P.E. Lesson plan – The purpose of this activity is to assess your current level of ability to plan for management, instruction and assessment of a group of students during a short physical education lesson.

The purpose of this activity is to assess your current level of ability to plan for management, instruction and assessment of a group of students during a short physical education lesson. This will be used to see where everyone is in terms of their ability to plan and describe physical education activities and demonstrate the language of a physical education teacher. Remember, that lesson plans are for a reader, in this case; me. Therefore, please provide details and descriptions so I can follow along with what you would say and how the activity would look. This is good practice for designing lesson plans for substitutes or administrators.

This midterm evaluation will serve as a baseline as we move into the more applied portions of the class and will inform your grade as you make efforts to improve your abilities. This assignment replaces the midterm peer teach and is worth 10% of your final grade.

Please save your file as “LASTNAME KIN 401 midterm lesson plan” as a WORD or PDF.

You are to create a lesson plan that contains the following sections (template on iLearn)
CA Standards (one psychomotor AND one cognitive OR affective)
Specific student learning outcomes (SLOs) for each standard
Introduction
What is your main focus (motor skill) for today?
Warm-up or fitness activity
Begin lesson, increase heart rate, develop muscular fitness
Summarize your rules and routines for establishing stopping and starting activities
Skill development
Introduce and teach skill
Skill application
Apply skill during drill or game
Assessment
Formal assessment that aligns with standards, SLOs and activities
Closure
Checking for understanding questions (verbal or written)

Activities may include, but are not limited to: beanbags, Gator ball, Frisbee, soccer, gymnastics, fitness (appropriate for K-5)
1-2 minutes of closure and discussion included within your 12-minute lesson
Describe your actions or cues (teacher behaviors)
Describe how your students will be organized or engage in the activity (rules, equipment, scoring, spacing, transitions)

Areas you will be assessed on:
CA Standards and specific student learning outcomes (SLOs) for each standard
Introduction
Warm-up or fitness activity
Summary of your management routines for stopping (freeze) and starting (Go) activities
Skill development
Introduction and practice of basic skills
Skill application
Drill or small-sided game to apply the skill in more authentic context
Assessment
Formal assessment that aligns with standards, SLOs and activities
Closure
Checking for understanding of cues and key elements of skill

Here is what I wrote for my sample lesson (follow a similar format for your peer teach – add additional details as necessary within the template on iLearn to outline grouping, equipment, transitions, activity details, specific cues, etc. Many of the descriptions here would earn a 3/5 for the lesson detail section):

Equipment: 12 large cones, 30 domes, 30 spots, 12 hoops, 50 beanbags,
Practice lesson
CA Standard: Grade 3-1.9: Throw a ball, using the overhand movement pattern with increasing accuracy
Objective: students will be able to demonstrate throwing accuracy by changing the trajectory and velocity of their throw to hit a stationary target
Intro (throwing and catching for accuracy; move and freeze) – 1 minute
Fastest tag in the west (pushups & squats) – 1 minute
Grouping (3) – sit/kneel– 3 minutes
Standers then kneelers get one beanbag each, return and start passing around circle
Accuracy – throw towards specific areas (shoulders)
T-L-Step and throw – follow through towards target; adjust trajectory by shift “L” up at an angle (Usain Bolt) and following through upwards
Assessing T-L (1); with follow through (2); able to control trajectory and location (3)
Application – Aerobic Bean bag (5 minutes)
Groups of 4 (get with another pair) – 12 stations
Score by throwing bean bag into hoop (hoop on ground against wall with cone placed at the front with a poly spot in the back)
Place cone in middle (in hoop = 1 point; over cone to hit poly spot at the back = 5 points)
Earn points for as many successful hits
Closure – review cues for throwing (T-L step and throw) – 1 minute
What is key for accuracy (adjust release point by pointing to target)
Why do we need to use accurate throws?
You will turn in your copy of your lesson plan AND the assessment (formal rubric or checklist based upon the objective and activity of your lesson) that you created for your lesson.

See below for how you will be assessed. This activity is worth 10% of your final grade.

These are the things I will be assessing:

Standards and Objectives (2 points)
0=needs work
1=developing
2=proficient
A standard or student learning outcome is missing, or both are missing
Includes specific grade-level standard for at least one psychomotor skill OR one cognitive OR affective standard; student learning outcomes are observable and measureable, generally align with standard or don’t contain accurate language;
Includes specific grade-level standard for at least one psychomotor skill AND one cognitive OR affective standard; student learning outcomes are observable and measureable, align with standard

Lesson Details (5 points)
1=needs work
3=developing
5=proficient
Includes limited or no descriptions of start and stop signals, procedures for grouping and student-centered equipment routines; provides limited descriptions of skill cues and key elements; provides limited activity descriptions, for skill practice and application, including some information about space, rules, scoring, group sizes, modifications to increase or decrease challenge, options, and transitions; reader does not have sufficient information to fully reproduce instructions and activities
Includes general descriptions of start and stop signals, procedures for grouping and student-centered equipment routines; provides general descriptions of skill cues and key elements, or provides details about some aspects of the skill or activity; provides general activity descriptions, for skill practice and application, including some information about space, rules, scoring, group sizes, modifications to increase or decrease challenge, options, and transitions; reader has information to reproduce instructions and activities, but not enough details are present for a complete reproduction
Includes specific descriptions of start and stop signals, procedures for grouping and student-centered equipment routines; provides detailed descriptions of skill cues and key elements; provides detailed activity descriptions/diagrams, for skill practice and application, including space, rules, scoring, group sizes, modifications to increase or decrease challenge, options, and transitions; reader has sufficient information to fully reproduce instructions and activities

Assessment (3 points)
1=needs work
2=developing
3=proficient
Limited evidence of formal assessment – describes process, but does not include formal assessment; does not provide specifics for checking for understanding or closure
Evidence of formal assessment but incomplete utilization of instrument (partially-formed rubric/checklist); general checking for understanding prompts or closure details
Evidence of formal assessment with complete utilization of instrument (well-formed rubric/checklist); includes details regarding checking for understanding and closure

Total = 10 points