LESSON PLAN
Department of Exercise and Sport Sciences
Manchester College
Teacher Tyler Smith Date of Lesson 11/12 Time Period 7:55-8:35
Grade Level 2 Number of Students 26 Lesson Focus Jumping Rope Teaching Style Task
Academic Standards
C-Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
A- Exhibits personal and social behavior that respects self and others in physical activity settings.
P- Participate regularly in physical activity
Performance Objectives
C-The students will be able to make various letters, numbers and shapes with their jump ropes with 100% accuracy.
A-The students will participate and encourage their classmates during activity 100% of the time.
P-The students will perform jump rhymes and successfully complete them 5 out 6 times.
Equipment/Materials
26 jump ropes
Skill Development (Incorporate Gardner and Bloom references)
Fitness Activity 7:55-7:58
For the fitness activity upon entering the gym, the students will run three laps around the gym and then walk a lap.
This affects their overall cardio respiratory endurance. After running, the class will go through a stretching routine (basic
stretches) and muscular strength routine ( push-ups, sit-ups, ect.). By doing this it will help their overall flexibility and
overall muscular strength.
Introduction/Set Induction 7:58-7:59
In the introduction, I will explain to the class that we will continue with our jumping rope unit, in which in this
lesson they will explore different ways to use a jump rope by making different letters, shapes and numbers. I will then
explain to them, that jumping rope is all about rhythm and that we will jumping rope to various jump rope rhymes placed
throughout the gym on the walls.
Introduce New Skill 7:59:8-05
Explanation/Demonstration
Before the class starts I will review how to correctly jump rope and the various ways to jump: I will then demonstrate the regular
way to jump rope with both feet.

Rope placed behind body

Rope held in hands horizontally to the side of the body

When moving rope from back to front, just moves wrists and not arms

Jump off both feet

Establish rhythm
I will then demonstrate the appropriate way to cross your rope while you jump.

Rope placed behind body

Rope held in hands horizontally to the side of your body

When moving rope from back to front, just move wrists and not arms

When swinging rope over body cross your arms, while still jumping

Establish rhythm
I will then demonstrate the appropriate way to double jump your rope

Rope placed behind body

Rope held in hands horizontally to the side of the body

When moving rope from back to front, just moves wrists not arms

Jump higher than normal

Swing rope two times around before you jump again

Establish rhythm
Guided Practice Activity 8:05-8:25
Making letters, numbers and shapes with rope- Students will work to explore different ways to use a jump
rope while enhancing and improving their learning by demonstrating how to correctly form capital and lower case
letters, single and double digit numbers and then forming various geometric shapes that they have learned in class.
I will scatter the ropes throughout the gym with equal space, then have the class sit behind the baseline. I will then
ask the girls to quietly find a rope and sit by it without touching it or making any sounds. I will then ask the boys
to do the same thing, to find a rope throughout a general space in the gym. I will then proceed with asking them to
make the capital letters (L, M, P, B, ect.) along with lower case letters. I will then ask them to make various
numbers (0-9), then partner up and form double digit numbers. At the very end I will ask them to form basic
geometric shapes (triangles, circles, squares, rectangles, hearts, ect.)
Bloom’s Taxonomy:
1) Application: using a concept in a new situation. Applies what was learned in the classroom in a real life situation.
a. The students will apply the cues and skills that they have been taught during the new skill
introduction and use them in the guided practice activity. The students will apply their knowledge of
dribbling, passing and shooting and apply into a real game situation.
2) Analysis: separates material or concepts into component parts to help understand organizational structure.
 The student’s will take the learning cues they have learned from being able to complete a way to
jump a rope to applying their reading ability, combining them to jump to rhythm while jumping.
Gardner’s Multiple Intelligences:
Bodily Kinesthetic: the ability to use your body skillfully to solve problems, create products or present ideas and emotions.
Group Activity 8:25-8:33
Jump Rope Rhymes:
Purpose of Activity: Students learning to jump rope to rhythm while reading rhymes.
Prerequisites: Being able to read and jump rope.
Suggested Grade Level: 1-3
Materials Needed: jump ropes and jump rope rhymes
Organization: Groups of 4
Description of Idea
Throughout the gym there will be placed 6 different jump rope rhymes, in which they all range in levels of reading and
tempo as well. I will bring the class together as a whole and have them stand in front of the first rhyme while I explain it to
them. I will then demonstrate how to correctly jump rope to a rhyme and what exactly I’m looking for as well. The class
will then read each poster together as a whole, so they get how the rhyme goes along with its overall tempo. When we get
to the last rhyme, I will then break the class into groups of 4 and put them at a rhyme. Once they are done with the rhyme,
they are to rotate to the next rhyme until they have completed all of them. Once they are done with all the rhymes, I want
them too to continue working on jumping throughout the gym floor and in the general space.
Bloom’s Taxonomy:
3) Synthesis: puts parts together to form a whole.
 The students will apply their alphabet and ability to spell together. They will identify various
letters and then they will put those letters together to form various words.
Gardner’s Multiple Intelligences:
1) Visual-Spatial Intelligence: the ability to think in picture, visualize a future result, to imagine thing’s in your
mind’s eye.
Bodily Kinesthetic: the ability to use your body skillfully to solve problems, create products or present ideas and emotions.
Assessment (Form Attached)
I will have a form with me in which I will make a P,G, or I next to their name pertaining to the various jump rope skills. P
means proficient, G means average and I means below average.
Instructional Adjustments
A lot of the students struggle with jumping rope and being able to get rhythm. With that being said, a lot of these students
will have trouble doing the rhymes, so for the most of them I will say the rhymes while they try to jump. Because it will be
hard for them to read and jump at the same time. It is very important though that they try to establish rhythm on their own
and get a beat down to where they are to jump.
Closure 8:35-8:35
List two questions that explore the concepts covered in the lesson.
Why is it important that we jumped to rhymes?
Because it is essential to have develop rhythm while jumping rope and rhymes help develop rhythm the best.
What rhyme was the most challenging?
I’ll be looking for various answers from the students.
Describe one activity, or drill in which the students can practice at home to improve their skills.
Jumping rope outside in their garage or around their house.
Between commercials, do a couple of jumps to improve your ability.
Suggest how the next lesson will build on what the students practiced in this lesson.
Next lesson we will incorporate more skills, so it is very important that the skills you learned in today’s lesson help transfer
over towards next week’s lesson.
References

Darst, P. W., & Pangrazi, R.P. (2006). Dynamic physical education for secondary school students. San Francisco,
CA.: Benjamin-Cummings.