MODEL PHYSICAL EDUCATION LESSON PLAN INSTRUCTIONS

MODEL PHYSICAL EDUCATION LESSON PLAN INSTRUCTIONS TEACHER CANDIDATE ____________________________DATE ________________ LESSON TITLE ___________________...
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MODEL PHYSICAL EDUCATION LESSON PLAN INSTRUCTIONS TEACHER CANDIDATE ____________________________DATE ________________ LESSON TITLE _________________________________GRADE LEVEL __________ UNIT TITLE _____________________________________________________________ TIME ALLOTED ____

__________________ SUBJECT __Physical Education__

NOTE: The creation of a detailed lesson plan is essential for effective teaching. Whether written by the teacher or taken directly from a published ―teacher’s edition,‖ lesson plans should address each of the following topics. Though lesson plans written by public school teachers may appear to contain much less detail, each of the items on this plan must be considered if effective instruction is to be provided for all students. Further, this format helps ensure that teachers meet/exceed standards set forth in the Teacher and Leader Effectiveness (TLE) Observation and Evaluation System. Introductory Activity, Fitness Activity, Lesson Focus, and Closure should be detailed/clear enough that a substitute in your class would be able to replicate it. Codes R1-8 are linked with the Rubric categories so that you can easily move between the instructions, template, and rubric as you design the lesson plan. PLEASE look at TARGET categories on the rubric as you write your lesson plans. (R1) CONTEXUAL FACTORS/STUDENT CHARACTERISTICS: (This information is accurate only if the lesson is taught. Discuss each area, including specific, relevant information, and how it will impact your lesson planning details.) Gender: Male______ Female______ Total # Students______ Students with Exceptional Learning Needs: IEP ______ 504 ______ Ability/Developmental Considerations: Learning Style Considerations: Language Diversity: Socio-Economic Considerations: Race / Cultural (Ethnicity) Considerations: (R2.1-2.3) 1. UNIT LEARNING GOALS (unit to which this lesson relates): 2. SPECIFIC LESSON OBJECTIVES: (*Classroom Management Domain #1--Preparation) What do you want your students to know and be able to do after instruction? Watch the number—only include objectives you can actually cover and assess in the time allotted. Be sure and look at Bloom’s taxonomy and include higher order objectives.

Who/Behavior/Content/Condition/Criteria Example: At the end of the lesson (condition), the student (who) will correctly (criteria) perform (behavior) a forward roll (content). This objective is psychomotor, however, they can be cognitive (understand, define...) or affective (feel, value...) as well. 3. ALIGNMENT OF LESSON OBJECTIVES TO STATE & NATIONAL STANDARDS: (*Instructional Effectiveness Domain #7-8—Literacy & Common Core Standards) Only include objectives/standards that will actually be covered and assessed in the time allotted. Write them out rather than just using the numbers. Remember that the PASS objectives include the NASPE standards. a. Identify National Association for Sports and Physical Education [NASPE] Standards that align to this lesson. b. Identify Priority Academic Student Skills [PASS] that align to this lesson. c. Identify Common Core standards that align to this lesson.

MODEL PE LESSON PLAN INSTRUCTIONS—PAGE 2 (R3)

LESSON ASSESSMENT/EVALUATION: (Classroom Management Domain #5—Assessment Practices) 1. Pre-Assessment of Student Knowledge and Skills How will you assess students’ prior knowledge and skills? 2. Formative Assessment (*Instructional Effectiveness Domain #13—Adjusts Based on Monitoring) How will you monitor students’ understanding during instruction? 3. Post Assessment (*Instructional Effectiveness Domain #16--Student Achievement) How will you assess students’ understanding at the end of the lesson?

