Texas Teachers Lesson Plan Template in Physical Education

TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. Answer the reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME: SUBJECT:Grade 3 (Elementary setting)
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
Physically literate students can develop lifetime awareness, and physical education is designed to develop motor skills, knowledge, and behaviors. Students will engage in activities that develop basic levels of strength, endurance, and flexibility. The students will demonstrate fundamental movement patterns and the development of appropriate locomotor skills.
LEARNING OBJECTIVE(S): The student will physically demonstrate competency in practicing correct technique like foot patterns and balance, demonstrating simple balancing, spin and roll at different level. The student is expected to demonstrate combination of skills like locomotor, manipulative and game skills in dynamic activities to achieve individual or team goals through physically demonstrating their competency in the skills.
ASSESSMENT/PERFORMANCE MEASURE: At the end of the lesson, the student should be able to demonstrate competency in fundamental movement patterns and developmentally appropriate locomotor skills. I will assess their ability to demonstrate the correct technique, correct jumping and landing and intermediate balancing to include equipment and sequencing of three skills with repetition. Student must also reflect the locomotor skills are required of them.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?

Setting: Playfield
Materials: skipping ropes, sponge balls, cushions and towels, bean bags, and stuffed animals.
Students will participate both in groups of up to five and in pairs.

KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?

Vocabulary terms: Play: engaging in an activity that brings enjoyment.
Jump: use energy to push oneself off the ground using the feet.
Exercise: use physical effort to maintain movement and action.
Sing: make sounds using a voice and a tune.
Win: take the first position or to do exceptionally well.
Lose: get defeated.
These terms will be used to describe their experiences on the field and how they maneuver through the different games.

FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity

I will start the lesson by describing the importance of physical activity and the reinforcements that will be presented for the individuals who will do well. I will guide them to form working groups and allow them to ask questions or share their prior experiences in physical education activities.

CONNECTION TO PRIOR LEARNING OR REAL WORLD
This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

“Students, since you have learnt about physical demonstration of competency in practicing foot techniques and balance, it is important to ensure that you practice more about movement patterns and development of appropriate motor skills”. The performance measures will demonstrate performance strategies through intermediate balancing variety of coordination skills, sequencing of three skills with repetition. You are expected to spin and roll with control at different levels.”

OBJECTIVE STATEMENT (be sure to include the performance measure)
This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)

“Students, today’s lesson will be based on rhythmic activities and combinations. Each student will demonstrate the ability to chase, flee and dodge in various games. You will also learn about health, physical activity, and fitness associated with lifestyle.”

PURPOSE OF LEARNING
Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.

“Students, it is significant to learn about rhythmic activities and combinations since they assist you in demonstrating competency in outdoor and recreational pursuits. It is practical to possess the competency to ensure correct techniques for the development of motor skills”.

INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
Questions that you will ask – at least 6, highlighted in green.

* “Hello students, I will start by describing and explaining the various games to be played today. You will jump, sing, and exercise using your hands and feet. These games are based on rhythmic activities and will require each one of you to demonstrate the ability to chase, flee, and dodge, in order to win”
* “Each student is expected to perform as I am I doing (visual demonstration) and pay attention so that you may not lose.”
* “After that we will pursue an individualized education program (IEP), since you are all working on the same goals.”
* “Afterwards, I will appoint small groups, for the ‘small groups instructional strategy,’ so that you can help each other in performing games such as sponge balling, tennis playing, running competitions, high jumping, among others.”

LITERACY STRATEGIES USED

Before starting vigorous activity, the students will be required to organize themselves, pose questions and seek answers, monitor and clarify challenging tasks. At the end, they will be required to summarize the activity.

STUDENT USE OF TECHNOLOGY
While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology.

Students will use computers to check out rhythmic movements from the internet before practicing them. They will learn from animations and real-life characters. Technology will also be used in their grading and assessments through appropriate smart devices.

DIFFERENTIATION
Include differentiation in content or process for the following groups of students
* ELLS
* Regular Education students who are struggling and possibly some Special Education students
* Gifted and Talented students

I will address what every student needs to learn and how they will access information (Pangrazi & Beighle, 2019).
* ELLs will be required to use vocabulary and spelling lists at the beginning of the lesson (Wu, 2017).
* Regular education students who are struggling and those with special needs will be required to use the reading and practice materials at different readability levels. Also, they will use reading aids such as charts and concept maps. Additionally, they will be required to learn in small groups where a specific idea or a skill will be re-taught (Brigandi et al., 2019).
* Gifted and talented students will be required to present their skills and ideas through visual and auditory means. Further, they will be required to form small groups where their skills and thinking will be extended.

DIFFERENTIATED ASSESSMENT
If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class.

At the end of the lesson, I will facilitate a formative assessment through class discussions, multiple choice questions, and observations (Brown & Endo, 2017).
* ELLs will be required to orally record the skills they have learned through a class discussion, before writing them down in text format or graphical representations with descriptions. The following question will be asked:
Can you tell me how to perform high jump without falling?
* Regular education students who are struggling and those with special needs will be required to undertake a short brainstorming exercise with illustrations. They will be observed as they do this. The following question will be asked:
How does one use a skipping rope?
* GT students will be required to orally describe what they learned in a discussion forum, before writing it all down. Multiple choice questions will also be used to assess their learning.

MODIFICATIONS/ACCOMMODATIONS
Create at least 2 modifications AND 2 accommodations that address the diverse needs of the students Angelo, Nancy, and Corinne.

Accommodations
Charts
Educational videos
Illustrations
Simple vocabulary checklist
Graphical representations with illustrations
Brainstorming exercises with illustrations
Multiple choice questions
Oral presentations (Joyce et al., 2020)
Modifications
* Angelo will require an extended time to complete the tasks assigned to him. Secondly, he will require extra time to process the content and the different physical skills before assessment.
Two accommodations that address his needs include use of charts, and illustrations.
* Nancy will require a simple breakdown of words and a coherent explanation of their meaning. Just like Angelo, she will also require more time to understand, pronounce, and write down the names of the materials and skills learned.
Two accommodations that address her needs include: a simple vocabulary checklist, and use of charts.
Corine will require to be paired with another student, to learn social skills and assist the other student. Secondly, she will need to be taken through a problem-based learning approach, where her thinking will be extended.
Two accommodations that address her needs include multiple choice questions, and oral presentations.

CLOSURE:
Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons?

The students will be asked to journal all they did in this lesson and describe it to their parents.
The following questions will be asked:
What did you learn today?
How will you do it better tomorrow?
What did you not like about the different activities we did today?
What do you want us to do in the next lesson?
In upcoming lessons, students will be eager to undertake the different activities and skills according to the objectives as they will already have gained he momentum in their experience during this lesson.

Reflection
1 Explain the prerequisite skills students need to be successful in this lesson.
To be successful in this lesson, students must be having physical endurance. Physical endurance is the ability to consistently handle physical activity over a standard amount of time (Brendle et al., 2017). Physical endurance will promote and oversee the success of the activities undertaken during the lesson. Students will also be required to be flexible and stable, so that they can undertake activities such as high jumping with ease.
2 Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
Different students portray different skills and abilities. Physical endurance is a great requirement for this lesson, though not all students will demonstrate to possess it. Students who are highly gifted such as Corine may perform better than Nancy and Angelo.
3 Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
The instructional strategies used are coherent and simple, and they critically consider the needs ELLs. Students are taken through each process slowly but steadily to ensure that capture and illustrate every word (Metzler, 2017). More time is assigned to their learning and rea...