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Essential Elements of Lesson Planning

1. Content
A. Standards

ELE: Children experience growth in gross
motor development and use large muscles
to improve a variety of gross motor skills
in both structured and unstructured
settings. [HSCOF-PDH 8.2.1, 8.2.2, 8.3.1]
B. Enduring Understandings &
Essential Questions

Students will gain a more sound
understanding of specific gross motor
movement terms.
C. Objectives ( SWBAT)

Students will be able to distinguish
between 6 different oral and visual gross
motor movement prompts.

Students will be able to successfully mimic
and perform the selected gross motor
movement the number of times specified
by the dice.




2. Assessment
A. Formative Assessment
( Strategies to check for
understanding, guide practice)
Students will be assessed before the main
activity according to their ability to
identify and mimic specific gross motor
movements when provided with visual
and oral cues from the dice.

Students will be assessed during the
activity on their ability to comprehend
and apply directions to their course of
movement.
B. Summative Assessment
( When Appropriate) quizzes,
objective tests, essays,

projects)


3. Instruction
A. Anticipatory Set
Set out the dice. Ask students what they
think we will be using the dice for. Allow
time for suggestions. Let students know
that you will be using the dice to play a
movement game.
B. Instructional activities
( Includes Introduction,
Presentation, /clues for
Discovery, Modeling, and
engagement in gradual release,
as planned)
1. Line students up and explain the
purpose of each die to students. The first
die will be rolled to determine what type
of movement the students will do. The
other die will be rolled to determine the
amount of times the students will do the
movement.

2. Hold up the number die and ask
students as a class to determine the
number represented. Do this for each of
the numbers 1-6.

3. Hold up the movement die and explain
and demonstrate the movement that
each picture and color represents.

4. After the teacher explanation, ask
students as a class to identify the
movement represented by each color
and picture.

5. Explain to students that they cannot
begin their movements until they hear
the code word, which is banana.

6. Ask two students to come up and roll
the dice.

7. Have each student hold up their die
and show the class what they rolled.

8. As a class, determine the movement as
well as the number of times the
movement needs to be completed.

9. The teacher will then say the code
word and demonstrate the selected
combination once alone, then say the
code word and participate in the
movement combination once with
students.

10. Repeat steps 5-8 again, if necessary.
Special Attention to:
1) Differentiation


2) Higher Order Thinking


3) Technology
1. If students have troubles following
multiple step directions, do not use the
numbered die. Keep the focus on the
movement and do not specify a
particular number of times the
movement needs to be performed.

If students are successful at following
multiple step directions along with the
movements, add more difficult
movements (such as skipping and
turning) to the movement die.

2. To promote higher order thinking for
students, ask them what other types of
everyday movements could be added to
the movement die.

3. To add a technological piece to the
lesson, children could perform the
selected movement a specified number
of times to a song; however, I will not be
using technology in this particular lesson.
C. Gradual Release Techniques
(Formative Assessment)
Checking for Understanding,
guided Practice, Independent
Practice
1. After the activity has been demoed
and mimicked by students, take the time
to review the process, code word and
movements one more time.

2. Choose two more students to come up
and roll the dice.

3. Ask students to hold up what they
have rolled.

4. Ask students as a class to orally
identify the movement and the number
that was rolled. Assist and prompt if
necessary.

5. Say the code word and observe
students to see if they are able to follow
directions and successfully complete the
selected gross motor movement the
specified number of times.

6. Repeat steps 1-5 and continue to
observe individual students.
D. Closure
Conclude the activity and ask students to
join in the center of the gym in a circle.
Briefly talk about the activity with
students, asking them questions such as:
Was the activity fun? What was your
favorite movement? What movement
was the easiest? Which one was the
hardest?


4. Reflection
A. How can I and they do better?

Next time I do this activity with my
children, I would have two sets of dice and
separate the class into two groups. By
doing this, the kids wont have to wait so
long for a turn and wont get antsy or
inattentive so easily.

In addition, I would put actual numbers on
the number die as some kids struggled
with identifying what quantity was
represented by the dots on the die.

Lastly, I feel that I need to place a bit more
emphasis on the code word. The morning
class understood the concept much better
than my afternoon class. In the future, I
would define the idea of a code word and
allow my students to select a code word.
Owning the code word would help the kids
with zeroing in on when they should
move.
B. What are they and what am I ready
to do next?
I feel that the kids are now ready to
experiment with and play the game with
less guidance or even play the dice game
as a center activity. After a few more
rounds of play, I feel that the kids would
gain more confidence and may even be
ready for new actions options on the
action die.

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