ESS 360 Physical Education Lesson Plan
Student Teacher Matthew Landrum
Grades K-1 Teacher #1 Mr. Landrum #2 Mr. Landrum
Teaching Date 3/17/11
Instructional Theme Rhythmic Activity
Lesson Sequence # 1 of 3
Physical Education Standards (A minimum of two standards):
Standard #1 Motor Skills and Movement Patterns: Students demonstrate competency in
motor skills and movement patterns needed to perform a variety of physical activities.
Standard #2 Movement Concepts: Students demonstrate an understanding of movement
concepts, principles, strategies, and tactics as they apply to the learning and performance of
physical activities.
Standard #5 Responsible Personal and Social Behavior: Students exhibit responsible
personal and social behavior that respects self and others in physical activity settings.
Physical Education Performance Objectives/Indicators: (2-3 psychomotor, 1 cognitive, 1 affective):
Psychomotor:
TSWBAT swing the jump rope on both sides of their body with hands at hips at a proficient level. (K.1.1)
TSWBAT swing the rope overhead and walk over at a proficient level. (K.1.1)
TSWBAT do a complete walk over with in 4 beats at a proficient level. (K.1.1), (K.1.4)
Cognitive:
TSWBAT the left and right sides of their bodies when swinging the jump rope at a proficient level. (K.2.3)
TSWBAT count by clapping the four beats per measure while listening to music at a proficient level. (K.2.3)
Affective:
TSWBAT follow the rules that were stated on the first day of class 100% of the time. (K.5.1)
Subject Area Standards (A minimum of one standard for each subject area included):
Standard # K.6 RESPONDING TO MUSIC: Students distinguish high and low pitches, fast and slow tempos,
and loud and soft sounds. They differentiate various vocal, instrumental, and environmental sounds. They
identify and demonstrate appropriate listening behavior.
Standard# K.1 Number Sense: Students understand the relationship between numbers and quantities up to 10,
and that a set of objects has the same number in all situations regardless of the position or arrangement of the
objects.
Subject Area Performance Objectives/Indicators: (One to two for cognitive domain):
Subject Area #1
TSWBAT know when to swing the rope at a slow or fast rate according to the music at a proficient level. (K.6.1)
TSWBAT know when to turn the jump rope at a slow or fast rate according to the music at a proficient level.
(K.6.1)
Subject Area #2
TSWBAT count the number of swings they can do on each side of the body, at a proficient level. (K.1.6)
TSWBAT count the number of walkovers they can do with in 30 seconds, at a proficient level. (K.1.6)
Equipment Needs (List all equipment, specific records, tapes, CD’s, etc.):
16 jump ropes, 4 long jump ropes, Music CD “Songs of America” Skip to my Lou
Assessment Needs (List all task sheets, assessment forms to be used that the student will supply)
Skill Checklist
Type of Assessment
(How will you know
what the student has
learned in the lesson)
Skill Checklist
ASSESSMENT ACTIVITIES
Description and Example Form to be Used
(i.e., skill observation checklist, rubric, cognitive)
Three different resources must be used for your assessment choices
***Two best may be submitted for the Applied Assessment: Skills, Attitude,
Knowledge assignment
I will assess the students to see if they can…
- Clap the beat
- Swing the rope on each side of their bodies with hands at the hip level
I will evaluate them to see if they are performing at an Excellent level, proficient
level, or not a proficient level.
Attached is an example
Source: Pangrazi, R.P. Dynamic Physical Education for Elementary School Children
(16th Edition)
ADAPTATIONS
Type of Adaptations
Cerebral Palsy(Describe special needs of any
If I have a student that has CP, I will have that student turn a jump rope to
students and how you will adapt the beat of music. And if the students can handle jumping in groups I will
instruction to their needs)
have him/her turn the rope during the demo. to keep their attention.
DeafIf I have a student that is deaf, I know some sign language but I will also be
more detailed in showing the activity. I will also have the student be paired
up with a student who is excelling at the activity.
ADDIf the student has bad attention problems, I will simply use proximity control.
If that does not work I will let them help me demonstrate the activity, to get
their attention.
LESSON FOCUS
Introduction/Set I will start off with reviewing the rules by asking the students what they are. When the
Induction
teacher is talking you should be doing what? If Mr. Landrum has his finger over his mouth
(You may use bullet
this means what? If I point to you and go like this (I will show them my finger over my
points rather than full
mouth and my other arm hugging me) what does it mean? (That we did not keep out
sentences)
hands and feet to our self or we were talking when we should not be) If there is
equipment on the ground like jump ropes or hula-hoops we should do what? Raise your
hand if you like to listen to music. Ok, now raise your hand if you have ever jumped rope.
Today we are going to use jump ropes while listening to music. First we are going to
practice jumping over a jump rope forward, backward, side-to-side, and maybe even do a
180. Does anyone know what a 180 is? After that we are going to swing a jump rope on
each side of us, we are going to walk over it, and then maybe we can try to jump rope.
