for the They will be able increase their social
students to get inside of them. Once the activity begins and skills as they work together in groups.
the music is playing the students need to keep moving.
When the music stops, I will call out a shape and they need They will continue to increase their geo-
to find the shape and get inside of it. As the activity pro- metric knowledge of shapes that will help
gresses I will find students to pick a shape for the next time solidify what they already learned.
the music stops.
• Activity number 4: Using the shapes on the blacktop, break
the students up into 3 equal groups. Have them practice
holding each others hands and standing on the lines of the
shapes to make the shape. Each group will need to rotate
through the 4 different shapes.
Check for Understanding:
I will be checking for understanding in the 4 different activi-
ties by observing the students. In Activity 1, I will be looking
that the students move and stop at the appropriate times and
that they try the different poses I put out there. In Activity 2,
I will be looking to see if they are making the correct shape in
the correct position matching what was called. I will also see
if they understand by see if they can call the right shapes and
positions for their classmates. In Activity 3, I will be looking
for the students to identify and get in the shape that was
called. I will also see if they remember the shapes by being
able to appropriately call the right shapes for their classmates.
Lastly, in active 4, I will seeing that they can work with their
classmates to make the shapes the learned about.
LESSON PLAN
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities
are assigned assuming that students understand the concept well enough to work on their own.)
Independent Practice:
Once the physical activity is done, we will enter the class-
room and I will hand out a healthy/shapes worksheet. On the
worksheet there will be three sections. Once will be to circle
the healthy foods, one will be to circle good exercise activi-
ties, and one will be to circle the shapes that we went over in
class. The will be in 4 groups of 5-6 students and can discuss
the worksheet as they fill it out or they can fill it out on their
own.
Check for Understanding:
As the students are filling out their worksheets, I will walk
around the classroom and ask them why they chose certain
things. If they aren’t sure about a certain food or activity, I
will give them a little more information and see if they can
determine the answer from there. For example, if they ask if
nuts are healthy, I will let them know it has protein and then
ask them if protein is healthy.
12
Rationale:
The independent practice is important be-
cause it is where they can show what they
learned, without watching the teachers
every move. In my activity, I will use this
time as a time for the students to show what
they learned on a worksheet. I will need
leave them all by themselves. If they have
questions I will ask them questions back
with clues that will help them think and
recall parts of the lesson.
LESSON PLAN 13

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. De-
scribe differentiating assessment strategies you will use for ELL, special needs students, highly achieving stu-
dents and low achieving students.)

Rationale:
Whole class assessment: I will be assessing the whole class Assessments are important for many rea-
on a rubric scale. I think a rubric scale is a great assessment sons. It first lets me know if my students
tool for an activity like this and also to look at diverse stu- are grasping the concepts being taught.
dents, because we can start with a baseline and the activities Secondly it will let me know if there is any
we want to look at and adjust it to fit the capacities of the areas that I need to go more in-depth or
student. Using similar rubrics from lesson to lesson, we can reteach. Lastly it provides me with infor-
see if there is growth across the board with our students. I mation on what the child has mastered so
will be using my observations of the activities to identify how far and what we still need to work on and
and where they fall in the rubric. For the worksheet, I will be have future lessons around.
looking for correct responses. Lastly, for all groups of stu-
dents I will use anecdotal notes about the their participation Since there is a lot of movement and activi-
and growth during the lesson plan. ty with my lesson plan, one of the best
ways for me to assess it was through obser-
Modifications for: vations. Where the children following in-
ELL – I would alter the rubric slightly to fall more in-line structions? Where they doing the correct
with the capacity of these students. Since I will be modeling activity? Through these instructions I de-
the intended activities and using manipulatives, I will expect cided to do a rubric and anecdotal notes to
them to be with the class during the physical activities. I will record these observational assessments and
not expect them to talk as much during the discussion portion. to give a more in-depth look at the students
abilities.
Special needs-
Again I will adjust the rubric to fit the capacity of the student. Eby, Herrell, and Jordan (2011), say
If the special needs student has a physical disability or a “rubrics and checklists can record mastery
health issue like the student in this class, I would look that of many basic skills in the primary
they were giving the best effort they are able to give during grades” (p 218). Not only can we use
the physical activity, and they would be rated a 4 or excel on rubrics for the general classroom but they
the rubrics. For learning disabled students I would again ad- can be modified to fit the abilities of the
just the rubric to their ability and to what I was able to to child, which works well when assessing a
teach them, since I would chunk the lesson down for them. diverse group of students

High achieving students -

I would adjust the rubric up to their abilities and I would also
add more categories in which I could assess

