Expert answer:Comprehensive Lesson Plan

Expert answer:You will create a comprehensive lesson plan to teach a fundamental skill for an early childhood physical education class (Pre-K to 3rd grade) by revising and adding to the plan you created in Week Two. Start by reviewing and assessing that the skill(s) in your lesson plan are developmentally appropriate by visiting SHAPE America (Links to an external site.)Links to an external site. page.Your lesson plan should include the following components (note that Sections 1 and 2 are the same as the Week Two lesson plan; just be sure to include revisions and changes).Title PageSection 1: Lesson Information Grade level (specify age/grade)Estimated level of developmental stage for this age/gradeNumber of studentsFundamental skill to be taughtState standard (see the list of PE standards (Links to an external site.)Links to an external site.and indicate which state)Section 2: Lesson Introduction Provide a brief description of the lessonCreate a student learning objective (e.g. “As result of this lesson, students will be able to demonstrate _________”)Describe your system for classroom management and student grouping (e.g. class rules, consequences, rewards, and organization of the class during the activity)Describe the equipment needed and the environment (e.g. classroom, gym, outdoors, etc.)Section 3: Lesson ProcedureCreate a script for what the teacher would say while teaching the lesson and describe the following: Introducing the lessonSafety concerns, rules, and protocols to follow during the lessonTeaching the skill and the method of assessment (refer to the lesson objective; how will you assess mastery of this skill?)Section 4: Home-School ConnectionCreate a flyer or email that you would use to communicate to parents. It should explain at least one activity that the family could do at home that would reinforce the skill taught in the lesson.Section 5: Lesson AccommodationsIdentify modifications and adaptations for each of the following scenarios: Inclusion of a child with a physical disability (e.g. a child who uses a wheelchair)The event of inclement weather or an altered schedule that forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as opposed to a gym)Several children from a different grade are temporarily joining this class for this particular lessonReference pageInclude five to seven outside resources.Your title page, lesson plan, and reference page should be in APA style as outlined in the Ashford Writing Center. The lesson plan must be five to six pages in length, in addition to the title and reference pages.Additional Planning Resources: When researching lesson plans, the following resources are helpful. These should be used as resources only and should not be copied and pasted (Turnitin will detect any plagiarism):Foundations of Moving and Learning Chapter 7 – Planning Physical Education LessonsAppendix A – Sample lesson plansAppendix B – Sample lesson plansMr. Gym (Links to an external site.)Links to an external site. (http://www.mrgym.com/)PE Central (Links to an external site.)Links to an external site. (http://www.pecentral.org/)Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
20171211163433fundamental_skill_lesson_plan.docx

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RUNNING HEAD: LESSON PLAN
1
Motion, Position, and the Vocabularies of Objects in the Classroom and Field Environments.
April Martin
PED 212
Instructor: Christine Tranetzki
December 11, 2017
LESSON PLAN
2
Section 1
Grade level: Grade 1.
Developmental Stage level: Early Childhood.
Number of students: Twenty-five (25).
Fundamental skill: Motion, position, and the vocabularies of objects in the classroom and field
environments.
Standard State: Standard 2 (Movement and direction concepts)
Section 2
Cases of children losing their direction to given areas are common. This lesson seeks to
help children to know where they are, and where they are going towards. By identifying objects
in their ways, they can tell where they were easily. Students will identify objects in the classroom
and field environments. Nevertheless, they will be introduced to directions and different
positions where the objects are located (Left, right, down, up, below, above, in front, behind, and
over). Students will be given tasks to identify where their objects are. For instance, place a pen
on the left-hand side of one of the students and ask the others to state its position. I will be
asking them to move or run in different specified directions (Jahan, 2014). For example, “James,
turn left, and run forward, now stop, what do you see in front of you? From there, move to your
right, class, what is on James right-hand side?”
In the process, students will also learn the names of the objects found in the classroom as
well as the field. With the aid of a picture dictionary, students will relate reality to what they see
in the dictionary.
LESSON PLAN
3
Objectives
❖ By the time the lesson ends, the students will know different types of motions, like
running, walking, and jumping and relate them to direction.
❖ As a result of the lesson, the students will be able to distinguish various locations. For
instance, they will know when told to move on their left where they should go.
❖ Using the picture dictionary, students will place the objects next to the matching pictures
in the dictionary and identify the objects for themselves. This will help them to know
how to relate objects and distinguish them from others.
❖ By the end of the session, the students will be able to state and point out the different
directions in the classroom without much difficulties.
Classroom management
To make the learning comfortable, I will divide the class into groups of five students
each. This means I will have five teams to take through the lesson. The group that will conduct
itself well and be able to answer questions after the study will be rewarded with different types
of gifts which will include chocolate, pens, and little picture storybooks. First, I will take ten
(10) minutes to introduce the students to the topic. After dividing them, I will send them to the
field to explore what they see. I will be moving from group to group explaining to them the
positions and names of the objects. For instance, while on the parade grounds I will show them
the flag post and tell them, “This is the flag post, the flag post is in front of the classrooms.”
After saying this, I will ask them to repeat. Repeating will help them to recall the positions
quickly. From there, I can ask them to tell me in which hand side the flag post is from me.
LESSON PLAN
4
In the field, a maximum of forty minutes will be enough. I will take them back to class,
make them seat in their positions and ask them questions. Every group will tell me what they
saw, and where it is positioned. After that, I will allow them a twenty minutes break. After the
break, I will take them all through the classroom environment learning. This time, no forming
groups, they will learn as a class.
Equipment
This lesson will need six picture dictionaries. One for the teacher and the other five for
the five groups. The dictionary will be used in both environments. The students will also need
drawing books and pencils. They will have to draw objects in different positions during the
lesson.
Evaluation
After completing the lesson, make drawings of different items on the board and let them
tell me their names and positions. I will make the evaluation interactive by letting all the students
participate. Those who will be able to answer questions which seem difficult for the rest will get
rewards when they answer correctly or try. Making them show the directions practically will be
the best evaluation method. For instance, “Jane, stand up and walk to your left hand, Edith, what
do you see above Jane?”
LESSON PLAN
5
References
Jahan, C. (2014). Physical eduction lesson plans for classroom teachers: Kindergarten-3rd
grade: a guide for creating lesson plans which are easy to use and provide a balanced,
sequential program of physical edu
cation. San Clemente, Calif: Aeras Pub. Co
…
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