Concordia University Chicago College of Education

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Lesson Plan Design 2014 adapted for EDUC1070

Date: 22 April 2014 Course for which the Lesson is developed: EDUC 1070 Classroom Teacher: Jacqui Andrekus Time allotted: 3 class periods

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Teacher Candidate: Jacqui Andrekus Subject: Physical Education Central Focus: Pushups Grade Level: 9th Grade

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Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) 19.A.4 - Perform skills efficiently in a variety of leisure activities, sports, creative movement and work- related activities. 19.B.4 - Analyze various movement patterns for efficiency and effectiveness. 20.A.4a - Interpret the effects of exercise/physical activity on the level of health-related fitness. 23.A.4 - Explain how body system functions can be maintained and improved (e.g., exercise, nutrition, safety). Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Learning Objective(s):

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Students will demonstrate multiple kinds of pushups. (19.A.4, 19.B.4) Students will observe and list the muscles used. (20.A.4a, 23.A.4) Students will compare and contrast different kinds of pushups. (19.B.4) Students will distinguish between aerobic and anaerobic exercises. (20.A.4a, 23.A.4) Students will specify that pushups use body weight as resistance. (20.A.4a, 23.A.4)

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

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Diagnostic (Pre-): Informal - I will lead a class discussion about pushups. I will ask who does pushups on a regular basis, and if anyone knows any pushup modifications. Formative: Informal - I will coach each individual student on how they are performing pushups. I will ask them if they know why they are doing specific movements. I will also ask them if they feel comfortable doing the modified pushups. This will check for understanding of the muscles used.

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Reflective: Formal - I will hand out an exit slip asking a few questions such as: Could you feel any muscles becoming engaged while performing pushups? Which ones? Would you use pushups to enhance your physical activity at home? Which pushups were the hardest to perform? Which were the easiest? Summative: Formal - I will have my students perform pushups. I will grade them on their form, their ability to perform the modified pushups, and their ability to name the muscles that they are using. I will ask them questions after performing their pushups to check for understanding.

Academic Language List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. Pushup Pectorals Deltoid Tricep Physical Fitness Anaerobic Aerobic Resistance Modification Stamina Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports Describe the Evidence that Students know and use

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Academic Language appropriately:

The academic language connects to the steps in performing a pushup. The academic language describes the muscles used in a pushup, as well as the type of exercise being performed.

I will use informal assessment by having a discussion as a class to check for understanding.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

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Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: I will lead the class in an informal discussion about pushups. I will say, How many of you do pushups on a regular basis? -pause for response. Do you know any modified pushups? Well, today, thats what we are going to talk about.

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B.

Communicate the Purpose of the Lesson to Students: We are going to learn all about pushups. Were going to cover the proper form thats used, different modifications of pushups, which muscles we use while performing pushups, the difference between aerobic and anaerobic exercise, and what part of our body we use to provide the weight of pushups. After today and tomorrows lessons, and some practice time, you will all perform three types of pushups for me, followed by a couple of questions.

C. Instructional Sequence: 1. I will first have my students use computers to complete my interactive Power Point on pushups. By doing this first, they will have obtained some knowledge about the topic. 2. After about 20 minutes with the Power Point, I will regroup the students in the classroom, and we will talk about aerobic vs. anaerobic exercise, and other modifications of pushups including wide and triangle pushups until the end of the class period. I will allow time for questions at the end. 3. At the start of the next class period, we will be in the gym. I will demonstrate the proper form for each kind of pushup. I will allow time for practice. 4. During practice time, I will walk around the gym and give students feedback on their form. I will answer any questions they have about what they are doing. I will ask them questions such as, Do you feel comfortable doing all of these different kinds of pushups? and Do you understand why we do modified pushups? 5. At the end of class, I will hand out exit slips to each student. The exit slip will have questions such as, Could you feel any muscles becoming engaged while performing pushups?, Which ones?, Would you use pushups to enhance your physical activity at home?, Which pushups were the hardest to perform?, Which were the easiest?. 6. At the beginning of the third class period, I will have a station set up for two students to perform pushups. Two at a time, students will come to the station and perform a regular pushup with proper form, a wide pushup, and a triangle pushup. I will grade them on their form and their ability to perform the pushups properly. I will verbally ask them to name the muscles that are used in each pushup they are performing. While the students are not at my station, I will have a basketball court and volleyballs available for the students to use.

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D. E. F.

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Explain: I will thoroughly explain all of the academic language and explain how it relates to the objectives. Extend/Expand/Elaborate: I will connect with each student, ask questions to check for understanding, and clarify anything needed. Monitoring Student Engagement and Learning: Throughout the three periods, I will be walking around to all of the students to ask them informal questions to check for understanding. I will make sure that they understand the material. I will also give specific feedback to them while they are practicing the pushups.

G. Student Interactions: While practicing pushups, I will arrange students into cooperative learning groups. I will make sure that the skill levels of the students are varied, and the students will rotate roles. One will be the performer, and the rest will be observers. The observers will give feedback to the performer. H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate: I will have a station set up for two students to perform pushups. Two at a time, students will come to the station and perform a regular pushup with proper form, a wide pushup, and a triangle pushup. I will grade them on their form and their ability to perform the pushups properly. I will verbally ask them to name the muscles that are used in each pushup they are performing. While the students are not at my station, I will have a basketball court and volleyballs available for the students to use.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

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Lesson Plan Details Instructional Materials: Computers, exit slips, mats, access to gymnasium, basketballs, volleyballs.

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Use of Technology: Pushups Power Point (see attached)

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Safety in the Physical Environment: I will explain the importance of safety when performing pushups, as well as provide mats around the gym to perform pushups on.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.