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Southville International School and Colleges

W.H.E.R.E.T.O. Lesson Plan


SISC/QSF-ARO-001 REV. 003 6/27/12

VALUE OF THE WEEK: AFFIRMATION OF SELF AND OTHERS/ INTERPERSONAL SENSITIVITY, EMPATHY, SHARING, RESPECT AND COURTESY

Subject: Physical Education Grade Level: Grade 10 Author: Christopher Sotelo June 17-24, 2013
5S Attendance Warm-up Exercise (H) BIG IDEA (W) Overarching Questions (W) Discussion Physical Fitness (Test & Components) Pair activity: Exercise (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S

June 24-28, 2013


5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (1st day) Pair activity: Exercise 2nd day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S

July 1-5, 2013


5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (2nd day) Pair activity: Exercise 3rd day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S

Unit Title: Time Frame: Term: July 8-12, 2013

Physical Fitness June 17 to July 19, 2013 (Week 1-5) 1st July 15-19, 2013
5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (4th day) Pair activity: Exercise 5th day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S

5S Attendance Warm-up Exercise (H) Discussion Physical Fitness Test Results (3rd day) Pair activity: Exercise 4th day (O, C4) Self-Assessment (E2, C1) Ss will perform fitness exercise. The Ss will evaluate the changes they observe and feel in their body before and after the fitness exercise. Wrap-up Diary Entries 5S

MARGINAL NOTES
Physical Fitness Test (day 1) 15 min jogging (3 sets) Physical Fitness Test (day 2) Sit & Reach (2 sets) Squat rash (2 sets) Physical Fitness Test (day 3) Push-up/Knee Push-up (2 sets) Standing Long Jump (2 sets) Physical Fitness Test (day 4) Sit-up (2 sets) Jumping Jack (2 sets) Physical Fitness Test (day 5) Shuttle Run (3 sets)

Legend: W Where is the lesson headed? Topics to be discussed, GRASPS at the end of the unit, Big Ideas and Overarching Questions H How will the students be hooked? How will you catch the attention of the students and be engaged in the lesson? E1 What opportunities will there be to equip students with experience and exploration of key ideas? R What activities will provide students to rethink, rehearse, refine, and revise their work? E2 How will the students evaluate their work? T How will the work be tailored to individual needs, interest and styles of students? O How will your activities be organized for maximal student engagement and effectiveness? (Student-centered activities) 5Cs C1 - Competence C2 - Character C3 Commitment to Achieve C4 - Collaboration C5 - Creativity

Reviewed and Checked by:

Ms. Marie Vic F. Suarez Principal Date: _____________

Legend: HABITS OF THE MIND


HM1 HM2 HM3 HM4 HM5 HM6 HM7 HM8 HM9 HM10 HM11 HM12 HM13 HM14 HM15 Being aware of own thinking Making effective plans Being aware of and using necessary resources Evaluating the effectiveness of own actions Being sensitive to feedback Being accurate and seeking accuracy Being clear and seeking clarity Being open-minded Restraining impulsivity Taking a position when the situation warrants it Being sensitive to the feelings and level of knowledge of others Engaging intensely in tasks even when answers or situations are not immediately apparent Pushing the limits of own knowledge and ability Generating, trusting and maintaining own standards of evaluation Generating new ways of viewing a situation outside the boundaries of standard conventions

To be pasted in the WHERETOs Folder.

Math Program Goals - 5Cs


I. Competence The student: A. acquires competencies and develops the power of analytical and logical thinking in drawing conclusions based on quantitative information and logical data. B. understands and masters the different mathematical concepts, theories and principles in order to adapt to the fast changing needs and challenges of modern technology. II. Character The student: A. demonstrates positive attitude towards Mathematics. B. uses math skills to solve problems ethically. C. develops integrity and consistency of actions, values and methods in presenting data at all times. III. Creativity The student: A. utilizes math concepts using various strategies in coming up with a solution to a problem. B. uses existing mathematical ideas to solve unfamiliar problems. IV. Commitment to Achieve The student: A. solves mathematical problems with accuracy. B. comes up with a correct solution to a problem in a timely manner. C. aims for excellence and solves continuously until the correct solution is obtained. D. makes sense of problems and demonstrates perseverance in solving them. E. develops positive attitude towards math which can help them become persistent in solving problems. V. Collaboration The student shares ideas and work collaboratively to solve problems.

UBD ELEMENTS:
Stage 1 - Identify the Big Ideas (moral of the story)from the content standards. - Specific real-world transfer tasks that Ss should do well if they met the standard. - Identify the Key Knowledge and Skills. - Develop Essential Questions to guide inquiry into Big Ideas. - Consider possible misunderstandings. Stage 2 - Evidences of understanding of Key Knowledge and Skills . - Use 6 Facets of Understanding to identify evidences. - Teach 16 Habits of Mind to provide students to work through real life situations - Use GRASPS elements to design authentic Performance Tasks. - Identify appropriate criteria to develop rubrics - Identify other evidences Stage 3 - Diagnostic and Formative Assessments - Use 6 Facets to generate new ideas for learning - Engaging Activities End Goal of UBD - Ss to transfer knowledge and skills effectively using one or more facets. - Planning is best done backwards identify results, then the tasks to achieve this goal - Continuous improvement approach the outputs of Ss tell us/them what need adjustments.