Running head: ASSIGNMENT 6:1

Assignment 6:1: Physical Activity Break

Megan McGary
9/27/15
PPE 310 # 79594
Professor Jessica Skipper

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Assignment 6:1
Predicting Lesson Plan
Teachers:
Megan McGary

Subject:
Reading

Standard:

Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot. (2.RL.7)
Objective (Explicit):

SWBAT make a prediction about a passage of text.

Evidence of Mastery (Measurable):
Statement of Mastery the teacher will measure the students master of learning the
objective by having students write their predictions on a piece of paper.
Assessment Description Students must write out their predictions on a piece of
paper, describing a prediction with an explanation of their thinking. Prediction must be
based on the book, no extra information not based from the book. Student must score
an 80% or higher to exceed.
Exceeds

Student writes a prediction based on the book, supported with

evidence of their thinking.
Meets
Student somewhat writes a prediction based on the book,
supported with evidence of their thinking.
Approaches
Student barely writes a prediction based on the book, supported
with evidence of their thinking.
Falls far below Student does not write a prediction based on the book, supported
with evidence of their thinking.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT define the word prediction

Key vocabulary:

Prediction

Materials:

Freeman, D. (1968). Corduroy.

Columbus, Ohio: Newfield
Publications, Inc.
Document camera
My Prediction assessment
sheet
Opening (state objectives, connect to previous learning, and make relevant
to real life)
1) Invite students to sit on rug.
2) Say, Have you ever been reading a book or listening to a story and been thinking
about what is going to happen next? What about when youre watching a movie

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Assignment 6:1

Instructional Input

and you make a guess about what is going to happen next. That is called making a
prediction and we make predictions all the time in real life. When we are
predicting something, it means we are comprehending enough of what is
happening to make a prediction about what is going to happen next. Making
predictions is important because it helps us make an educated guess about what is
going to happen next and we do that in real life all the time.
3) Our standard today is, I will be able to use information gained from the
illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot. Today we are going to be reading a story and making
predictions based on the story.
Teacher Will:
Student Will:
1) So today we are going to make
some predictions while we read the
book Corduroy. To predict
something is to make a guess
about something that is going to
happen based on what has already
happened in the past. I am going
to model how to make a prediction
for you today.
2) Take out the book Corduroy and
place it under the document
camera.
3) Read pages 1-4.
4) After reading page 4, say in a think
aloud, Hmm. That little girl really
wanted Corduroy but her mommy
wouldnt let her buy him because
the mommy had spent too much
money and she said he was
missing a button. Poor Corduroy is
so sad now, look at his sad face.
Point to Corduroys sad face in the
picture. I wonder what is going to
happen. I wonder what Corduroy is
going to do. He wanted that little
girl to buy him but her mommy
said no because he was missing a
button on his overalls. I think that
Corduroy might try to replace that
button so the little girls mommy
will buy him. I predict that
Corduroy is going to try to find a
button.
5) Say, Lets see if my prediction is

1) Listen to teachers model of a

prediction.

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Assignment 6:1
correct.
6) Read page 5. Say, Wow, Corduroy
is going to search for his button so
my prediction was correct!
7) Lets continue to read about
Corduroy as he goes to search for a
button.
Co-Teaching Strategy/Differentiation
Co-Teaching strategy one teach/one observe TC is leading lesson while MT
observes.

Guided Practice

Differentiation have students that tend to not stay focused sit at the font of
the rug.
Teacher Will:

Student Will:

1) Read pages 6-16.

2) After reading page 16, stop and
say, Oh my, what is going to
happen now! The night watchman
just heard that crash that Corduroy
made. I want everybody to think
about what is going to happen
next. Hold that thought in your
brain.
3) When I say go, we are going to do
a mix, pair, share. You are going to
stand up mix around for 2 minutes.
While you are mixing, give every
person you pass a high five. After
the 2 minutes are over, you will
pair up with the last person that
you high-fived and you will tell
them your prediction, what you
think is going to happen next. Then
they will share their prediction with
you. After you are both done
sharing your perditions, you will
both put your hands back up and
go high five another person with
their hand up. Then you will both
share your prediction and then put
your hand up to find another
partner. Youll keep doing this over
and over until I stop you.
4) Have students repeat directions

1) Listen to teacher read pages 6-16.

