PHYSICALEDUCATIONLESSONPLAN

Stephanie Pelayo
2/16/17
JUMPROPELADDER
*Adaptedlessonplanfrompecentral.org

GRADE:3rd
STANDARD:

FRAMEWORKP.55

Standard1:Studentsdemonstratethemotorskillsandmovementpatternsneededtoperformavarietyofphysicalactivities.

1.5Jumpcontinuouslyaforwardturningropeandabackwardturningrope.
FRAMEWORKP.56

Standard3:Studentsassessandmaintainalevelofphysicalfitnesstoimprovehealthandperformance.

3.8Measureandrecordimprovementinindividualfitnessactivities.
NEEDEDEQUIPMENT:
JumpRopes
JumpRopeLadderPoster
RecordingChart(1perstudent)

LEARNINGGOAL/OUTCOME/OBJECTIVE:
1.Studentswillbeabletodemonstrateprogressionwhenperformingthejumpropeladderactivitywith90%accuracy.
2.Studentswillbeabletoexplainthejumpropeladderchallengetotheirpartnerandexplainthetypesofmovementsthatwillbedonewith
90%accuracy.
TIME LESSONCONTENTACTIVITY TEACHINGPOINTSAND
Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher ORGANIZATION
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare Whatmustyoudotobeready/preplanning
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting. toteacheachlessoncomponentpoint?
Min. Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadytoreceive Step1
instructionforthisstandard)
CreateLadderVisualforstudentstosee
whichmovesneedtobepreformed.
Iwillintroducetheactivitybyintroducingthemtotheheartassociationsjumprope
5
forheartevent.Thiswillallowthemtomakeconnectionswiththeactivitytheyare
Minutes Step2
goingtobedoingandseehowitisusedinlife.Iwillalsoallowthemtodiscusswith
eachotherthetypesofthemovementstheythinktheyllbedoingwhenjumping Findconnectingpointstoothersubject
ropeaswellaswhatmusclesorbodypartsthatllbeused. contentandreallife(JUMPROPEforheart)

Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthestudentson Step1
thisstandard)

Afterthestudentsareintroducedtojumpropingconcepts,howitappliestoreallife Layputjumpropesforstudentsandpresent
10 activities,anddiscusswhattypesofmovementwillbemadewhenjumpingrope,I themwiththeLadderPoster.
Minutes
willallowthemtopracticejumpingwiththeirjumpropeforabout2minutes.After
thetwominutesareupIwillregroupthemandintroducethemtotheJumprope
Step2
ladderposter.Iwillexplainthatthisposterwillmonitortheirskillprogression.It
willsstartofeasyandgetharderastheyperformthetasksuptheposter/orladder. Sharerecordingmaterialtheywillbedoing
Iwillexplaintothemthatitwillbeachallenge.Whentheycanperformthejump afteractivity.
ropetrickproperly5timesinarowtheymaymoveuptothenextoneup.Theywill
bepartneredupandwilltaketurnsperformingthetaskwhiletheotherchecksfor
 properapplicationofmovements.

30 EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard Step1
Minutes
Createstationswherestudentswillbesetup
AfterstudentsunderstandthetasktheywillbeperformingIwillremindthemofthe
todoactivity.Theyneedtobefarenough
safetyrules,suchasonlyusingthejumpropetojumpandleavinglotsofspace awaytobesafeandtoallowtheteacherto
betweeneachotherwhenjumping. walkaroundandmonitor.

BeforeallowingstudentstobreakintogroupsIwillreiteratedthestepsonelast
time.Theywillgetintopairs,grabonejumprope,onestudentwillwatchasthe
othertriestoperformeachstepoftheladder,andwhenthewhistleisblown
studentswillswitchactivities(onewillwatchandonewillperformthetasks).

Oncestudentsagreethattheyunderstandwhattheywilldotheywillhave30
minutestocarryoutthetask,asIwalkaroundtomonitorstudents.
Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhowthey Step1
10 mightkeeponpracticingindependently)
Minutes Sharewebsiteusedtofindactivitiesand
Attheendofthelesson,Iwillregroupstudentsandhavethemdiscusswitheach websitesthatallowstudentstoresearchhow
otherwhatmovementstheyhadtoperformandthenhavethemsharewiththeclass. importantthisexerciseis.
Iwillalsoaskthemtodescribehowthisactivityandhowthisexerciseisusefuland
usedinlifeandthecommunity.

Oncestudentshavemadeconnectionsandwediscusstheytypesofskillstheyare
improvingin,suchaslocomotormovements,theywillreceivearecordingsheet
wheretheywillnotateuptowhatnumberontheladdertheyclimbed.Iwillkeep
themtocomparetheirprogressioninthespanofoneweek.

Assessment:Howwillyouassessprogressinthisstandard?(Refertopagesinthe Step1
5 PEFrameworkthatsupportyourplan)
Minutes Haverecordingsheetforstudents
P.EFrameworkP.161162

ToassessstudentprogressionIwillhavethembeginrecordingonasheetuptowhat Step2
numberontheladdertheyclimbedwhendoingtheactivity.Thiswillbedoneafter
thestudentsfinishtheactivityandwearereviewingaboutskillprogression. Keepfolderofstudentsrecordingsheetsfor
nextlesson,checkprogressionafterone
week.

ClassManagement(Howyouwillmanagethisinstructionsothatallstudentslearn Step1
well)
Walkaroundactivityarea,stoppingateach
grouptocheckhowtheyareprogressing.
Toproperlymanagestudentswhentheyareinpairsandworkingontheactivity,I
willwalkaroundandmakesurethatstudentsareengagedandpracticingthe
correctmoves.

ModificationsforSpecialTypesofLearners:
ELD Learner: Step1

PEFrameworkP.215 PregroupELstudentswithlikelanguage
speakerssothattheycanlearnformeach
Strengths otherandlookbackatthepostertomakesure
theyareinterpretingtheprocesscorrectly.
English language learners do well at interpreting images and
with hands on activities.

Weaknesses:

Some English language learners may not understand the

terminology used.

Your intervention or adaptation:

 I will encourage them to reference back to the poster that has
images of how to perform each jump activity and pair them
with like language speakers as is said in the framework.

Special Needs Learner: Step1

Framework P. 217 Havesupplementalmaterialreadilyavailable

forstudentswithdisabilitiestouseinplaceof
Strengths: jumpingropethatwillgivethemthesame
Student with disabilities will learn about the same concepts understandingoftheconcept,
being taught and will preform the same tasks when possible.

Weaknesses:

Some students may not be able to do some activities on the

jump rope ladder due to physical disabilities.

Your intervention or adaptation:

For students with disabilities we will use a longer jump rope

and have students be the turners/ jumpers using the longer
jump rope.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
Ive learned that creating or choosing activities that engage students is very important. I think that
having a P.E lesson that has majority of the time spent with students practicing methods discussed is
important because they apply it to what they are doing and understand why they are doing I while
having fun. This lesson incorporates a visual chart for students to see how to perform the movements,
however for other activities I feel Id have trouble connecting Language into the mix so sthat E.L
learners are completely understanding.

What area of this instructional plan was easy to complete?

The material section was easiest to complete because its the same for each class, and each lesson. Each
student will be receiving the same materials.

What area will you need more knowledge/skill in order to do the task well?
I will need more knowledge on how to connect this jump rope activity to other subject areas as well as
adapting it to students with disabilities.