Q For this weeks assignment, you will be completing the lesson plan utilizing the template from Chapter 4. Below are detailed instructions to think about as you put your lesson plan together. Make sure to use the template provided. Variations will cause a deduction in points. Also, be sure to refer to the rubric for guidance. Lesson Plan Sections and expectations for each component: o o Creative Title – A creative title should relate to the lesson focus. It should broadly define what the student should be able to achieve when the lesson is completed. ? ? For your lesson plan you will need to create a title that is reflective of what the students will be learning. ? o Objective – From your prior assignments, you should recall that an objective is a statement that describes what the students will know and be able to do during the lesson. o ? ? ? ? Your objective should come directly from the TEKS, but is most likely much more specific and will be related to whatever skill you decide to demonstrate in your lesson plan. o TEK(s) – TEKS or Texas Essential Knowledge and Skills statements are the skills that the state of Texas has determined students at each grade level should learn during the assigned grade year. You read about standards and skills in the last chapter and can find the national standards on the SHAPE America website. ? ? Make sure to list the numbers and letters to identify the specific TEK as well as write what the students will be learning through the TEK. o List of equipment – From the prior assignment you know that equipment is any equipment needed to complete the activity or conduct the lesson. ? ? ? ? In this video lesson you watched, the equipment was the basketballs, and spelling lists. For your lesson, think about the size of ball to use, or space identifiers. o Explanation of Instant Activity – From prior learning you know that the instant activity is an activity to begin class that helps get students warmed up and ready to move. This should not be limited to just running laps, or stretching exercise. While these are fine activities, you should try to relate your warm up to your objective for the day. The warm up should not get students so wound up that you cannot bring them back to begin instruction. ? Often the warm-up activity may be listed on the board for students to start as soon as they enter the gym. It may also be something scheduled or routine so the students know that on Monday they are running laps, Tuesday is dribbling practice, etc. This really helps as classes and students slowly come into the gym. ? ? In your lesson plan, you will want to make sure to describe your warm up activity and when you record your video, you will demonstrate or describe the activity. o o Set Induction: Set induction is the portion of the lesson where you are giving students the instructions for the day's lesson. You are telling them what they are going to learn and why and giving a demonstration of what it should look like. ? For example: Today we are going to learn to jump rope. Has anyone used a jump rope before? (allow time) That’s great! Even if you have, I want to teach you some specific skills that will make you a master at the jump rope. We are going to learn how to hold the rope with our hands that will allow us to turn the rope. We are also going to learn how to hop or skip over the rope and then we will learn timing that will allow us to turn the rope and jump at the same time. We will need to use our arms to turn, our legs to jump, and our eyes and minds to determine when to jump. o Task Progression: What are the steps that help students to progress from one skill to the next in order to master the objective. ? Think back to the basketball video. In this lesson, the instructor did an excellent job of breaking the skills down into smaller pieces instead of starting with a long list. He also used many classroom management techniques to keep the class on target. Examples: releasing students by the color they were wearing related to the color on the ball, stating freeze and all students put the ball between their knees (he obviously had taught students this response), when sitting the ball was to be in the lap, no getting in front of a student who is at the basket, somebody with a quiet hand tell me an answer, ? Skills – what can good dribblers do: asks students, but reviews for students what he expects to see. ? Notice that he continually monitors the students and supports them in mastering the skills by give cues. ? After each skill is practiced, he then moves on to another level. Again, by breaking it into small steps this keeps the students engaged and on task. ? Note that he also reviews with students and by having the students tell each other about the skill ensures that students are gaining mastery of the objective. ? Note that the task progression moves from general to more specific and increases in difficulty as the lesson progresses. ? He is also making notes as he observes students so that he has a plan for improvement for the next lesson or to work individually with students. ? It is fine to use phrases such as “good job.” However, feedback should be specific like “Karen, I like that way you are using your fingers to dribble.” Or “ Dylan, great job using your arm and wrist motion to make the basket.” ? You will want to think through each step in the skill and identify how the students will progress through each level. ? USE CAUTION! Selecting a favorite game may not be the best idea here. Games may work, but it must relate to the objective. o Cues - Cues are what you tell the students to remind them about how to complete the task. ? It may be something like, "use your fingertips" if the skill is dribbling or "watch the rope" if it is jumprope. o Challenges – challenges are portions of the lesson used to motivate students to keep performing the task so that they can improve. ? In the video, students were asked to use non-dominant hand ? They dribbled to the spelling list ? They skipped with the ball ? The students shot layups, etc. ? NOTE:Challenges are not problems that the teacher might face with students. Challenges, in this context, are related to learning skills. This may often be applied for a small group of students to be able to keep going while others are still trying to master lower level skills. ? In your lesson, you will need to think about what challenges you can give so that students keep interest and progress through the lesson. o Organization/Transition - You need to think about where students will be placed, how will they get there, how will they move from one activity to the next, how do they get the equipment, are they in groups, etc. All of this needs to be thought out and detailed here. o Closure- closing or closure is the wrapping up of a lesson and gives the teacher a chance to ensure that students have mastered the skills. ? You should gather the students back into place and remind them what skills they have learned today. Ask students to demonstrate if possible. Summarize the learning for them! o ? Closing is NOT asking students what was your favorite part. Closing is asking students questions to verify mastery of the skill. Note that this teacher often had students tell each other and then he did random checking. You will also want to develop techniques to ensure you know students have mastery of a skill. Also note that he had a notepad and a pencil. I believe he was making notes about individual students so that he could ensure mastery. o Modifications – Remember that not every student with a special need will have an assistant so you will need to think about how to modify for the student. ? What will you do for a student who needs additional assistance? ? This may include working with a partner, using a different size ball, standing close to the instructor, etc.