2) Listen to teacher directions about
mixing physical activity.
3) Repeat directions back to teacher.
4) Listen to teacher directions about
safe high fiving. One student will
model with teacher. All students
will practice with each other.
5) Give the teacher a thumbs-up if
they understand and repeat
directions back.
6) Participate in physical mix around.
7) Participate in mix, pair, share and
share their predictions with
multiple partners.
8) Come back to rug and share
predications (if called on) with
teacher.

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Assignment 6:1
back to you to check for
understanding.
5) When we are high fiving, make
sure you do a gentle high-five, not
a big slap that will make lots of
noise and even hurt your buddy.
Does anyone want to get their
hand slapped so hard that it
hurts? (students will reply no)
Should we high five hard enough
to make your hand red? (students
will reply no).
6) Have a student come up and
model an example gentle highfive with you. Then have students,
still seated on the rug, give
someone near them a gentle
high-five.
7) Ask students to give you a thumbsup if they understand the
directions. Have students repeat
directions back to you.
8) Set timer for 1 minute and tell
students to being mixing. Rove
room while students are mixing
and high fiving to monitor high
fiving.
9) Allow both students to share their
predictions.
10) Listen in on student
conversations.
11) After 5 minutes, get students
attention and have them come
back to the rug.
12) Pull 2-3 sticks and ask, What
was your prediction?
13) Say, Lets find out if our
predictions are correct.
Co-Teaching Strategy/Differentiation
Co-Teaching strategy one teach/one observe TC is leading lesson while MT
observes.
Differentiation
Cognitive: student with autism tends to be overly aggressive when
participating in physical activities, especially if those activities involve other

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Assignment 6:1
students. During the mix, pair, share, walk within close proximity of student to
ensure that the student is not being too aggressive. If student does become
too aggressive, pull that student aside and let tell them to be gentler.
Physical: student with physical disability may remain seated during the mix
around. Make sure that students are high fiving and interacting with the
seated students as they participate in the mix , pair, share.

Independent Practice

Teacher Will:

Student Will:

1) Read pages 17-21 and say, The

1)
watchman took him back
downstairs where he belongs. Tell 2)
students if their predictions were
correct or not.
3)
2) Tell students, Now it is your turn
4)
to make a prediction by yourself. I
am going to pass out a piece of
5)
paper and you need to write your
prediction on this piece of paper.
Do you think Corduroy will sit on
that shelf forever alone? Will the
little girl come back? What is your
prediction? You are going to write it
on this piece of paper.
3) Have students repeat directions
back to you.
4) Call students up to get pieces of
paper by rug color. Have them
return to desks to write their
predictions.
5) After 2 minutes, have students
return to rug and finish reading the
story.
Co-Teaching Strategy/Differentiation

Listen to teacher read pages 1721.

Listen to teacher directions for
independent practice.
Repeat directions back to teacher.
Go back to seat and write their
prediction on the paper.
Return to rug when teacher
indicates and listen to the rest of
the story.

Co-Teaching strategy one teach/one observe TC is leading lesson while MT

observes.
Differentiation if students finish writing their predictions before others, have
them write about their favorite part of the story so far on the back of the
paper.
Closing/Student Reflection/Real-life connections:
1) In our lesson today, we learned how to make a ____? Indicate for students to
finish your sentence (prediction).
2) And were your predictions correct? Give me a thumbs up if your prediction was

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Assignment 6:1
correct and a thumbs down if it wasnt.
3) Good work making predictions today, guys. You will now be better prepared for
making predictions in the future, later in 2nd grade, next year in 3rd grade, and all
the way through your life.

