DAILY LESSON PLAN

SCHOOL: West Covina High School_________________________ DATE: 1/7/2019 ____ TEACHER: Mr. B

CALIFORNIA STATE PE STANDARDS ADDRESSED: HSC 4A: HSC 4A: 1.1, 1.4, 2.1, 3.1, 3.2, 3.3______________________________________________

COMMON CORE STANDARDS ADDRESSED: _________________________________________________________________________________________

TEACHING PERFORMANCE EXPECTATIONS (TPE’s): 1a, 2a, 3g, 4i, 6g, 7c, 9g _____________________________________________________________

UNIT / THEME _______Orienteering ____________ACTIVITY_______Land Navigation_______________________TIME / PERIOD: 45 mins____________

TEACHING STYLE __Command Method________________________________________ GRADE: ____9_____ LESSON #____1______OF____14___

EQUIPMENT AND FACILITIES NEEDED: (55) Maps, (55) compass, phones______________ _______ NUMBER OF STUDENTS: ________55_________

1.6 Demonstrate independent learning of movement skills in adventure/outdoor activities.

2.4 Explain the relationship between participation in adventure/outdoor activities and health (mental).

3.7 Accept and perform planned and spontaneous leadership assignments and roles in adventure/outdoor activities.
TIME CONTENT & METHOD STRATEGY POINTS TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives

Students will partner up and walk from location to location while using a compass

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

Students will explain the relationship between participation in adventure/outdoor

activities and health (mental)

In dealing with situations where they have control over what they say to someone
who has offended them

3. CA PE Standards (Affective):
Affective Domain Objectives:

Students will accept and perform planned and spontaneous leadership

assignments and roles in adventure/outdoor activities and write down their
thoughts and feelings on the clipboard provided at the end of the activity
 Sequence of Skill Development / Practice

(In this section, you MUST DESCRIBE specifically how you will TEACH and
MANAGE your stated objectives and Arrange the class for each of the Beginning with the first transition, What key words will you
following lesson components. EACH SECTION should have a use to help students learn
Time
defined management strategy. This and understand the
Estimate
can be described and/or illustrated. content?
Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:
 Lesson Components
(Lesson does not necessarily have to follow this order specifically):

 Transition to Learning Area

 Instant Activity:
Once the students sit down on their poly spot. The set induction will begin.
They will play three rounds of telephone. They will be sitting in a straight line
and will stay in that position until the activity begins.
Students will sit on one poly spot Do your best to listen and
for the instant activity. There will communicate efficiently
At the end of the row, the last student must write down what has been told to be two identical numbers under
9:00- them. two different poly spots. Some
9:03 students will try and figure out
how I will separate the class. It
will not be by color.
I will give the first student 15-20 seconds to read the card and then they have to
relay it to the next student until the last student has been reached.

Round 1: On a 3x5 card will state: “The cat in the hat.”

Round 2: On a 3x5 card will state: “The cat in the hat with a bat.”

Round 3: On a 3x5 card will state: “The cat in the hat with a bat saw a rat and
went splat.”

9:04-  Introduction
9:14 Teacher: Let see how you did.

I quickly review the clipboard and compare it to the index cards. I tell the class
how they did and ask, “What made it difficult in relaying the last message?”

Wait for responses and go into the introduction of the topic:

  Transition

 Activity
915-9:35
Orienteering

How many have you used a compass? Which direction are we usually looking
for…____?

Well there are three types of North:

True, Grid and Magnetic

For this activity we will be using magnetic north. On a topographic map you
have lines (example on white board), these line indicate the steepness of a hill.
Fortunately, for this activity, you have zero steepness. With your partner, you
will take turns going to three different points on the field. There will be two
cones to choose from.

One of the main skills to learn while orienteering is staying on the path you
chose. That becomes difficult when you start increasing the distance between
your objectives.

Two groups will start on the North Side of the field followed by two others on
the east side and so forth. You will take turns in directing your small team to
each objective. Once you come to the cone, write down the word on the back of
your clipboard. While you are walking to each objective, answer the following
questions verbally and then on paper once you have finished.
 Question 1: What are your views on rape culture before the lesson and
afterwards?
4-5K Chinese used a rock
lodestone (magnetic rock)
Question 2: How have you handled confrontational situations and how did it
end?

Question 3: Name three ways you can assist someone when they are triggered?
Students will go to each objective
and have a choice in picking one
9:36-945
 Closure of the words from the two
available cone.
Teacher:

Take a minute in talking over the questions you answered while doing the
activity. Would anyone want to start the discussion in sharing?

Now Group 1 tell me your first, second and third lines. Group 2?...Group 7?

On the white board there will be three lines per group. If done correctly the
entire class should have the Pre-amble written out.

If not, the statement will not make sense.

Class you did ________, now this activity was done by individuals
communicating with each other in partners and completed as one class.
 Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):

Students will be walking from starting point to a finishing point. If they wrote
down three phrases, they have succeeded in their psycho motor function to
retrieve those phrases.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

Students will explain how they handled a situation in the past and what the
outcome was. If students retain a small fraction of the lesson, they will be able
to analyze multiple situations in a more professional manner.

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
The one question asking about their views about rape culture and safe spaces
can be elaborated with an online journal setting, for those students who do not
wish to answer.

Modifications

 (Include a method and strategy to modify the activity to include

students with disabilities)

Orienteering may prove to be too stressful for the student with an Anxiety
Disorder. They are placed with the same partner they were with for Pickle
Ball. Poster boards at each station depicts the proper way a birdie goes over
the net. Step by step instructions reduces any anxiety Badminton may cause.
Student can also choose where in the gym they would like to practice their
skills.

 Include a strategy to address the learning needs of an ESL student.

Pictures help for visual learners as well as videos

https://youtu.be/hwvZwjKq6tk

These videos can be found in the native language of the student.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

In case of inclement weather, students will have a map and have to come up
with a route in order to navigate a group from a fixed location. The
topographic map used will be according the geographical location of the school.