Student Teaching Example Lesson Plan

Name: Tyler Anderson

Lesson Title or Subject/Topic: Basic Body Positions
Unit: Balance and Strength
Date: December 3rd, 2015
Estimated Time/Length of Lesson: 30 minutes
Grade Level: K-2
Central Focus

The central focus today will be learn and practice basic body positions.

What is the
Central Focus for
the content in the
learning segment?

Content
Standards
What standard(s)
are most relevant
to the learning
goals?

National P.E. Standards:

1. Spatial awareness, body awareness, balance, non-locomotor skills, and locomotor skills
2. Cardiovascular endurance, flexibility, muscular strength, and muscular endurance.
3. Participates, appreciates, enjoys movement, and respects others.

Wisconsin State Teacher Standards:

1. Achieves and maintains a high level of physical fitness.

Include SHAPE
Standards and
WI Content
Standards.
Student
Learning
Goal(s)/
Objective(s)
What are the
specific learning
goal(s) for
student in this
lesson?

LEARNING GOALS
1. Learn how to do basic body movements
2. Learn how to do basic balance exercises

OBJECTIVES
Psychomotor The students will perform basic body movements as a whole class
and understand what each movement is.
Cognitive - Students will be able to explain what part of the body each movement
moves.
Affective The students will perform balance activities as a group.

Safety
Statement

1. The students will be aware of their surroundings and make sure that they dont bump into
each other.

Assessment of
Learning

1. What body parts did you use?

2. What body position are you in when you watch TV?
3. What does the R in Sparke stand for?

Describe your
formative and
summative
assessments you
will use.

Learning
Environment/
Behavior
Expectations

Expectations:

What procedures
will you use to
ensure students
are safe, on task
and engaged?
What might
happen that you
might not
expect?

1. Students will listen to the instructions given clearly and perform the activity that is asked of
them correctly.
2. Students will behave and respect their classmates.

1. The students may not fully understand the directions to the activity that is being asked of
them.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch/
Instant Activity: No instant activity for this class period today. Will have a
Motivational Set
quick overview of the unit and expectations for the unit. If there is time we
__________ Minutes
will do a quick jog around the gym to get warmed up a little bit.
How will you start the
lesson to engage and
motivate students in
learning?
Instruction: (Body of
the lesson)
__30________
Minutes
Write the step by step
Teaching
procedure/progression
here.
What will you say and
do? What questions
will you ask?
How will you engage
students to help them
understand the
concepts?
What will students do?

Tasks
(Extensions)
Students will be
moving around the
gym until music
stops. Will find
polly spot and
perform basic
body position.

Cues
(refinements)
When music stops
students will find a
spot and perform
the activity that is
being asked.

Challenges
No challenges will
be asked of the
students today.

Modifications:
Modifications may
be added during
the class period if
needed.

Demonstration #1:

Activity 1:. ( 30 minutes)

WRITE OUT TRANSITION DESCRIPTION On music start move

around using the locomotor movement that I call out avoiding
others.
(1 minute)
Demonstration #2:

Activity 2:

( 30 minutes)

WRITE OUT TRANSITION DESCRIPTION When the music stop the

students will find a spot on the floor and we will learn a new body
position each time to try and help better their balance.

(1 minute)

Closure
______5____ Minutes
How will you end the
lesson?
Write out the questions
that relate to your
learning goals and
objectives.
Questions that Check
For Understanding
(CFUs)
Hook to next lesson
Differentiation

I will end the lesson by asking these following questions:

1. What body parts did you use?
2. What body position are you in when you watch TV?
3. What does the R in Sparke stand for?

Students with IEPs or 504 plans or students requiring other accommodations:

Gifted/Talented Students: N/A
Language Differences (ELL): N/A
Learning Styles/Preferences: Will be giving verbal cues, visual demonstrations, and
putting words on board to read and visually see.

Materials
What specific
materials/equipment
does the teacher need
for this lesson?

1. 4 cones
2. 1 spot marker per student
3. Body position cards
1. The students will need no material for this

What materials do the

students need for this
lesson?

Academic Language Demand(s):

What content specific
terms (vocabulary) do
students need to support
learning of the learning

1. The students will need to understand what the R in Sparke Stands for and why it stands for t

objective for this lesson

What specific way(s)

will students need to use
language (reading,
writing, listening and/or
speaking) to participate
in learning tasks and
demonstrate their
learning for this lesson?
Describe the language
function and demands
required a how you will
support your students
during the lesson.
EVALUATION OF
LESSON

1. Students wont have to read or write anything, but will need to know all sorts of things throu
obtain by listening.

1. Will congratulate and tell the students great job after they complete each basic body position

PRE-PLANNING: There was none.

POST PLANNING: Will find out after the lesson is completed.
TEACHER REFLECTION NOTES:

ATTACHMENTS

Resources:
List references and Character Education by: Donald R. Glover; Leigh Ann Anderson
Other Resources
used to support or LIVESTRONG.com
develop the lesson.
40 Years In the Gym by: Donald R. Glover