Education assignment 2

Name: Lesson Plan 1

Date: November 12, 2023

School: Nova Southeastern

Teacher’s Name: Mrs. Cortes

Age / Grade Level: 8-9 years old / 3rd grade

Subject Area: Physical Education

Lesson Title: Boundary Ball Basketball

Length of Time and Date(s): three classes for a total of 40 minutes.

Are Diverse Students Present: Yes

Number of LEP / ELL Students: Yes

Number of Female Students: 11

Number of Male Students: 12

Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the standard statement): PE.3.C.1 Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement performance in a variety of physical activities.PE.3.C.2.1 Identify the importance of purposeful movement and its impact on quality of performance. PE.3.C.2.5 Explain how appropriate practice improves performance of movement skills. PE.3.M.1.5 Maintain control while dribbling with hands or feet against a defender.

Unit Title or Topic Being Taught: Fitness, practice dribbling, passing, and shooting.

Grade Level(s): 3

Time Frame: Three class period approximately 30 minutes each class

Goal – Objective – Purpose

1. Students will have the opportunity to learn how to dribble a basketball throughout the court with both hands.

2. Students will learn how to pass a basketball to other students in their team.

3. Students will learn how to shoot a basketball through a hoop.

4. Students will be able to explain why it is important to work together as a team.

Materials needed: a basketball court, two basketballs

Mark Additional Instructional Strategies Embedded in This Lesson

X Building Background Knowledge

(How)

X Advance Organizer (Type)

__ Cues (Hint)

__ Vocabulary (How/Format)

X Summarizing (How)

___ Note-taking (How/Type)

___ Non-linguistic Representation (Type)

___ Similarities & Differences (Type)

X Setting Objectives (How) (Teacher or Student)

X Cooperative Learning (Type)

X Questioning (How/Type) (Teacher or Student)

___ Generating & Testing Hypotheses (Which of the 6 Types?)

___ Homework/Practice (How)

X Descriptive Feedback (Teacher or Student)

The Lesson

Opening: How will you connect with prior knowledge/prior experience?

Teacher will ask students if they know what the sport of basketball is, the teacher will also ask if any students have played basketball or watched a basketball game. The teacher will proceed by explaining the sport of basketball and what dribbling, passing, and shooting the ball. The importance to work as a team.

Instruction/Input [include ESE & ESOL individual accommodations in each section]

· Divide the class into two groups, each group will line up on the sideline of the court on the opposite side of the court.

· Explain that three members of each group will enter the court with one ball by group.

· Students are to dribble the ball and pass it to each other.

· Once they arrive to the opposite side of the court they will try to shoot and score the ball.

· They will continue until all students have dribbled, passed, and shoot the basketball.

Differentiated instruction to accommodate ESE and ESOL learners will include explaining the instructions in the student’s language, teacher will also demonstrate the skills that will be needed to proceed in the activity. (For example: teacher will dribble the ball, pass the ball to a student helper, and teacher will shoot the ball). The teacher will also pair ESE and ESOL students with other students. Students with a disability will start ay half court, walk throughout the court, and have additional time to complete the activity.

Method(s) for monitoring behavior and student progress during instruction & independent work:

Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton, 2022). Students will have the opportunity of answering questions of what they believe the lesson will be about and at the end of the lesson the students will answer a question of what the learned in the lesson. This will allow the teacher to know how much the student learned and if the student mastered the knowledge.

Proactive Classroom Management

The teacher will give students positive verbal reinforcement, also reinforce consequences for behavior to those students that are not participating and playing around with each other. (Pitts, 2023)

How will you assess the learning?

How will you know if the students met the objective(s)? How will you know if you were successful or not? What evidence might you see or hear to indicate success?

The teacher will use the strategy of “limited selection” to evaluate how groups of students are accomplishing the task and meeting the lesson objectives (Graham et al., 2020, p. 184). This strategy allows the teacher to measure the students’ mastery of the skill by examining selected students and assessing their skills to better provide feedback to the specific students (Graham et al., 2020, p. 184). Assessment and evaluation will be based on participation, following directions, and simple observation.

Closure

How will you end the lesson?

Students will reconvene as a whole class and turn and talk with their classmates and think, pair, share as they reflect on the lesson. Students will discuss their thoughts with the class reflecting on what strategies they used to help them successfully complete the task, what they felt their biggest obstacles were, and how they could implement new methods to ensure future success.