(R4.1, 4.2a-d, 4.3) INSTRUCTIONAL DESIGN: (*Classroom Management Domain #1 & #4, Preparation and Lesson Planning) 1. Introduction / Set Induction/Hook: (You may choose to do this portion as soon as your students enter the class, or with the lesson focus. It is included in the rubric with the Introductory Activity.) -Describe how you will communicate the instructional objectives to the students. - Describe how you will show that the present topic is related to those topics that have been taught or that will be taught. - Describe how you will relate subject topics to existing student experiences. 2. Instructional Procedures: Describe what the teacher and students will actually DO as they engage in learning. (*Instructional Effectiveness Domain #10-13—Expalins Content, Explains Directions, Models, & Monitors) - Describe how you will use signaled responses, questioning techniques and/or guided practices to involve all students. - Describe how you will teach the objectives through a variety of methods. - Describe how you will give directions that are clearly stated and related to the learning objectives. - Describe how you (teacher) will demonstrate the desired skills. a. INTRODUCTORY ACTIVITY: (3-5 minutes) Include detailed instructions, formations and a timeline for an activity (usually to get the students moving). b. FITNESS ACTIVITY: (7-10 minutes) Include detailed instructions, formations and a timeline for a health-related fitness activity (cardiovascular, flexibility, muscular strength & endurance, and/or body composition) c. LESSON FOCUS--Include Guided and Independent Practice (Instructional Effectiveness Domain #9—Involves All Learners)—Label Each): (15-20 minutes) Include detailed instructions, formations and a timeline for how you will teach the objectives of the lesson. -Describe the type of practice students will do with your supervision. -Describe the type of practice students will do independently. d. Adjustments/Adaptations: (*Instructional Effectiveness Domain #14 & #16—Adjusts Based on Monitoring and Student Achievement) - Describe how you will adjust your instruction to accommodate differing student needs. (Also see Contextual Factors/Student Characteristics.)

Include appropriate learning conditions, materials, and/or technologies to accommodate individual needs. 3. CLOSURE/SUMMARY: (*Instructional Effectiveness Domain #15—Establishes Closure) -Describe how you will end the instruction, summarize, or help students connect the lesson’s concepts to previous or future learning. [Examples: -Can be a game that uses and refines the skills learned in the lesson focus (or previously), -Can be a low-organized game that kids enjoy, -If lesson focus was demanding–can be something relaxing—helps make the transition back to the classroom calmer, -Should bring closure to the lesson by reviewing the day’s objectives and accomplishments.] (R5)

RESOURCES AND MATERIALS: (Those needed by both teacher and students.)

(R6) SUPPLEMENTAL/ENRICHMENT ACTIVTIES: (Optional enrichment activities that may include reteaching, remediation, differentiation of instruction, and/or extension of the lesson.)

MODEL PE LESSON PLAN INSTRUCTIONS—PAGE 3 (R7) REFLECTION: This part of the lesson plan should be completed once the lesson has been taught and appropriate assessment data collected. 1. To what extent did students learn what you intended? What is the evidence? 2. Did you do anything differently than what you planned? If so, why? 3. If you were going to teach this lesson again, what would you do differently? Why? 4. Identify a group or individual who did well with the lesson. Based on the data, how would you account for this (attendance, reading levels, language diversity, cognitive abilities)? What might you do in the future to ensure their continued success? 5. Identify a group or individual who had difficulty with this lesson. Based on the data, how do you account for this (attendance, reading levels, language diversity, cognitive abilities)? What interventions / modifications could you use to help the students achieve lesson objectives? (8) FORMAT/WRITING TRAITS: This is not an actual category on the lesson plan, but it is assessed on the rubric. *Teacher & Leader Effectiveness (TLE) Observation and Evaluation System -Revised August 2012, HPE

MODEL PHYSICAL EDUCATION LESSON PLAN TEMPLATE TEACHER CANDIDATE __________________________DATE ________________ LESSON TITLE _______________________________GRADE LEVEL __________ UNIT TITLE ___________________________________________________________ TIME ALLOTTED ____ ________________ SUBJECT _Physical Education__ (R1)