Who is ready to have some fun?!!!!!!!
INSTRUCTIONAL PLAN & SCHEDULE
TIME Movement/Gymnastic Instructional Activities (Detailed) Guiding
Organizational Plan
(How will students and
(Real
Concepts to be
Questions (Sequentially developed questions to
equipment be organized?
explore the concept or concepts for the lesson)
clock
Explored
There must be clear
AND/OR
time)
descriptions for movement
Key Teaching Points/Learning Cues
patterns)
Introduction/Set Induction (Text noted above)
12:55- Introductory Activity
1:00
Jumping a jump rope
- Students in partners
- Jump rope lays straight on floor
- Jump over and back over jump rope
- Jump side to side over jump rope
- If time jump sideways and do 180?
Students will stand 2
to a jump rope.
1:001:06
Introduction
Review Rules from the beginning
- Teacher is talking you do what
- Mr. Landrum has finger over mouth means
- If Mr. Landrum points to you and does this
- Don’t touch the equipment
Introduce what we will be doing today
- Side swings
- Walk overs
- Jump roping
- All three to music
During the
Introduction I will
have the students
sitting in a half circle
facing me with their
backs toward
anything that might
distract them.
1:061:14
Side Swings
Students swing ropes at side
- Swing rope on the side of you
- Keep hands low enough so that rope drags
About 6 inches on the floor
- Switch sides every other swing
Students must be
spread out in room to
keep ropes from
hitting other students
1:141:21
Walk Overs
Walk over ropes
- Students start like normal jump
- Hands at hips with rope in them
- Swing rope over head
- Let hit floor and toes
- Step over and start again
Students must be
spread out in room to
keep ropes from
hitting other students
1:211:30
Jump roping
Jump rope by themselves
- Hands at hips
- Swing over head
- Jump over rope when it comes over
- Repeat as many as possible
Students must be
spread out in room to
keep ropes from
hitting other students
1:301:35
Break
Line up at door
- Other teachers will take them while I set up next
activity.
During break
students will have
finger on mouth and
hand on head like a
hat.
TIME
1:351:40
INSTRUCTIONAL PLAN & SCHEDULE Continued
Movement/Gymnastic Instructional Activities (Detailed) Guiding
Concepts to be
Questions (Sequentially developed questions to explore
the concept or concepts for the lesson)
Explored
AND/OR
Key Teaching Points/Learning Cues
Listen to the song
Listen to a song and find the beat
- Listen for a while
- Clap beat of song to help with jumping
Organizational Plan
(How will students and
equipment be organized?
There must be clear
descriptions for movement
patterns)
Have students stand
in line, listen and
clap.
1:401:50
Swing to music
Listen to music and then swing to music
- Swing rope to the side
- Switching sides
- To the beat of the music
Students must be
spread out in room to
keep ropes from
hitting other students
1:501:52
Walk over to music
Listen to music and then walk over to music
- Listen to the beat of the song
- Start like a normal jump
- Complete walk over with in 4 beats
Students must be
spread out in room to
keep ropes from
hitting other students
1:522:00
Jump rope to music
Listen to music and then jump to music
- Listen to song first
- Then students can swing or jump their ropes
to the beat of the music
Students must be
spread out in room to
keep ropes from
hitting other students
2:002:05
Closure
Review rules if students did not follow very well.
- Teacher is talking you don’t
- Don’t touch equipment
- Hands to self
What did we learn today?
- Swung rope on sides
- Walk overs
- Jumped rope
- To the beat of music
What we will be doing next week
- 8 locomotor skills
- Movement patterns
The culminating project of this lesson is to link music
and jump roping. I will use Skip to my Lou as the
song for students to demonstrate clapping.
Students sitting in a
half circle facing me
with their backs
toward anything that
might distract them.
Culminating Project
or Activity
Closure
Groups of four
students work best
because it allows
students to rotate
easily (two jumpers
and two turners) with
out anyone being left
out
List two questions that explore the concepts covered in the lesson.
Where should your hands be at when jump roping, at head, knees, or hips?
How much should the rope drag on the floor?
Describe one activity, movement pattern, etc. students can practice for the
next week.
Some movements you can practice for next week are the 8 locomotor skills
we did at the beginning of class. What are those 8 skills?
Suggest how the next lesson will build on what the students practiced in this
lesson.
What we learn this week and what we will be learning next week can be put
together to make jump roping even more fun!
H:\Gymn & Rhythms\Lesson Plan Format_08.doc
Mr. Landrum
Jump Roping
Skills Checklist
Student
Karissa Cook
Grace Hanes
Jason Mclntyre
Jayden Harris
Karissa Hanes
Ethan Haynes
William Rickerd
Tabitha Harris
Quin Haynes
Collin Cummins
Elliot Gehle
Dalton Gray
Sophia Pearson
Mia Blocher
William Pearson
Matthew Hanes
Key
X=Excellent
+=Proficient
- =Not Proficient
Clap the beat
Swing the rope side to side