Common Core Aligned Lesson Plan Template

Subject(s): Physical Education

Teacher(s): Ms. Towne

School: Killybrooke Elementary

Part I GOALS AND STANDARDS

1. Common Core Learning Standard(s) Addressed:
N/A

Grade: 2
Date: November 12, 2015

2.
ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
2.1.16 Jump a rope turned repeatedly.
2.1.17 Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in
response to music or an external beat.
2.1.9 Catch a gently thrown ball above the waist, reducing the impact force.
2.3.3 Perform abdominal curl-ups, modified push-ups, oblique curl-ups, forward and side lunges, squats, and triceps
push-ups from a chair or bench to enhance endurance and increase muscle efficiency.
2.5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without interfering with
others.
1. Learning Objective: (What will students know & be able to do as a result of

STUDENT-FRIENDLY TRANSLATION
Students will recognize three
The students will be able to identify three physical affects the activities had on their different affects the activities had
bodies.
on their bodies.
this lesson?)

1. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

EL students will be exposed to vocabulary related to physical activity and exercise.

1. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY TRANSLATION
real world? Why are these outcomes essential for future learning?)

Students will understand it is

It is important for students to understand the need for physical activity to maintain important to exercise to stay
a healthy lifestyle.
healthy.
1. Essential Questions:
How does cardio affect ones heart rate?
What are the overall benefits of daily exercise?
Part II STUDENTS INFORMATION

1. Class Information:
a. Total number - 23
b. EL/Special Needs 11
c. Academic background in content area - Some exposure to physical activity. Their teacher takes
them outside for 20 minutes of P.E. every school day.
d. Linguistic Most EL students primary language is Spanish, some students primary language is
Vietnamese.
e. Cultural/Health The students in this classroom are extremely culturally diverse. The majority of
students in the class are Hispanic or Asian. There are few Caucasian students and one African American
student.
f. Physical Most of the students seem to be in good health. There are two students that are
overweight. The girls are taller than most of the boys at this age.
g. Social The boys seem to interact primarily with other boys and the girls primarily interact with
other girls.
h. Emotional There are two students in the class that have extremely difficult home lives. The one has
a lot of trouble focusing, he tends to daydream. The other student is very much a distraction to the rest of the
class and is constantly in trouble.
i. Interests/Aspirations - The male students show interest in sports. The female students have not
expressed many of their aspirations. One female student loves to play soccer.

1. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the

content?):

I anticipate that some of the students will have trouble staying on task. The majority of the lesson is outside very
interactive, so I am worried that the students will begin to act chaotic.
Part III - LESSON ADAPTATIONS
1. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

To make sure that the students remain on task, they will be assigned specific jobs to help facilitate the lessons
activity. Because they are given a responsibility, I believe they will remain more engaged if they think they are helping
to execute the lesson.
1. 21st Century Skills Circle all that are applicable
Communication

Collaboration

Creativity

Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson:
1. Technology - How will you incorporate technology into your lesson?
We will use speakers to play music for the various stations.

Part IV - ASSESSMENT OF STUDENT LEARNING

1. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes?

What specific criteria will be met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative: The students will be recording their data from each circuit station and I will be collecting them at

the end of the lesson.

b. Summative (if applicable): N/A

c. (Attach rubric here, if applicable): RUBRIC ATTACHED
Part V - INSTRUCTIONAL PROCEDURE

1. Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative Learning

1. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Five cones
1 Five jump ropes
2 Sidewalk chalk
3 Five hula hoops
4 Five mats
5 White board
6 Paper
7 Pencil
8 Timer
9 Music speakers
1. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning
to ask.):
OPEN:
I will introduce the lesson by discussing physical activity and its various components. Components that may be
discussed are aerobics (cardio,) muscle strengthening, and stretching. The students will be broken up by table group.
That is their group for the circuit. I will also assign each group to a station. In each group we will assign a group
captain, recorder, cone keeper, supplier, and collector. Team captain is in charge of facilitation and making sure
everyone is where they are supposed to be and doing what they are supposed to be doing. The recorder is recording
on a piece of paper who met the goal for each station. The cone keeper is in charge of collecting the cones at the end
of the lesson. The supplier is in charge of getting the materials needed for the station. The collector is in charge of
cleaning up the station and bringing the materials inside. I will make sure

