RU Teacher Education Lesson Plan Format

Candidate Name: Carole-Marie McNeive Date: Grade Level: Pre-k

Lesson Title/Topic: Animal Dice/ Physical Education

Standards: a) Demonstrate beginning forms of the locomotor skills of jumping, hopping, and
galloping

Specific Observable Objective(s): Students will roll the dice and correctly do the
said activity according to the number associated with the dice. (Hop once like a
bunny, jump three times like a frog, etc.)

I can jump, hop, and gallop.

Essential Vocabulary:
Gallop: To run very fast

Assessment:
Formative: During the activity I will have students read to me what they rolled. For
example, if the student rolled a one and a jump, I would say J-u-m-p, it says jump!
How many times do you have to jump? The student will then proceed to count and
do the said behavior. If done correctly it will allow me to see which students have
more advanced locomotive skills than others. This may be based off of their age, or
associations with these activities.

Summative: After the activity is complete, I will read of the dice and ask the
students to show me what the skills look like. For example, I will read the word hop
and ask H-o-p this says hop, what does a hop look like? To assess students on
other skills I may ask the student who rolled the dice how many vowels does hop
has, can you point them out for me. This will help with their summative skills
because, its something they learned in the past that is being reincorporated into
the lesson. By observing the students as they perform the said task will help me
have an understanding on which students have mastered their gross motor skills
more and which students are still developing. It will also allow me to see which
students are doing well with letter recognition, and knowing vowels.

Student Considerations:
I will address diverse students needs for this lesson by including large dice
that may make it easier to grasp for students who have fine motor problems. For
students who are working below grade level, will have the help of classmates when
identifying the letters on the cube. The students who are working above grade level
will not only have to tell me the letters on the cube such as j-u-m-p but, will also
have to tell me what it says.

Instructional Resources, Materials, and Technology:

- Blank Cube -Dice (same size as blank cube)
PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (2 minutes)

Before, we go outside I will explain to the students that we are going to
play a game. I will explain the rules and give a couple of examples. For
instance, I will roll the two dice and read what it says. I will tell the class it
says Jump like a kangaroo, and the other dice has the number two on it. That
means I need to jump like a kangaroo two times. Once the students
understand the game, I will call them to line up so we can head outside.

The Middle: (10 minutes)

Once, outside I will gather the class in a big circle. One at a time
students will come up to roll the dice. I will tell them read to your friends, the
letters. I will lead them in reading and say It says j-u-m-p, jump! Like a
kangaroo. We will then roll the number cube and count out the numbers on
the next dice. The number it reads is how many times the students needs to
jump like a kangaroo. The whole group, will then have to jump like a kangaroo
according to the number rolled. To help maintain students attention I will
give each student a turn, and leave it up to their interpretation on how a
kangaroo jumps, or how a bunny jumps, and how a horse gallops. If students are
falling off track Ill let them chose the animal. For example, if a student rolls a dice that says
gallop and four, I will ask them well what animal gallops that we can pretend to be? This will
help them get more involved in the lesson.

The End (a.k.a. Closing): (2 minutes)

Once all students have had two or more turns I will say to them ok
class, today we learned about fun ways to move. Tomorrow we will talk about
different animals that we see that can jump, hop, and gallop.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained todays
objective(s)? Please explain how you know which students did and did not
master your objectives. Use formative assessment data to support your claims
regarding the portion of students who did and did not master the learning
objective(s).

2. Based on the result of your assessment, what will you do tomorrow? Can you
go ahead as planned or will you need to reteach concepts from todays
lesson? (Explain how you will reteach and/or connect and feed forward.)

3. If you have to teach this lesson again, what might you do the same and what
might you do differently?