Web & Other Resources (if applicable)

https://blog.shapeamerica.org/2019/02/5 - tips - for - including - students - with - visual - impairments/

Students Name: ____________________________

Date: ____________________________________

Students Number: __________________________

Physical Education:

Name: Lesson Plan 2

Date: November 12, 2023

School:

Teacher’s Name: Mrs. Cortes

Age / Grade Level: 8-9 years old / 3rd grade

Subject Area: Physical Education /Health

Lesson Title: Nutrition, Health, and Physical Activity.

Length of Time and Date(s): two classes for a total of 30 minutes.

Are Diverse Students Present: Yes

Number of LEP / ELL Students: Yes

Number of Female Students: 11

Number of Male Students: 12

Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the standard statement): PE.3.L.3.1 Identify a moderate physical activity. HE.3.PHC.1.1 Describe healthy behaviors that affect personal health. PE.3.C.2.1 Identify the importance of purposeful movement and its impact on quality of performance. PE.3.C.2.5 Explain how appropriate practice improves performance of movement skills.

Unit Title or Topic Being Taught: Nutrition, healthy eating, and physical activity

Grade Level(s): 3

Time Frame: Two class period approximately 30 minutes each class

Goal – Objective – Purpose

1. Students will know the importance of being healthy.

2. Students will know the importance of being active.

3. Students will learn that being active can also be fun.

Materials needed: paper, pencil, and crayons

Mark Additional Instructional Strategies Embedded in This Lesson

X Building Background Knowledge (How)

X Advance Organizer (Type)

__ Cues (Hint)

X Vocabulary (How/Format)

X Setting Objectives (How) (Teacher or

Student)

X Cooperative Learning (Type)

X Questioning (How/Type) (Teacher or Student)

X Summarizing (How)

X Note-taking (How/Type)

___ Non-linguistic Representation (Type)

X Similarities & Differences (Type)

___ Generating & Testing Hypotheses (Which of the 6 Types?)

___ Homework/Practice (How)

X Descriptive Feedback (Teacher or Student)

The Lesson

Opening: How will you connect with prior knowledge/prior experience?

Teacher will ask students what they know about eating healthily and eating unhealthily. The teacher will ask what students think, what will happen to our bodies if we eat healthily and unhealthily and if we exercise. What activities can be done daily to maintain health?

Instruction/Input [include ESE & ESOL individual accommodations in each section]

· Pair each student and have them think out load about what they think about healthy eating and physical activity.

· Show the students a short video about eating healthily and what physical activity a person can do daily.

· Students will continue being in groups of two and divide their papers in two. In one section students will draw as many items as possible they think are healthy foods are. On the other side they will draw as many physical activities as possible they think are healthy habits of exercise.

Differentiated instruction to accommodate ESE and ESOL learners will include pictures of healthy foods, non-healthy foods with X’s on the picture and pictures of healthy exercise activities. The teacher will pause the video and explain to the students by mimicking and explaining through sign language what they are saying in the video. The teacher will also pair

Independent Work [include ESE & ESOL individual accommodations in each section]

Students will watch a video about eating healthy and about physical activity. After watching the video students will work in groups, they will brainstorm on the two topics. On one side of the page students will draw healthy foods and on the other side students will focus on drawing healthy habits of exercise. For ESOL students, teachers will pair them with high non ESOL students, they will work together. For ESE students they will work one on one with the teacher.

Method(s) for monitoring behavior and student progress during instruction & independent work:

Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton, 2022). Students will have the opportunity of answering questions of what they believe the lesson will be about and at the end of the lesson the students will answer a question of what the learned in the lesson. This will allow the teacher to know how much the student learned and if the student mastered the knowledge.

Proactive Classroom Management

The teacher will give students positive verbal reinforcement, also reinforce consequences for behavior to those students that are not participating and playing around with each other. (Pitts, 2023). The teacher will also establish a team point system to reward the team that works together and provides the best results (Primary, P. T. B., 2023, September 22).

How will you assess the learning?

How will you know if the students met the objective(s)? How will you know if you were successful or not? What evidence might you see or hear to indicate success?

The students will be assessed by giving an oral presentation of what they drew and what they learned about the topic of healthy eating and daily physical activity.

Closure

How will you end the lesson?

The teacher will summarize the lesson and have students think about what they can do in their daily life to make better decisions on food and daily activity. Students will be asked to go home and talk to parents about better health and physical decisions.

