University of Northern Iowa Level Two Lesson Planning Assessment

Task 3: Scaffolded Lesson Plan 1

Instructions: You will design one lesson plan incorporating the six elements of effective lesson plans. Utilize information gathered in
Task 2 to inform your design of the lesson. As you design your lesson, consult the six ELP handout, exemplary lesson plans, and the
lesson design rubric. Turn in your lesson plan in advance to your Field Experience Coordinator for feedback/revisions in preparation
for implementing it.

Lesson Topic Materials

Your mentor teachers recommendations and curriculum Existing materials in classroom
Prior learning of class technology resources
Student needs and interests materials you will bring in
what supporting documents or materials will you develop
(worksheet, PowerPoint, graphic organizer, etc.)

Rolling/Underhand throwing 20 bowling pins, polyspot for each student (20-30), foam balls,
colored jerseys

Aligned Standard(s) Learning Goal(s) Assessments

Are goals meaningfully aligned to Are goals are measurable and observable? What do students already know about
standard(s)? Are goals are meaningfully aligned to this topic?
Consider content, process, and 21st standard(s)? How will you find out more about

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Century Skills standards student understanding of your topic

before your lesson, during your lesson,
and at the end of your lesson?
Do assessments provide clear
evidence of student understanding of
your learning goal(s) and standard(s)?
Consider strategies: performance
observation participation checklists;
written product that reflects student
thinking (i.e., graphic organizer, quick
write, exit card); analysis of student
comments and questions; rubric
evaluation of product or performance;
student self-evaluation or peer
evaluation; other

I CAN statements 1.Teacher Observation

Standard 1 - The physically literate I can roll/underhand throw the ball with 2. Teacher observation of partner
individual demonstrates competency in opposite arm opposite foot activities/group activities
a variety of motor skills and movement
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patterns. 3. Teacher observation of all activities

Standard 4 - The physically literate
individual exhibits responsible personal
and social behavior that respects self
and others.
I can roll/underhand throw the ball on the
ground to a target
I can catch a ball thrown underhand
and students cooperation skills
4. Video assessment with iPad
5. Checklist assessment

Depth of Knowledge and Blooms Taxonomy Academic Language

Do goals target appropriate depth(s) of knowledge/Blooms What vocabulary is critical?
level(s) of thinking?

Application Cues for throwing underhand: opposite arm, opposite leg. Step
with lead foot, body facing side, aim at your target

Instructional Sequence Cue Words & Assessments Expectations, Transitions

What activities will you use to model, guide, and support students in Align your assessments how will you set
reaching your learning goal? from above to your expectations for student
Consider Strategies: small group/cooperative learning; extended instructional sequence. behavior before and during
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discussion/questioning; hands-on activity/project, manipulatives, Cue Words are verbal the lesson? (picking up
problem-based learning;Other words that direct materials; collaborative
Consider: students attention to the work time; listening
How will you introduce the lesson in an engaging way (hook, launch, key elements of the skill behaviors)?
anticipatory set)? how will you transition
What are key questions you will ask? from one activity or place to
Approximately how much time do you plan for each learning activity the next?
How will you conclude the lesson and summarize learning? Approximately how much
time do you plan for each
learning activity

Anticipatory Set & Warm-up: Squirrels in the Trees (5-6) minutes Ready? Go! Students will sit on the base
line in their color groups and
Assign students to color groups with jerseys. Keep moving! listen to the directions.
Split students up into squirrels and trees. Two color teams being the Find the open tree. Students will change speeds
Squirrels and everyone else finds a group of three to be a tree (4-5
and locomotor patterns.
trees) . Need to have more squirrels than trees.
Way to go!
A tree is made when three people put their arms up and hold hands to Strategy is involved to find an
form a tree. The squirrel needs to move around to find an open tree. Freeze! Switch squirrels, open tree.
this color team and that

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If there is not a tree open, they go to the middle to wait for the next color team will now be the Students will move throughout
round. squirrels. general space to find an open
tree.
When a squirrel gets to a tree, they must run in place because they I will say Freeze , students
made it out of the cold. After two or three rounds, teacher will switch will stop and listen to new
out the squirrels. directions. They will switch
positions with others when
Add wind to the game and make the trees move around, to make it
harder for the squirrel to find a tree. told to do so.

Transition: Students will go

back to their color groups.

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Fitness Activity: Win the Pin (8-10 minutes) Opposite hand, opposite Students will use opposite
foot. hand, opposite foot the throw.
Teacher sets up as many bowling pins as they like along the center black
line of the basketball court. Split the class into two teams. Set poly spots There you go! They will stay behind the line
on each side so the students know where to stand. Equal number of spots
per side. One ball goes on each dot. One student per dot. Nice throw. They will play together as a
team and respect each other.
Students have 3 rules. If you break a rule, you go to wall to count to 10. Stay behind the line.
You may only attack a pin with an underhand roll or bowl When the game is done, I will
(no bouncing, no throwing, no overhand of any kind, no kicking, have them sit on their
etc.) respective lines to listen to
Students may not step over the line when they are rolling or further instruction. I will have
bowling towards the pins. two students help pick up the
Students may go get any ball on their side of the pins, but may not bowling pins.
touch the center line or the pins (even the ones laying down).

