2013-2014

UMU Lesson Plan Template

Name: Jim Winkelman

Grade Level: 2nd
Subject: Physical Education

Date: 2/19/15
Class Period: 8:45-9:50
Lesson # & Title: Fischer method-Spawn
writing
Big Idea/Lesson Focus: Recognize, remember, and perform the cup stacking steps in
the correct order.
Essential Question: What are skills that require the following of steps and procedures
in a consistent and accurate way across different skills?

Context for Learning:

Describe unique features of the students in this class (e.g., # of males/females, ELL, IEP,
SES, race/ethnicity).
-8 white students, 5 black, 3 latino,
-7 girls and 9 boys.
-3 students on an IEP-2 autistic, 1 dyslexic student
-Urban area

Function of the Lesson (check all that apply):

Introduce New Skill or Content
Practice

Content Standards:

Review
Remediation/Reteaching

Standard 1 Demonstrates competency in motor skills and movement patterns

needed to perform a variety of physical activities.

Benchmark A: Demonstrate locomotor and non-locomotor skills in a variety of

ways.

1. Perform combinations of locomotor, weight transfer and balance

skills.

2. Perform locomotor skills using critical elements correctly

Standard 1 Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.

Benchmark B: Demonstrate developing control of fundamental manipulative

skills

2. Catch objects coming from different directions, heights, speed, etc

Standard 2 Demonstrates understanding of movement concepts, principles,
strategies and tactics as they apply to the learning and performance of physical
activities.

Benchmark A:
Demonstrate knowledge of movement concepts related to
body, space, effort and
relationships.
1. Use movement vocabulary to describe a pattern (e.g., levels: high,
medium, low).
2. Apply movement concepts to modify performance (e.g., use more
body parts, keep the
object closer).
3. Apply different degrees of effort to accomplish a task (e.g., adjust
speed).
Standard 5 Exhibits responsible personal behavior and social behavior that respects
self and others in physical activity settings.
Benchmark A: Know and follow procedures and safe practices.
1. Respond positively to reminders of appropriate safety procedures.
2. Follow directions and handle equipment safely.
3. Mount, move on and dismount large apparatus safely.
4. Explain rules related to safety and activity-specific procedures.

Learning Objectives:
-Students
-Students
-Students
-Students

will
will
will
will

perform the 3 stack starting with the dominant hand, every time.
perform the 6 stack starting with the dominant hand, every time.
perform the 10 stack starting with the dominant hand, every time.
describe the various steps of cup stacking accurately through writing.

Academic Language (or A.L. Demands, A.L. Objectives):

-cup stacking
-3 stack
-6 stack
-10 stack
-Down stacking

Instructional Materials and Support:

-cups
-paper
-pencils

 Prior Knowledge:
-Some students will have prior knowledge of cup stacking, most will not.

Assessments:

Pre-Assessment for the unit: Use this information to design your lessons-Students will
be asked if they have experience will cup stacking in the past and to what extent, informally.
Assessment(s) during the lesson: Only assess what was taught-Students will be
assessed on their ability to complete each step of the cup stacking, through an informal
performance assessment. The teacher will observe the students.
Assessment(s) at the end of the lesson: Clear up misconceptions-The students will
complete all three of the stacks correctly and be able to explain how to do each step. The
students will be assessed on a completion assessment as to their ability to complete each of
the stacks and be informally assessed based on the explanations they write about how to do
each of the cup stacks.
Post-Assessment for the unit: Assess all that was taught in the unit-The students will be
given a formal performance assessment to assess the ability of the students to complete
each of the stacks in the correct order and they will also be informally assessed to their
ability to write an explanation as to how to do the various steps.

Strategies & Learning Tasks

Introduction:

-Students will come get a stack of ten cup stacking cups.

-They will go back to their seats and set out 3 separate stacks of three cups in a line on their
desk.
-Students will be asked if they have any previous experience with cup stacking and if they
do, to what extent they have done them in the past.

Presentation/Explicit Instruction:

-The teacher will demonstrate how to perform the 3 stack and then given the time to
practice it.
-Students will be told to focus on starting with the dominant hand and how to properly move
to each of the stacks.
-The teacher will then demonstrate how to perform the 6 stack and the will be told the
focuses that apply to the 6 stack. The students will be given time to practice.
-The teacher will then demonstrate how to perform the 10 stack and the students will be told
the focuses that apply to the ten stack. The students will be given time to practice.
-Students will then be shown how to properly go through all three of the different stacks and
then given time to practice all three of the stacks.

Structured Practice/Exploration:

-Each of the different stacks are broken down, so the students can focus on mastering each
of the three different stacks.
-The students will be able to practice the stacks they struggle with the most, so the order
they practice them wont be important until they need to connect all three.


Guided Practice/Specific Feedback:

-The teacher will provide tips about how to hold the cups when pulling them off of the stack.
-The teacher will provide feedback about ways to go through the various stacks successful to
individual students as they need it.

Independent Practice/Application:

-Each student will be able to independently practice and master the skill, but will have
classmates around practicing the same skills and will be able to get tips from them.

Closure:

-The students will attempt to do all three of the different stacks in order.
-Once they attempt that, they will be given the writing prompt of explain how to do the three
stacks in their own words.
-As they are writing, the teacher will go around and collect the cups from the students.
-If there is a student that has issues will writing, they can help the teacher collect the cups
while they explain the steps of cup stacking verbally.
-Students will then be introduced to the ten stack and told about how they are going to learn
about the progression of the full cup stacking.

Differentiation, Individualized Instruction, and Assessment:

-The students with dyslexia will have the option to verbally explain how to do each of the
stacks if they have trouble with writing. This will give them the ability to have their task
accommodated, not modified.
-Students will be able to stay with the stack they are most able to do.
-Students are able to move as fast or slow as they can through the different stacks.
-If either of the autistic students have problems with noise or with other general stimuli, they
will be able to be put a location that is more isolated for them and/or be given headphones
to block out the noise around them.

Research and Theory:

The spawn writing from 50 Instructional Routines to Develop Content Literacy

relates to my lesson because I am using this to have the students put the directions of cup
stacking in their own words, so they can better understand the steps that go into the task.
Doing this will help to conceptual the skill in a way that makes sense to them and allows the

teacher to be able to see if they way the students, personally, understand the task is
beneficial to performing the skill well.

Another strategy that I used was the strategy talked about by Rubin Kolb, called
experiential learning. It promotes the idea that students should have an experience to
attach to the meaning of the words and that will lead to them being better able to remember
both the activity and the words they learned.

Blooms taxonomy also influenced my lesson plan because of my focus on the

psychomotor domain. Having the students move around and allowing them to work on
their motor skills which is within the psychomotor domain.

The concept of scaffolding is also shown in this lesson by having the students go from
doing the easier task to the more difficult ones.