Web & Other Resources (if applicable)

https://www.cpalms.org/PreviewIdea/Preview/2189#AccessPointsTab||false|0|1|false,undefined,

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https://blog.gophersport.com/classroom - management - in - physical - education/

https://proudtobeprimary.com/classroom - management - ideas/

Students Name: ____________________________ Date: ____________________________________

Students Number: __________________________

Nutrition, Health, and Physical Activity

Name: Lesson Plan 3

Date:

School:

Teacher’s Name: Mrs. Cortes

Age / Grade Level: 8-9 years old / 3rd grade

Subject Area: Physical Education / Health

Lesson Title: Safe Walking

Length of Time and Date(s): one classes for a total of 50 minutes.

Are Diverse Students Present: Yes

Number of LEP / ELL Students: Yes

Number of Female Students: 11

Number of Male Students: 12

Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the standard statement): HE.3.CEH.3.1 Explore ways the community can prevent childhood injuries in the school and community settings. PE.3.R.5.1 List ways to work cooperatively with peers of differing skill levels. HE.3.R.4.2 Identify different solutions and potential outcomes when problems arise. HE.3.PHC.4.1 Practice appropriate responses to unwanted, unsafe, and threatening situations.

Unit Title or Topic Being Taught: Safe Walking, knowing how to share spaces with cars. Knowing how to properly cross the streets.

Grade Level(s): 3

Time Frame: One class period approximately 50 minutes each class

Goal – Objective – Purpose

1. Students will have the opportunity to learn why people walk to places instead of using a vehicle.

2. Students will learn to use and define proper pedestrian signs.

3. Students will be able to recognize the proper way to cross the streets as a pedestrian.

Materials needed: paper, pencil, crayons, pedestrian vocabulary words, pedestrian, and traffic sign pictures, two pedestrian videos (teacher).

Mark Additional Instructional Strategies Embedded in This Lesson

X Building Background Knowledge (How)

X Advance Organizer (Type)

X Cues (Hint)

X Vocabulary (How/Format)

X Setting Objectives (How) (Teacher or Student)

X Cooperative Learning (Type)

X Questioning (How/Type) (Teacher or Student)

X Summarizing (How)

X Note-taking (How/Type)

___ Non-linguistic Representation (Type)

___ Similarities & Differences (Type)

___ Generating & Testing Hypotheses (Which of the 6 Types?)

___ Homework/Practice (How)

X Descriptive Feedback (Teacher or Student)

The Lesson

Opening: How will you connect with prior knowledge/prior experience?

Teacher will ask students what the importance of walking to places is. Teacher will also ask students if they have ever crossed a street. The teacher will ask the students if they have any knowledge of what the proper way to cross the streets.

Instruction/Input [include ESE & ESOL individual accommodations in each section]

· The teacher will identify locations where pedestrians can walk to.

· The teacher will explain to the students the vocabulary words pedestrian, vehicle, and traffic.

· The teacher will show two videos of walking safely.

· Students will demonstrate what they have learned through acting out what needs to be done when walking on the streets.

· Students will be given a written assessment to demonstrate what they have learned.

· Teacher will take classroom to the sidewalk of the school so they can look at a real sidewalk with working traffic lights. The teacher will explain the importance of looking both ways and walking the correct way on the sidewalk.

Differentiated instruction to accommodate ESE and ESOL learners will include explaining the instructions in the student’s language, teacher will also demonstrate the skills that will be needed to proceed in the activity. The teacher will also pair ESE and ESOL students with other students.

Students with a disability will be able to be accommodated based on their individualized plan.

Independent Work [include ESE & ESOL individual accommodations in each section]

Students will watch two different videos about safe walking. After discussing what they learned throughout the videos, students will perform a worksheet that they need to answer questions about what they have learned. For ESOL students they will be partnered with a non-ESOL student that can help them with questions, or the student can ask the teacher any questions. For ESE students will work one on one with the teacher and have any accommodations in the individualized plan.

Method(s) for monitoring behavior and student progress during instruction & independent work:

Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton, 2022). Student will have the opportunity of answering questions of what they believe the lesson will be about and at the end of the lesson the students will answer a question of what the learned in the lesson. This will allow the teacher to know how much the student learned and if the student mastered the knowledge.

Proactive Classroom Management

The teacher will give students positive verbal reinforcement, also reinforce consequences for behavior to those students that are not participating and playing around with each other. (Pitts, 2023). Teacher will also establish a team point system to reward the team that works the together and provides the best results (Primary, P. T. B., 2023, September 22).

How will you assess the learning?

How will you know if the students met the objective(s)? How will you know if you were successful or not? What evidence might you see or hear to indicate success?

The students will be assessed by acting out what they have learned when they need to cross the streets and what the signs mean. The students will also be given a written assessment where they will have to write five important details of safe walking in full sentence form.