Low achieving students -

Like all the other categories of students I would adjust the
rubrics to fall in line with their capacities.
LESSON PLAN 14

10. Closure: (Describe how students will reflect on what they have learned.)

To end the lesson, I will bring them up front to the carpet
squares. We will review their worksheets. I will ask them to
tell me about some of the things that they learned today. I
will have them reiterate some of the healthy habits they talked to solidify the information and therefore
about at the beginning of the lesson. I will find out what they
plan on doing at home to be healthy. We will wrap up by
talking about if we did this lesson again what shapes would
we want to do next time, and have the students give me ex-
amples of how they would do those additional shapes.
Rationale:
It is always important to summarize what
was learned during the lesson. This helps
increase the retention of the information.
The best way to close a class is by an inclu-
sive discussion between the teacher and the
students, where the students can share what
they have mastered. Also during this time
the children are able to learn from each
other.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs
to be changed? Were learning outcomes met? What activities will you add, change, modify in the future?
What can be done to follow up on the learning from this lesson? Who needs additional help? Who needs
enrichment or higher level work?)

You will complete this in week four. You do not need to include it in your lesson plan.

Revised: 5/17
LESSON PLAN 15

Rubr

4 3 2 1
Out-standing Above/meet- Meets stan- Needs im-
ing Standards dards with provement/
needs im- unsatisfactory
provement

Participate in Raise quiet hand, Paying attention, Paying attention Not paying atten-
group discus- wait to be called contributing to the quietly, but not tion, not sitting with
on and contribute discussion, but not providing any re- the group, acting in
sion
meaningful correct always providing sponse to ques- a distracting man-
responses to the the correct an- tions asked ner
discussion and the swers, not always
questions asked waiting to be called
on

Attention/ Fol- Full body listening, Pays attention for will sporadically Not listening or
lowing Direc- eyes on teacher, the majority of the pay attention to the following direc-
ears are listening, time and follows activities and same tions. Not being a
tions bodies are atten- the directions most with the following part of the group.
tive. Following all of the time directions.
the directions
properly

Participation Moving and freez- Moving and freez- May have trouble Not moving or par-
in activities ing at appropriate ing mostly at ap- understanding ticipating in the
times. They are propriate times when to freeze or activities.
and body
being safe with and stays active move but will at
movement each other and and for the majori- least be trying.
moving throughout ty of the lesson May also be dis-
the entire physical and are being safe tracted or remain
activity portion of with their peers still during active
the lesson parts of the lesson

Making Correctly Matches Makes the correct Trying during the Either not partici-
Shapes the body shape shapes we are activity but making pating in making
and position to the working on but the wrong shape the shapes or
shape and position maybe not always often making the incor-
called every time in the right position rect shape every
or may have the time.
right position but
wrong shape

Identifying Able to identify the Able to identify the Often has trouble Not participating
correct shape correct shapes correct shape the identifying the cor- and or incorrectly
when called every majority of the time rect shape first and identifying the cor-
single time and will correct when rect shape
move quickly with- watching peers.
in those shapes
LESSON PLAN 16

Worksheet Correctly identify Most of the correct There are more Not completing the
Completion all the healthy responses for incorrect respons- worksheet
foods, exercise healthy foods, ex- es circled or the
and shapes on ercise and shapes child misses entire
worksheet and are circled sections
circle them as in-
structed

ic

References:
California Department of Education (2013). California Common Core State Standards: Mathematics (electronic

edition). Sacramento, CA: CDE Press

California Department of Education (2010). Physical Education Model Content Standards for California Public

Schools: Kindergarten through 12. Sacramento, CA: CDE press

Center for Disease Control and Prevention (n.d.) Physical Activity Facts. Retrieved on September 19, 2017 from

https://www.cdc.gov/healthyschools/physicalactivity/facts.htm

Gunning, T. G. (2015). Creating Literacy Instruction for All Students (9th edition). Boston, MA: Pearson.

Haley, M.H., Austin, T. Y.(2013). Content-Based Second Language Teaching and Learning: An Interactive

Approach. Boston, MAL Pearson Education.

Kelso, C. (n.d.) The Importance of Physical Education: High-quality health and physical education help students

succeed in life. Retrieved September 19, 2017 from http://www.veanea.org/home/1000.htm.

Kirby, C. (September 4, 2014). Providing Challenge for High-Achieving Leaners in the Regular Classroom.

Retrieved September 19, 2017 from https://www.collaborativeclassroom.org/blog/2014/09/03/providing-

challenge-for-high-achieving-learners-in-the-regular-classroom

Slavin, R. E. (2015) Educational Psychology: Theory and Practice (11th edition). Boston, MA: Pearson.