The basic premise of the game is to knock over the last pin to win the
game. The first pin and the number of pins knocked over by any team are
not importantonly the LAST PIN determines the winner.

Winning side gets to put the balls back on the dots and losing side gets to

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set the pins back up.

Lesson Focus: Teacher observation: make

Good throw! sure students follow rules
Throwing with opposite arm opposite foot.
Theres an open pin! Look for proper underhand
Pinball Wizard (8-10 minutes) throwing technique.
Great defense!
Place approximately 10-12 poly spots on the floor no closer than 12-15
Check for understanding
feet apart. Each spot has a corresponding bowling pin. Scatter 30-50
Look out for other wizards!
balls around the room. Create a line area with dots or markings on the
Review what hand they throw
floor.
Remember, only underhand with and foot they step with
throws.
About 2/3 of the students are at a pin/spot area and the remaining
At end of game: have certain
students are in line. Students at a pin are wizards. They have wizard
Opposite arm, opposite color teams pick up pins and
power and only wizards may pick up or touch the balls in this game.
foot! spots, everyone else puts the
Wizards may start the game with 2 foam balls in their hands or near their
balls away in the blue bag.
pins.

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Freeze! (have them stop

Wizards get their power from their pins, so they must protect these pins and listen to directions) Go put their jerseys away and
from getting knocked over. They may block or knock balls away from their line up
pins, but if they touch their pin or accidently knock over their own
pinthey are no longer wizards. They must drop any ball they have and
go to the back of the line. Wizards may also attack other wizards with any
underhand roll or throw. Wizards may get as close as they need to attack,
but must ball must leave hand in an underhand throw or roll. Remember
that if you risk attacking another wizard, your own wizard pin may be
attacked and they may get sent to the back of the line.

When a person goes into the game, they MUST set up a pin first before
they get any balls or touch any of the balls in the game.

A student automatically goes to the back of the line if:

They touch their pin (after it is set up)
Pin falls over for any reason
Throws overhand or kicks a ball (blocking with feet is
okayattacking with feet is not)
Gets a ball before standing up a pin and becoming a wizard

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Closure: Class discussion about what Call on students with their

we did in class. hands up
1. What do remember when we throw underhand? Opposite..
hand, opposite foot Talk about how we throw
2. If we throw the ball too high, can our partner catch it? the ball
3. How should we throw the ball underhand?

Plan for Differentiation

Consider strategies: the specific needs of a target student in the class (student A); differentiated questioning (planned extensions/scaffolds);
student choice; scaffolded task (e.g., skeleton notes, word banks, essay template, graphic organizer, think alouds, physical fitness
adaptation); additional equipment (assistive technology, manipulatives); pacing or length of assignment; strategic grouping

Win the Pin: add cones as blockades. Split the halves into two teams (four teams total) Use different types of balls if needed. Change
distances for students with disabilities.

Post-teaching Reflection
Respond to these questions after you teach your first lesson.
1) How well did your lesson activities support attainment of your learning goals?
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2) How well did your differentiation strategies allow Student A and others to access the learning goals?

3) In reflecting on your instruction in relation to student learning, what 5-10 minute segment of this lesson best captures the most
effective instance of teaching and learning? In answering, consider especially positive learning environment, active student
engagement in learning, and effective implementation of learning strategies.

4) In reflecting on your instruction in relation to student learning, what would you change and why?

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University of Northern Iowa Level Two Lesson Planning Assessment

Task 3 Scaffolded Lesson Plan 1: Rubric for Planning Lesson Plan Assessment (Draft 2)
Level 1 Level 2 Level 3 Level 4
not met partially met met exceeded
Learning Goals Learning goals are Learning goals are Learning goals are Learning goals clearly and
alignment not aligned to superficially aligned to aligned to standards consistently aligned to standards sd
standards standards
OR
Learning goal/s are
consistently not
measureable
Learning Goals Learning goal/s are Learning goal/s are partially Learning goal/s are Learning goal/s are clearly and
observable and consistently not measureable consistently consistently measureable
measurable measureable measureable
Depth of Learning goals focus Learning goals focus Learning goals focus on Learning goals focus primarily on
thinking solely on lower order primarily on lower order lower AND higher order higher order thinking skills with
thinking skills (i.e., thinking skills with some thinking skills some attention to lower order
procedures, recall, attention to higher order thinking
defining) thinking skills
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University of Northern Iowa Level Two Lesson Planning Assessment

Alignment of Learning goals are Learning goals are loosely Learning goals are Learning goals are clearly and
learning goals to not aligned to aligned to assessment/s aligned to assessment/s consistently aligned to assessment/s
assessment/s assessment/s
Learning The sequence of and The sequence of and The sequence of and The sequence of and instructional
progressions instructional instructional activities instructional activities activities planned are clearly
and instructional activities planned are planned are loosely planned are connected connected and will provide strategic
plan not connected and connected and will provide and will provide support support to help students meet
will provide little to limited support to help to help students meet learning goals
no support to help students meet learning learning goals
students meet goals
learning goals
Planned There are no planned The planned supports for The planned supports for The planned supports clearly
supports supports for students students are generic with students clearly address address a variety of student
addressing little to no relation to at least one student learning needs
student needs student learning needs learning need

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Comments

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