BODY:
Once the students are gathered around the designated basketball court that is outlined with chalk, I will give
instructions verbally regarding set-up and activity. Before we get started on the circuit, the students have to make sure
to warm up and stretch. I dont want any injuries. I will have them start walking around the basketball court, then I will
have them speed up their walking, and then I will have the students break into a jog around the basketball court for 1
minute allowing their hearts to get pumping. I will then call the students to gather in the middle of the basketball court
for a time of stretching. I will lead them in the stretches and have them copy what I do. When we are stretching, I will
make sure to identify what muscle or muscle group this is stretching. We will stretch for a few minutes before I have
assign them to their stations. Before the music is played and the students go to their assigned stations, I will make
sure to model how to execute each exercise. For the Frisbee throwing station, I will have them partner up in groups of
2-3 people. I will also make sure to tell them that there is no need to throw hard because they are in the confines of a
small group. I will also make sure to tell them that anyone who I see that misbehaves will walk the perimeter of the
basketball court and will be unable to participate in the activities. I will allow 2 minutes for students to gather their
materials to set up the circuit stations. The five stations will be:
Jump rope station
Hula hoop station
Muscle strengthening station (Lunges)
Dance station
Frisbee throwing station
The groups will wait for further instruction at their stations after set up is complete. Well play music for 1 minute while
they complete the stations task. They will then have 15 seconds to record, and 15 seconds to rotate to the next
station. Each group will get a turn at each station. After the circuit has been completed with each group working
through each station, the students will meet again as a class in the middle of the basketball court for some cool down
stretches.
CLOSE:
After each group has completed each station in the circuit, we will be finished and I will call the students into the
middle of the court for cool down stretching. I will then lead the students in a series of stretches for about five
minutes. While we are stretching, I will be asking questions about what physical affects they noticed from each
activity. After stretching has finished, I will ask the collectors to clean up their stations and bring the materials as we
head back to class.
Part VI - REFLECTION

1. What instructional strategies did you use to help students achieve the lesson objective?
One of the strategies that I used to help the students achieve the objective of the lesson was to have them
come together as a class after the lesson was over and make connections about why we were doing what we
were doing in the lesson. I wanted to make sure that the students were paying attention to what we were
doing. P.E. stands for physical education, so my lesson objective was to get the students to do physical
activity so that they are educated when it comes to proper execution of the activities. Another strategy that I
used was to model the proper way to do each activity so that the students were knowledgeable about how to
do each activity because I showed them what to do. Another instructional strategy that I used was music for
transition and timing of each station activity so that the students knew when to move to another station.
2. Were the students successful at achieving the lesson objective?
a. If so, provide student evidence.
There were about 4 students that were able to comprehend the reasoning behind why we did what we
did. We warmed up our bodies and other muscles, stretched, completed the physical education circuit, and
then stretched as a cool down activity. Every student was able to complete the circuit, but there were
students that were misbehaving and not participating as I intended. My end goal was that students were
able to connect the dots as to why we stretched, and warmed up/cooled down before and after the physical
education circuit. I wrapped up the lesson in the classroom by asking the students why they think we did
everything we did in our activity. It took the students a few minutes to figure out the correct answer, but
once they figured out that we were warming up our muscles in order to accurately stretch and be warm for
our activity, and stretched after our activity to make sure our muscles did not get sore and we were able to
properly cool down.
b. If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
The students were able to achieved the lesson objective, because it was a fairly simple objective for the
students to hit. All they had to do is complete the circuit (warm ups, stretches, and cool down), and answer
questions about how the activities affected their bodies.
3. What would you change about the lesson and why?
The only things that I would change about the lesson were the pacing of lesson and the delivery of the
modeling and instruction of the circuit stations. In the very beginning of the lesson, I was breaking the
students into their groups and assigning each student in the group a specific job. That was something that I
could have pre-assigned so that all I had to do was pass out lanyards with the students names on them and
the job they were in charge of doing. That way, all I would have had to do was explain the jobs, which would
have only taken 2 minutes instead of 10. Another thing that I should have changed is the way I organized the
instruction before the circuit began. After we warmed up, we started stretching. After we finished stretching, I
should have had the students stay sitting on the ground so that I could model and explain what the students
were going to do at each station. That would have made it a lot easier to handle because the students would
have been paying attention to me already and they would not have been goofing off and distracted by the