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Portfolio Exemplar Cover Sheet

Teacher Candidate: Donovan Martinez Cohort #: 414

Title of Exemplar: Locomotion

Portfolio Category: I x II III IV V

ACEI Standard: Curriculum

ACEI Standard Element(s):

A2.6 Health education-Candidates know understand, and use the major concepts in the subject matter of
health education to create opportunities for student development and practice of skills that contribute to
good health.

A2.7 Physical education-Candidates know, understand, and use-as appropriate to their own
understanding and skills-human movement and physical activity as central elements to foster active,
healthy life styles and enhanced quality of life for elementary students.

Semester: Spring 2014 Date: April 11, 2014

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s).

This exemplar was designed for my first P.E. lesson with my 2
grade students at
Waikiki Elementary. It was designed to introduce and practice basic locomotor skills that would
provide the basic foundation of lessons to come. This exemplar also focused on the purpose and
importance of physical education and the health benefits of physical activity. It also meets both
stand elements of A2.6 and A2.7 by providing student with the opportunity for development and
practice of skills that contribute to good health as well as exposing elementary-aged students to
physical activity to promote and foster active, healthy life styles and enhancing their lives.

2. Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI
Standard and Element(s).

My professional growth in knowledge of instruction grew significantly while both
creating and teaching this lesson. This exemplar was created based on some best practices learned
through my KRS 107 class at the University of Hawaii at Manoa. As students of the class, we
produced similar lessons and practiced teaching them to our fellow classmates. I gained knowledge
of the demands it takes to teach physical education to elementary-aged students

I was able to develop my skills in instruction through using resources from my KRS 107
class such as our course texts, fellow student and instructor whom I collaborated with. Teaching
actual elementary students, versus collegiate co-eds, helped showcase my management skills.
Keeping my students engaged and having each activity flow into the next seamlessly helped
achieve this.

My growth in disposition is in my eagerness to get trained in the Orton-Gillingham
phonics program. I got to see how students can easily identify sounds through repetitions of this

program. English is not an easy language to learn or to teach, but this program breaks it down in
such a way that is very understandable.

Lesson Plan Format

Name: Donovan Martinez Grade: 2
Grade Title: Locomotion

Connection to GLO(s):
-Community Contributor (2.2, 2.3)

Enduring Understanding(s):
Healthy individuals know the importance of being active and physically fit.

Guiding Questions:
Why is physical education important? What is a locomotor skill? Why are locomotor skills important?

Specific content area standard/benchmark The performance task gives students opportunity to demonstrate
knowledge to meet the benchmark
HCPS III HE.K-2.1.1 Explain the healthy benefits of exercise.
HCPS III PE.K-2. Use basic locomotor skills in initial (immature) form alone, with a partner, and in small
ACEI 2.1 2.4 Content Area Knowledge (2.1 Language Arts, 2.2 Science, 2.3 Math, 2.4 Social Studies) Candidate
demonstrates knowledge, understanding and use of content area concepts, learning theory, and processes to design

The performance task gives students opportunity to demonstrate knowledge to meet the benchmark
Formative assessments (applied appropriately throughout lesson):
Students will be asked to display certain motor skills on command throughout the lesson.

Summative assessment (includes checklist or rubric):
Exit Ticket: Students must be able to explain why exercise is beneficial to their health and perform locomotor skill asked
of them.
ACEI 4 Informal and formal assessment
Candidate plans appropriate formative and summative assessments to guide and assess student learning, including scoring

Activities/Instructional Strategies
Clear steps that convey the use of multiple strategies, resources and technology
Activating Prior Knowledge:
-At recess, when playing outside on the playground, each one of you is engaging in physical activity whether you know it
or not. Today we will be learning why physical activity is beneficial to your health.
-Who would like to share how they spend their recess out on the playground? What do you do?
(Answers will vary)

-Something as simple as chasing your friend around the playground is participating in physical activity and exercise.
Exercise is important to your health because it keeps you in shape and it helps keep your heart healthy.
Mini Lesson: What specific strategy or skill will you explicitly model? These are the strategies students will apply.
-Teacher will first explain rules that are displayed on laminated rules poster placed on each cone cornering the boundaries.
Teacher will also explain what the blow of a whistle means, it either means to start or it means to stop what you are
doing and turn your body and attention to the teacher with your hands on your knees in a ready position.
-Teacher will introduce the different types of locomotor skills (e.g. walking, running, jogging, skipping, sliding, galloping,
etc.), each time checking to see if students know how to properly execute the given locomotor skill.
-For example, An example of a locomotor skill is a skip, can somebody raise their hand quietly and show me what a skip
looks like?
-Teacher will then demonstrate the locomotor skill and have all students repeat.
Work Time: How will students apply the strategies and skills learned during the mini lesson? What directions are needed?
Will they work independently, in pairs or in small groups?
-Once all locomotor skills are taught, teacher will have students spread out within the boundaries. Teacher will give a
command and students will follow.
-Going clockwise, (motioning clockwise with arms to show students clockwise), I want me to show me a walk.
-Teacher will go through all locomotor skills.
Closure: How will you synthesize the learning that occurred in this lesson? How will students reflect upon their learning
from this lesson?
-Teacher will blow whistle, students will face teacher in ready position as explained at the beginning of the lesson.
-I want you to do your favorite locomotor skill to get to the baseline of the basketball court, you will then line up in lunch
line order. Your exit ticket will be if you can tell me one example of a healthy benefit of exercise.
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
Candidate designs learning activities that:
Uses a variety of instructional strategies
Integrates knowledge of students, community, subject matter and curricular goals
Incorporates a variety of resources
Uses technology where possible

ACEI 3.3 Critical thinking, problem solving and performance skills
Candidate demonstrates understanding of cognitive processes associated with various kinds of learning, and incorporates
strategies that encourage students development and use of critical thinking and problem solving.

Opportunities offered for inquiry, active learning, individual work and pairs/small group interactions:
Students are encourage to raise their hands if they do not understand and are asked to share both with their partners, as well
as the class.

ACEI 3.4 Active engagement in learning
Candidate plans instruction that:
Fosters student motivation and active engagement in learning

Incorporates independent and pairs/small group learning
Helps students to assume responsibility for themselves and others, and monitor their own learning

ACEI 3.5 - Communication to foster learning
Candidate plans instruction that uses oral and written discourse between themselves and students to foster:
Active inquiry and collaboration
Positive relationships and social interaction
K-6 students use of effective communication strategies

Differentiation Plan
Adaptations connected to instructional strategies

ACEI 3.2 Adaptation to diverse students
Candidate designs student-centered instructional tasks and incorporates varied strategies to enable all students to achieve
learning goals, and are appropriate to the needs of students who are culturally diverse or have exceptional needs.

Differentiate the learning environment, content, process, or performance task for individuals or small groups (e.g.,
accelerated, ELL/MLL students).

Identify the type of need (e.g., ELL/MLL,
accelerated students, reading needs, 504 students,
struggling learners, enrichment)
List the type of differentiation (learning environment, content,
process, or performance task) and tell how you will differentiate


Content Process Keywords will be written on
the court with sidewalk chalk.
(E.g. locomotor skills, gallop,
skip, etc.)
Struggling Learners

Learning environment Struggling learners may work
with a partner and mimic their
partners choice of locomotor
Accelerated Learners

Performance Task

Accelerated learners will be
allowed to think of and
demonstrate other locomotor

Duration: 50 min.

Students-covered shoes. (sunscreen is optional)