Closure

How will you end the lesson?

Students will come together as a class and summarize what they learned throughout the lesson as a whole class. The teacher will also ask the students what other ways they can be safe in crossing the streets and in our community.

Web & Other Resources (if applicable)

https://blog.shapeamerica.org/2019/02/ 5 - tips - for - including - students - with - visual - impairments/

Name: Lesson Plan 4

Date:

School:

Teacher’s Name: Mrs. Cortes

Age / Grade Level: 8-9 years old / 3rd grade

Subject Area: Health

Lesson Title: Growth and Development

Length of Time and Date(s): one class for a total of 50 minutes.

Are Diverse Students Present: Yes

Number of LEP / ELL Students: Yes

Number of Female Students: 11

Number of Male Students: 12

Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the standard statement): HE.3.CH.3.1Describe criteria for selecting health information, resources, products, and services. HE.3.PHC.1.3 Recognize that body parts and organs work together to form human body systems. HE.3.PHC.1.5 Demonstrate health behaviors to maintain or improve personal health.

Unit Title or Topic Being Taught: Health – Growth and Development

Grade Level(s): 3

Time Frame: one class for 50 minutes

Goal – Objective – Purpose

1. Students will have the opportunity to learn about the different stages of life. the cycle of life, and what factors affect growth and development.

2. Students will learn about the cycle of life.

3. Students will learn what factors may affect the growth and development of children.

Materials needed: power point, videos, paper, pencil and worksheet.

Mark Additional Instructional Strategies Embedded in This Lesson

X Building Background Knowledge (How)

X Advance Organizer (Type)

__ Cues (Hint)

__ Vocabulary (How/Format)

X Setting Objectives (How) (Teacher or

Student)

X Cooperative Learning (Type)

X Summarizing (How)

___ Note-taking (How/Type)

___ Non-linguistic Representation (Type)

___ Similarities & Differences (Type)

___ Generating & Testing Hypotheses (Which of the 6 Types?)

___ Homework/Practice (How)

X Questioning (How/Type) (Teacher or Student)

X Descriptive Feedback (Teacher or Student)

The Lesson

Opening: How will you connect with prior knowledge/prior experience?

The teacher will ask the class what happens when someone or something grows. The teacher will also ask why people grow and the importance of growing.

Instruction/Input [include ESE & ESOL individual accommodations in each section]

· Students will watch a video of growth and development explaining the different stages of human development.

· The teacher will have a class discussion about topics that were prompted in the video.

· The teacher will show a power point with the key stages of development and things that can impact growth.

· The teacher will give a worksheet about Stages of Human Life, where students are to do it independently.

Differentiated instruction to accommodate ESE and ESOL learners will include different pictures labeled in both English and Spanish. Lesson will also be explained in Spanish. The teacher will also demonstrate through nonverbal cues. The teacher will also pair ESE and ESOL students with other students. Students with a disability will be given extra time and they will also have one on one time with the teacher to complete the activity.

Independent Work [include ESE & ESOL individual accommodations in each section]

Throughout the independent work students will work on their worksheet. With the worksheet students will have to demonstrate the correct stages of a human life and label the life stages correctly. Students will also have to complete a worksheet with various questions. For ESOL students they will be partnered with a non-ESOL student that would be able to help them in their spoken language. ESE students will be accommodated based on the individualized plan and work one on one with the teacher.

Method(s) for monitoring behavior and student progress during instruction & independent work:

Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton, 2022). Students will have the opportunity of answering questions of what they believe the lesson will be about and at the end of the lesson the students will answer a question of what the learned in the lesson. This will allow the teacher to know how much the student learned and if the student mastered the knowledge.

Proactive Classroom Management

The teacher will give students positive verbal reinforcement, also reinforce consequences for behavior to those students that are not participating and playing around with each other. (Pitts, 2023)

How will you assess the learning?

How will you know if the students met the objective(s)? How will you know if you were successful or not? What evidence might you see or hear to indicate success?

The students will be assessed by being involved in classroom discussion. Students will be assessed by correctly demonstrating the correct cycle of development of a human and answering questions through classroom discussion and through worksheets.

Closure

How will you end the lesson?

Teacher will collect both worksheet and teacher will have a final discussion of what the students have learned. Students will reflect on what will happen to our development if students were to make negative choices in life.