CONTEXUAL FACTORS/STUDENT CHARACTERISTICS: (Discuss each item) Gender: Male______ Female______ Total # Students______ Students with Exceptional Learning Needs: IEP ______ 504 ______ Ability/Developmental Considerations: Learning Style Considerations: Language Diversity: Socio-Economic Considerations: Race / Cultural (Ethnicity) Considerations: Other: (if needed) (R2.1-2.3) 1. UNIT LEARNING GOAL (unit to which this lesson relates): 2. SPECIFIC LESSON OBJECTIVES: (*Classroom Management Domain #1--Preparation) 3. ALIGNMENT OF LESSON OBJECTIVES TO STATE & NATIONAL STANDARDS (NASPE): (*Instructional Effectiveness Domain #7-8—Literacy & Common Core Standards) CORE: NASPE/PASS: (R3) LESSON ASSESSMENT/EVALUATION: (Classroom Management Domain #5—Assessment Practices) Pre-Assessment of Student Knowledge and Skills Formative Assessment (*Instructional Effectiveness Domain #13—Adjusts Based on Monitoring) Post Assessment (*Instructional Effectiveness Domain #16--Student Achievement) (R4.1, 4.2a-d, 4.3) INSTRUCTIONAL DESIGN: (*Classroom Management Domain #1 & #4, Preparation and Lesson Planning) 1. Introduction / Set Induction/Hook: 2. Instructional Procedures: (*Instructional Effectiveness Domain #10-13—Expalins Content, Explains Directions, Models, & Monitors) a. INTRODUCTORY ACTIVITY: (3-5 minutes) b. FITNESS ACTIVITY: (7-10 minutes) c. LESSON FOCUS--Include Guided and Independent Practice): (15-20 minutes) (Instructional Effectiveness Domain #9—Involves All Learners) 3. Adjustments/Adaptations: (*Instructional Effectiveness Domain #14 & #16—Adjusts Based on Monitoring and Student Achievement) 4. CLOSURE/SUMMARY: : (*Instructional Effectiveness Domain #15—Establishes Closure) (R5) RESOURCES AND MATERIALS: (R6) SUPPLEMENTAL/ENRICHMENT ACTIVTIES: (R7) REFLECTION: (Only completed in situations where the lesson is actually taught.) 1. To what extent did students learn what you intended? What is the evidence? 2. Did you do anything differently than what you planned? If so, why? 3. If you were going to teach this lesson again, what would you do differently? Why? 4. Identify a group or individual who did well with the lesson. Based on the data, how would you account for this (attendance, reading levels, language diversity, cognitive abilities)? What might you do in the future to ensure their continued success? 5. Identify a group or individual who had difficulty with this lesson. Based on the data, how do you account for this (attendance, reading levels, language diversity, cognitive abilities)? What interventions / modifications could you use to help the students achieve lesson objectives? -*Teacher & Leader Effectiveness (TLE) Observation & Evaluation System -Revised August 2012

PE Lesson Plan Rubric Teacher Candidate: ____________________________________________________ Coordinator/Instructor:_________________________________________________ Pre II______ Full Intern______ Other___________________ Date:__________________ NOTE—Scoring Information: Ineffective (1), Effective (3), and Superior (5) are as defined. Needs Improvement (2) does not quite meet expectations for Effective (3) rating. Highly Effective exceeds performance defined as Effective (3) but does not quite meet expectations of Superior (5). Ineffective 1 R1 Contextual Factors: ~ Contextual information is not relevant or is incomplete. Response lacks critical information regarding students with exceptional learning needs.

R2.1 & 2.2 Learning Goals/Lesson Objectives ~Unit goal(s) or lesson objectives are not appropriate for students’ developmental and learning needs or ~Lesson objectives do not identify the level of student knowledge and performance expected and/or only have expectations at the lower level of Bloom’s taxonomy or ~Goals and/or objectives are not appropriate in number for the allotted time

Needs Improvement 2

Effective 3

Highly Effective 4

Superior 5

~ Contextual information is relevant and includes general information regarding: gender exceptional needs (i.e. IEP, 504) abilities/developmental needs learning styles language differences race/cultural (ethnicity) differences (i.e., traditions, interaction styles, social values, language differences) and socioeconomic other factors may be included

~Contextual information is relevant and includes specific information regarding: gender exceptional needs (i.e. IEP, 504) abilities/developmental needs learning styles language differences race/cultural (ethnicity) differences (i.e., traditions, interaction styles, social values, language differences) and socioeconomic other factors may be included ~Response also provides explanation as to the impact of student characteristics on the teacher’s lesson planning details.

~Unit goal(s) and lesson objectives are appropriate for students’ developmental and learning needs and ~Lesson objectives generally identify the level of student knowledge and performance expected, and include expectations above the lower levels of Bloom’s taxonomy and ~ Most goals and objectives are appropriate in number for the allotted time

~Unit goal(s) and lesson objectives are appropriate for students’ developmental and learning needs and ~Lesson objectives clearly identify the level of student knowledge and performance expected, and include expectations in the higher levels of Bloom’s taxonomy and ~All goals and objectives are appropriate in number for the allotted time