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Assignment 6:1
Reflection
I chose to complete my physical activity break with my second grade class during a
literature lesson about predicting. I decided to make my physical activity academic based so we
did not waste any learning time, but capitalized on integrating a physical activity into the content
of the lesson. The physical activity my students completed was a mix, pair, share where the
students first mix around, giving high fives and then pair up with multiple partners, sharing their
predictions. They physical activity went really well and I was pleased with the results. The
students performed very well in the mix around, having done this activity multiple times in class
already. The mix, pair, share was effective and the kids did well about finding a partner, sharing
their predictions, and moving to another partner right away. My mentor and I agreed that the
students did really well with the mix, pair, share activity. After we had completed the physical
activity, I made sure to let the students know that I was pleased with their performance and that
most of them had followed the expectations perfectly.
The part of the activity that I would change was the high-fiving during the mix around.
When I was introducing the activity, I made sure to go over the high-fiving expectations,
modeling one and then having the students practice. This procedure definitely helped and while
most students did fine with the high-fiving, a few of the more rambunctious students were still a
bit too enthusiastic about high fiving. Nobody was hurt or anything major, but I did have to
reprimand a few times and it was rather noisy having 33 students high fiving for 2 minutes. I
walked around to monitor the students during the physical activity to make sure things didnt get
out of hand, but some students still needed to be spoken too. My mentor teacher had the same
opinion that I did, that the high-fiving was a little too noisy and hard to manage. When I use this

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Assignment 6:1
physical activity again, I will have students five a one fingered high-five or a quiet high five,
just to make things a bit smoother.
Other than the high-fiving, I really loved the outcome of this physical activity. It got the
kids up and moving while still staying focused on the objective of the lesson. It was a great way
to combine content and physical activity. I cant wait to use this method again.

PPE 310 Evaluation Rubric for Modification of a Sample Physical Activity Break

Criteria
Modification
of Sample
Physical
Activity
Break

SCORE:
x2

Exemplary (5)

Needs Impro

Instructional plans include:

Instructional plans include:

Instructional plan

All modifications are

grade/subject appropriate.
Safety issues for physical activity
break are well thought out and
described in detail and
highlighted appropriately.
Classroom management
techniques for a physical activity
break are clearly defined and
highlighted appropriately.
There is evidence that the plan
provides regular opportunities to
accommodate students with
physical and cognitive
disabilities in the physical
activity break and are highlighted
appropriately.

Most modifications are

grade/subject appropriate.
Safety issues for physical activity
break are somewhat well thought
out and described in detail and not
highlighted appropriately.
Classroom management techniques
for a physical activity break are
somewhat defined
There is evidence that the plan
provides some opportunities to
accommodate students with
physical and cognitive disabilities
in the physical activity break, or
only address one type of disability

Self-reflection was well thought

out and included at least 5
specific examples from the
teaching experience on:
managing classroom behavior,
teacher movement, response
latency, using student names, and
providing positive praise.
Self-reflection was the
appropriate length for the
assignment (1-2 pages).
Document was saved with last
name, course # and assignment
number.
Rubric was attached at the end of
the assignment.
Assignment was written in third
person, APA, including title page.

Self-reflection was somewhat

thought out and included 3 specific
examples from the teaching
experience on: managing
classroom behavior, teacher
movement, response latency, using
student names, and providing
positive praise.
Self-reflection was the appropriate
length for the assignment (1-2
pages).
Document was saved with only 1
or 2 of the following criteria last
name, course # and assignment
number.
Rubric was attached but not at the
end of the assignment.
Assignment was in a question and
answer format, in APA and
included a title page.

SelfReflection

Proficient (3)

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Assignment 6:1

SCORE:
x2

Few modificat
grade/subject a
Plan activities
no description
concerns for p
physical activi
Classroom ma
techniques for
break are vagu
There is little e
plan provides s
to accommoda
student needs i
activity break
The aforement
was not highlig
appropriately.

Self-reflection
thought out an
less than 3 spe
from the teach
managing clas
teacher movem
latency, using
providing posi
Self-reflection
the
Assignment (n
Document was
last name, cou
assignment nu
Rubric was no
end of the assi
Assignment w
and answer for
correct APA an
title page.

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Assignment 6:1