Web & Other Resources (if applicable)

https://blog.shapeamerica.org/2019/02/5 - tips - for - including - students - with - visual - impairments/

Name: Lesson Plan 5

Date:

School:

Teacher’s Name: Mrs. Cortes

Age / Grade Level: 8-9 years old / 3rd grade

Subject Area: Physical Education

Lesson Title: Kickball

Length of Time and Date(s): three classes for a total of 40 minutes.

Are Diverse Students Present: Yes

Number of LEP / ELL Students: Yes

Number of Female Students: 11

Number of Male Students: 12

Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the standard statement): PE.3.M.1.1 Apply locomotor skills in a variety of movement settings.

PE.3.C.2.5 Explain how appropriate practice improves performance of movement skills. PE.3.M.1.2 Strike a stationary object from a stationary position using body parts so that the object travels in the intended direction at the desired height.

Unit Title or Topic Being Taught: Proper way to play kickball

Grade Level(s): 3

Time Frame: Three class period approximately $0 minutes each class

Goal – Objective – Purpose

1. Students will be able to successfully kick a ball that is moving towards them.

2. Students will be able to catch or attempt to catch a ball that is thrown to them.

3. Students will have the opportunity to learn the basic skill of kicking a ball.

4. Students will be able to follow the rules for kickball.

Materials needed: a field (open space), 4 cones, kickball, bases

Mark Additional Instructional Strategies Embedded in This Lesson

X Building Background Knowledge

(How)

X Advance Organizer (Type)

__ Cues (Hint)

__ Vocabulary (How/Format)

X Setting Objectives (How) (Teacher or Student)

X Cooperative Learning (Type)

X Summarizing (How)

___ Note-taking (How/Type)

___ Non-linguistic Representation (Type)

___ Similarities & Differences (Type)

___ Generating & Testing Hypotheses (Which of the 6 Types?)

___ Homework/Practice (How)

X Descriptive Feedback (Teacher or Student)

X Questioning (How/Type) (Teacher or Student)

The Lesson

Opening: How will you connect with prior knowledge/prior experience?

The teacher will start with a whole class warm-up and discuss what kickball game is all about.

The teacher will ask the students if they have played before.

Instruction/Input [include ESE & ESOL individual accommodations in each section]

· The teacher will demonstrate the proper way to roll a ball for the opponent player to have a chance to kick the ball.

· The teacher will demonstrate the proper way of kicking the ball.

· The teacher will demonstrate the proper way to catch a kickball.

· Teacher will divide the class into groups of 2 and students will practice how to kick, throw, roll, and catch a kickball.

· When students master the basic skills, the teacher will divide the class in two teams, and they will play a full game of kickball.

Differentiated instruction to accommodate ESE and ESOL learners will include explaining the instructions in the student’s language, and through demonstration. (For example: teacher will kick ball, throw the ball to a student helper, and teacher will attempt to catch the ball). The teacher will also pair ESE and ESOL students with other students. Students with a disability will be accommodated depending on their disability and have additional time to master the basic skills.

Independent Work [include ESE & ESOL individual accommodations in each section]

Students will work in groups to master the throwing, kicking, and catching of kickball. After all students have mastered the basic skills, the class will play a kickball game among each other. For ESOL students they will be partnered with a non-ESOL student that speaks both languages that would be able to guide the student in their language. For ESE students will be accommodated based on the individualized plan.

Method(s) for monitoring behavior and student progress during instruction & independent work:

Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton, 2022). Students will have the opportunity of answering questions about what they believe the lesson will be about and at the end of the lesson the students will answer a question of what the

learned in the lesson. This will allow the teacher to know how much the student learned and if the student mastered the knowledge.

Proactive Classroom Management

The teacher will give students positive verbal reinforcement, also reenforce consequences for behavior to those students that are not participating and playing around with each other. (Pitts, 2023)

How will you assess the learning?

How will you know if the students met the objective(s)? How will you know if you were successful or not? What evidence might you see or hear to indicate success?

The students will be able to demonstrate mastery by being able to successfully play and contribute to class wide kickball game. Also, the student’s mastery will be shown by being an active participant in a kickball game. Students will be able to kick, throw, pass, and catch a kickball.

Closure

How will you end the lesson?

The teacher will discuss the benefits of playing kickball. The teacher will have a class discussion and ask random questions on how many outs do you need to get in order to switch? What are the rules for kickball? After the discussionteacher will encourage students to play kickball with their family members.

Web & Other Resources (if applicable)

https://blog.shapeamerica.org/2019/02/5 - tips - for - including - students - with - visual - impairments/

Students Name: ____________________________ Date: ____________________________________

Students Number: __________________________

Kickball