Score

R2.3 CORE/NASPE/PASS Objectives/Standards ~CORE, NASPE, or PASS objectives/standards are not appropriate for students’ developmental and learning needs or ~Lesson objectives are not aligned with CORE, NASPE or PASS objectives/standards or ~CORE, NASPE, and PASS objectives/standards are not appropriate in number for the allotted time R3 Lesson Assessment/Evaluation: ~ Assessment strategies are not fully developed or are unclear or ~Assessment strategies are not linked to all learning objectives or ~Assessment strategies illustrate little knowledge of assessment principles or student performance levels or ~Response does not include pre-assessment or postassessment

~CORE, NASPE and PASS objectives/standards are appropriate for students’ developmental and learning needs and ~Lesson/unit objectives are generally aligned with CORE, NASPE and PASS objectives/standards and ~ Most CORE/NASPE/PASS objectives/standards are appropriate in number for the allotted time

~CORE, NASPE and PASS objectives/standards are appropriate for students’ developmental and learning needs and ~Lesson objectives are clearly aligned with CORE, NASPE, and objectives/standards and ~ All CORE, NASPE, and PASS objectives/standards are appropriate in number for the allotted time

~ Assessment strategies are fully developed and clear ~Assessment strategies are linked to all learning objectives. ~Assessment strategies illustrate knowledge of assessment principles, although student performance levels may be unclear and ~Response includes preassessment and postassessment

~Assessment strategies are fully developed and clear. ~Assessment strategies are clearly linked to all learning objectives ~Assessment strategies illustrate a strong knowledge of assessment principles and clearly delineate student performance levels ~Response includes preassessment, formative assessment, and postassessment plans and ~Response includes strategies for giving feedback to students based on evaluation of assessments

R4.1 & R4.2a Introduction/Introductory Activity: Introduction: ~ Response does not include plans to share lesson objectives with students or ~ Response does not relate the lesson to existing student experiences

Introduction: ~ Contains plans for sharing lesson objectives with students ~Contains plans to relate the lesson to previous learning and/or existing student experiences (review related skills already learned)

Introduction: ~ Contains creative and engaging plans for sharing lesson objectives with students ~ Contains creative and engaging plans to relate the lesson to previous learning or existing student experiences (review related skills already learned)

or

and

Introductory Activity: ~ Includes little or no planning for an introductory activity.

Introductory Activity: ~ Includes a general description of an introductory activity that includes instructions and formations

and Introductory Activity: Includes a description of an introductory activity that is detailed: a substitute teacher 3-5 be Minutes would able to successfully replicate it based on the description and

it includes instructions, formations, and a timeline 4.2b Instructional Design: Procedures-Fitness Activity: ~ Does not include a description of a fitness activity which: Is related to at least one of the following: cardiovascular fitness, flexibility, muscular strength, muscular endurance, and/or body composition Includes instructions defining the role of both teacher and student are not present Is developmentally appropriate

4.2c Instructional Design: Procedures--Lesson Focus ~Objectives are not addressed with appropriate instructional strategies and/or are not clearly described or ~Includes only one type of instruction to teach objectives or ~Roles of teacher and students are not clear or not described or ~Instructional strategies do not reflect knowledge of how children learn or are not age/developmentally appropriate or ~Strategies chosen do not include guided and independent practice

~ Includes a description of a fitness activity which: Is related to at least one of the following: cardiovascular fitness, flexibility, muscular strength, muscular endurance, and/or body composition Includes instructions which define the role of both teacher and student Includes formations Is developmentally appropriate

~ Includes a detailed description of a fitness activity which: is related to at least one of the following: cardiovascular fitness, flexibility, muscular strength, muscular endurance, and/or body composition Is detailed so that a substitute teacher would be able to successfully replicate it based on the description Includes instructions which define the role of both teacher and student Includes formations and timeline Is developmentally appropriate Reflects creative, interactive instruction

~ Each objective is addressed with appropriate instructional strategies ~Includes instructional strategies that are clearly written with planning for more than one type of instruction to teach objectives ~Response describes the role of both teacher and students ~Strategies chosen reflect knowledge of how children learn and are age and developmentally appropriate ~Strategies chosen generally describe guided and independent practice and

~Each objective is addressed with appropriate, properly sequenced, instructional strategies ~ Includes a variety of creative, interactive instructional strategies that are clearly written and detailed (a substitute would be able to successfully replicate) ~Response describes the role of both teacher and students. ~Strategies and activities chosen reflect knowledge of how children learn and are age and developmentally appropriate ~Guided and independent

