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Stephanie Pelayo
2/16/17
JUMPROPELADDER
*Adaptedlessonplanfrompecentral.org
GRADE:3rd
STANDARD:
FRAMEWORKP.55
Standard1:Studentsdemonstratethemotorskillsandmovementpatternsneededtoperformavarietyofphysicalactivities.
1.5Jumpcontinuouslyaforwardturningropeandabackwardturningrope.
FRAMEWORKP.56
Standard3:Studentsassessandmaintainalevelofphysicalfitnesstoimprovehealthandperformance.
3.8Measureandrecordimprovementinindividualfitnessactivities.
NEEDEDEQUIPMENT:
JumpRopes
JumpRopeLadderPoster
RecordingChart(1perstudent)
LEARNINGGOAL/OUTCOME/OBJECTIVE:
1.Studentswillbeabletodemonstrateprogressionwhenperformingthejumpropeladderactivitywith90%accuracy.
2.Studentswillbeabletoexplainthejumpropeladderchallengetotheirpartnerandexplainthetypesofmovementsthatwillbedonewith
90%accuracy.
TIME LESSONCONTENTACTIVITY TEACHINGPOINTSAND
Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher ORGANIZATION
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare Whatmustyoudotobeready/preplanning
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting. toteacheachlessoncomponentpoint?
Min. Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadytoreceive Step1
instructionforthisstandard)
CreateLadderVisualforstudentstosee
whichmovesneedtobepreformed.
Iwillintroducetheactivitybyintroducingthemtotheheartassociationsjumprope
5
forheartevent.Thiswillallowthemtomakeconnectionswiththeactivitytheyare
Minutes Step2
goingtobedoingandseehowitisusedinlife.Iwillalsoallowthemtodiscusswith
eachotherthetypesofthemovementstheythinktheyllbedoingwhenjumping Findconnectingpointstoothersubject
ropeaswellaswhatmusclesorbodypartsthatllbeused. contentandreallife(JUMPROPEforheart)
Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthestudentson Step1
thisstandard)
Afterthestudentsareintroducedtojumpropingconcepts,howitappliestoreallife Layputjumpropesforstudentsandpresent
10 activities,anddiscusswhattypesofmovementwillbemadewhenjumpingrope,I themwiththeLadderPoster.
Minutes
willallowthemtopracticejumpingwiththeirjumpropeforabout2minutes.After
thetwominutesareupIwillregroupthemandintroducethemtotheJumprope
Step2
ladderposter.Iwillexplainthatthisposterwillmonitortheirskillprogression.It
willsstartofeasyandgetharderastheyperformthetasksuptheposter/orladder. Sharerecordingmaterialtheywillbedoing
Iwillexplaintothemthatitwillbeachallenge.Whentheycanperformthejump afteractivity.
ropetrickproperly5timesinarowtheymaymoveuptothenextoneup.Theywill
bepartneredupandwilltaketurnsperformingthetaskwhiletheotherchecksfor
properapplicationofmovements.
30 EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard Step1
Minutes
Createstationswherestudentswillbesetup
AfterstudentsunderstandthetasktheywillbeperformingIwillremindthemofthe
todoactivity.Theyneedtobefarenough
safetyrules,suchasonlyusingthejumpropetojumpandleavinglotsofspace awaytobesafeandtoallowtheteacherto
betweeneachotherwhenjumping. walkaroundandmonitor.
BeforeallowingstudentstobreakintogroupsIwillreiteratedthestepsonelast
time.Theywillgetintopairs,grabonejumprope,onestudentwillwatchasthe
othertriestoperformeachstepoftheladder,andwhenthewhistleisblown
studentswillswitchactivities(onewillwatchandonewillperformthetasks).
Oncestudentsagreethattheyunderstandwhattheywilldotheywillhave30
minutestocarryoutthetask,asIwalkaroundtomonitorstudents.
Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhowthey Step1
10 mightkeeponpracticingindependently)
Minutes Sharewebsiteusedtofindactivitiesand
Attheendofthelesson,Iwillregroupstudentsandhavethemdiscusswitheach websitesthatallowstudentstoresearchhow
otherwhatmovementstheyhadtoperformandthenhavethemsharewiththeclass. importantthisexerciseis.
Iwillalsoaskthemtodescribehowthisactivityandhowthisexerciseisusefuland
usedinlifeandthecommunity.
Oncestudentshavemadeconnectionsandwediscusstheytypesofskillstheyare
improvingin,suchaslocomotormovements,theywillreceivearecordingsheet
wheretheywillnotateuptowhatnumberontheladdertheyclimbed.Iwillkeep
themtocomparetheirprogressioninthespanofoneweek.
Assessment:Howwillyouassessprogressinthisstandard?(Refertopagesinthe Step1
5 PEFrameworkthatsupportyourplan)
Minutes Haverecordingsheetforstudents
P.EFrameworkP.161162
ToassessstudentprogressionIwillhavethembeginrecordingonasheetuptowhat Step2
numberontheladdertheyclimbedwhendoingtheactivity.Thiswillbedoneafter
thestudentsfinishtheactivityandwearereviewingaboutskillprogression. Keepfolderofstudentsrecordingsheetsfor
nextlesson,checkprogressionafterone
week.
ClassManagement(Howyouwillmanagethisinstructionsothatallstudentslearn Step1
well)
Walkaroundactivityarea,stoppingateach
grouptocheckhowtheyareprogressing.
Toproperlymanagestudentswhentheyareinpairsandworkingontheactivity,I
willwalkaroundandmakesurethatstudentsareengagedandpracticingthe
correctmoves.
ModificationsforSpecialTypesofLearners:
ELD Learner: Step1
PEFrameworkP.215 PregroupELstudentswithlikelanguage
speakerssothattheycanlearnformeach
Strengths otherandlookbackatthepostertomakesure
theyareinterpretingtheprocesscorrectly.
English language learners do well at interpreting images and
with hands on activities.
Weaknesses:
Weaknesses:
Reflection: What have you learned about planning instruction for a diverse student population in this content area?
Ive learned that creating or choosing activities that engage students is very important. I think that
having a P.E lesson that has majority of the time spent with students practicing methods discussed is
important because they apply it to what they are doing and understand why they are doing I while
having fun. This lesson incorporates a visual chart for students to see how to perform the movements,
however for other activities I feel Id have trouble connecting Language into the mix so sthat E.L
learners are completely understanding.
What area will you need more knowledge/skill in order to do the task well?
I will need more knowledge on how to connect this jump rope activity to other subject areas as well as
adapting it to students with disabilities.