4.2d Instructional Design: Adjustments & Adaptations ~ Provides little/no evidence of knowledge and/or planning for student differences to meet individual needs of students. Appropriately addresses 4 or less/7 Contextual Factors: (must include *’d item) gender * exceptional needs (i.e. IEP, 504) abilities/developmental needs learning styles language differences race/cultural (ethnicity) differences (i.e., traditions, interaction styles, social values, language differences) socioeconomic R4.3 Instructional Design: Closure ~Does not include a description of an appropriate closing activity

R5 Resources and Materials: ~ List of necessary resources and materials is missing or ~List fails to designate items needed by either the teacher or the students or ~List fails to include technology use or an explanation of why

~Description includes formations

practice are clearly explained ~Response addresses the need to monitor, re-teach, and reassess as student performance indicates and ~Description includes formations and a timeline

~Provides evidence of knowledge and/or planning for student differences to meet the individual needs of students. Appropriately addresses 5-6/7 Contextual Factors: (must include *’d item) gender *exceptional needs (i.e. IEP, 504) abilities/developmental needs learning styles language differences race/cultural (ethnicity) differences (i.e., traditions, interaction styles, social values, language differences) socioeconomic

~ Reflects detailed and specific knowledge of student differences and planning for differentiation of instruction to meet the individual needs of P-12 students in ALL 7 Contextual Factors: gender exceptional needs (i.e. IEP, 504) abilities/developmental needs learning styles language differences race/cultural (ethnicity) differences (i.e., traditions, interaction styles, social values, language differences) socioeconomic

~ Includes a description of an appropriate closing activity which: Provides instructions, formations, and a review of objectives

~ Includes a detailed description of an appropriate closing activity which: A substitute teacher would be able to successfully replicate it based on the description and Provides instructions, formations, review of objectives and a timeline

~ List of necessary resources and materials appears organized and complete ~ List includes items needed by both the teacher and students and ~ List includes use of appropriate technology, or explanation of why technology is not used

~ List of necessary resources and materials is organized and complete ~ List includes items needed by both the teacher and students with consideration to context of the students’ characteristics ~ List includes appropriate use of instructional technology, or explanation of why technology is not

used and ~ List includes additional resources for students who wish to learn more about the lesson topic R6 Supplemental/Enrichment Activities: ~ Response lacks activities for additional practice or reteaching or ~Supplemental activities are limited to additional work exactly like original instruction

R7 Reflection: (ONLY after lesson is taught) ~Merely describes activities or fails to address effectiveness component or ~Provides no rationale for why some activities were more successful than others or ~Provides no ideas or illogical ideas for redesigning learning goals, instruction, and assessment

R8 Format/Writing Traits ~Appropriate format is not followed or ~Responses reflect little attention to mechanics and writing, compromising clarity of the plan or ~Overall quality of the lesson plan reflects very little thought and effort or ~Resource citations missing or inaccurate

~ Response includes activities available for additional practice and reteaching and ~Response provides ideas for students to expand learning of skills taught in the lesson

~ Response includes activities available for additional practice and reteaching ~Response provides creative ideas for students to expand learning of skills taught in the lesson and ~Various types of learning styles are addressed through the supplemental materials

~Identifies successful and unsuccessful activities and provides plausible reasons (based on theory or research) for their success or lack thereof ~Provides ideas for redesigning learning goals, instruction, and assessment and ~Offers a rationale (may be limited) for why these modifications would improve learning

~Identifies successful and unsuccessful activities and synthesizes theory and research to highlight reasons for their success or lack thereof ~Provides creative ideas for redesigning learning goals, instruction, and assessment and ~Offers a detailed explanation of why these modifications would improve learning

~Appropriate format is followed and ~Responses reflect attention to mechanics and writing and errors do not compromise the clarity of the plan ~Overall quality of the lesson plan reflects careful thought and effort and ~Resources used to develop the lesson plan are appropriately cited where applicable

~Appropriate format is followed and ~Responses reflect professional writing and it is fluid and coherent ~Overall quality of the lesson plan reflects careful thought and effort and ~Resources used to develop the lesson plan are appropriately cited where applicable

Total Points Earned: ____________/_________ Sample Grading Scale—(Includes Contextual Factors & Reflection) Points Earned 54-60 48-53 42-47 36-41 0-40

Grade: A B C D F

Revised by COE 8/14/06, 8/12/11, 7/30/12; Revised by HPE 1/8/07, 9/3/08, 10/29/08 (sample grading scale only), 8/16/11, 8/15/12