KEY: BOLD = 1000 level courses; BOLD and normal font = 2000 level courses; BOLD, normal and italics = 3000 level courses.

Spring, 2013

Physical Education Written Lesson Plan Rubric Students Name: Medium

Criteria 3 points -Target 2 points -Acceptable 1 point -Unacceptable 0 pts - Unacceptable

Did the lesson plan have the Contextual Factors? (A)

All of the required components of the contextual information are included (date, teacher, grade level, day number of the unit, number of students) X

4 of the components of the contextual information was included

3 of the components of the contextual information was included

Listed 2 or fewer of the contextual factors

Were the activities on the lesson plan age/developmentally appropriate that addresses the diverse needs of all students? (H) (3.6)

Over 90% of the activities were age/developmentally appropriate for the diverse needs of the students

Between 51% and 89% the activities were age/developmentally appropriate for the diverse needs of the students

Less than half of the activities were age/developmentally appropriate for the diverse needs of the students

Did not list all activities taught during the lesson. The majority of the activities did not all for diversity

Were the objectives on the lesson plan congruent with the identified state and national standards? (B) (3.2)

Listed appropriate grade level state standard AND national standards for the lesson objectives

Listed appropriate grade level state standard OR national standards for the lesson objectives X – wrong EO

Inappropriate or incomplete list of standards compared to lesson objectives

No standards identified

Were the psychomotor objectives developmentally appropriate and clearly stated – including behavior, condition, criteria?(C) (3.2)

The developmentally appropriate Psychomotor Objective(s) included components of behavior, condition, and criteria. X

The developmentally appropriate Psychomotor Objective(s) included 2 of 3 behavior, condition, and criteria components

The developmentally appropriate Psychomotor Objective(s) included only 1 or none of the 3 behavior, condition, criteria components

Objective not listed or inappropriate

Were the cognitive objectives developmentally appropriate and clearly stated – including behavior, condition, criteria? (C) (3.2)

The developmentally appropriate Cognitive Objective(s) included components of behavior, condition, and criteria.

The developmentally appropriate Cognitive Objective(s) included 2 of 3 behavior, condition, and criteria components X-wrong criteria

The developmentally appropriate Cognitive Objective(s) included only 1 or none of the 3 behavior, condition, criteria components

Objective not listed or inappropriate

Were the affective objectives developmentally appropriate and clearly stated – including behavior, condition, criteria? (C) (3.2)

The developmentally appropriate Affective Objective(s) included components of behavior, condition, and criteria and can be linked to responsible social and personal behavior. X

The developmentally appropriate Affective Objective(s) included 2 of 3 behavior, condition, and criteria components and can be linked to responsible social and personal behavior.

The developmentally appropriate Affective Objective(s) included only 1 or none of the 3 behavior, condition, criteria components.

Objective not listed or inappropriate

Did the lesson plan identify ways for adapting and accommodating for high/low students with special needs? (H) (3.5)

Specific adaptations and accommodations are planned and implemented. Both low and high performing students are given numerous options with the class to refine or extend skill, change equipment or groupings. Specific plans for students with special needs are implemented and aligned with the students IEP.

Specific adaptations and accommodations are planned and implemented. Both low and high performing students are given various options within the class such as varying starting/ending points, equipment or grouping. Specific plans are implemented for students with special needs that allow for effective mainstreaming of students

.

Limited adaptations or accommodations are planned for or implemented in the lesson. The approach taken is mostly one-size fits all with little differentiation in instruction or practice conditions.

No adaptations or accommodations were planned. No plan is developed for inclusion of students with special needs

Were the equipment and facilities complete and age appropriate? (E) (3.4)

Creative use of equipment and appropriate and complete list of equipment and space needed for grade level and number of students

Appropriate and complete list of equipment and facilities

X

Inappropriate or missing age appropriate equipment or facilities

No equipment or facilities listed

Was the pre assessment, warm up, introduction, set induction appropriate to the objectives? Provide pre assessment tool as needed

Creative and appropriate warm up/intro/set induction that was strongly related to lesson objective(s) and the pre assessment statement covers the major lesson objectives

Warm up/intro/set induction was related to lesson objective(s) or the pre assessment statement covers the major lesson objectives

Partially listed the pre assessment, warm up/introduction/set induction – did not engage all students or the pre assessment does not

No pre assessment, warm up/introduction/set induction listed.

KEY: BOLD = 1000 level courses; BOLD and normal font = 2000 level courses; BOLD, normal and italics = 3000 level courses.

Spring, 2013

COMMENTS:

(F) (3.2) cover the major objectives

Were the lesson focus tasks developmentally appropriate? (H) (3.3)

Skills and activities are developmentally appropriate as well as listed from simple to complex.

Fully listed the developmentally appropriate skills and activities to be taught. X – need more activities

Partially listed the skills/activities or skills are partially appropriate

Did not state the skills/activities or those listed were inappropriate

Did the lesson focus tasks have skill analysis that is progressive, sequential with refinements, extensions, modification and applications? (H) (3.5)

Listed the skill analysis either in preparation, execution and follow through AND as extensions and refinements

Listed the skill analysis either in preparation, execution and follow through OR as extensions and refinements

Partially broke down skill analysis

Nothing stated

Did the lesson focus tasks provide an environment that is both physically and psychologically safe? (H) (3.5, 4.5)

The lesson reflects no opportunity for personal embarrassment. Any possible safety hazards are anticipated and eliminated X

Students are encouraged through positive feedback and constructive criticism. Multiple possible safety hazards are anticipated

Physical or psychological safety concerns including space issues are only partially planned for

No plan listed for physical or psychological safety.

Did the lesson plan include the student use of technology if appropriate for the lesson objectives? OR did the lesson plan include practice tasks that integrate math or literacy. (H) (3.7)

The lesson plan provided the students to use technology to enhance the learning/practice task or the plan included practice tasks that integrated math AND literacy.

The lesson plan allowed the student to use technology to enhance the learning/practice task or the plan included integrating math OR literacy

The lesson plan did not use appropriate technology to enhance the students learning/practice experience

Nothing stated

Did the lesson plan include well defined transitions that can be effectively implemented during the lesson?

(I) (4.5)

The lesson plan includes transitions that consistently occur under 15 seconds. All transitions are planned for and use a variety of techniques. There is a minimal number of transitions requires in the lesson by careful planning and sequencing X

The lesson plan includes transitions that occur in less than 30 seconds. All transitions are planned for and executed effectively.

The lesson plan includes either too many transitions or the length of the transitions detracts from academic learning time. Some adjustments in the planning could have reduced the number of transitions needed by carefully sequencing the lesson.

The plan did not include the transitions.

Did the lesson assess student learning throughout the lesson and have multiple checks for student understanding?

(H) (5.1)

Assessments (informal and formal) occurred throughout the lesson and adjustments to the lesson are based on assessments Checked for understanding in a creative manner, multiple times throughout the lesson.

Assessments (informal and formal) occurred throughout the lesson and adjustments to the lesson are based on assessments Checked for understanding in a non creative way... i.e. "Tell me the 3 cues we used today for..." multiple times throughout the lesson

Assessments (informal and formal) did not occur often enough throughout the lesson and adjustments to the lesson are not based on assessments Did not check for understanding throughout the lesson or only asked non creative questions…i.e. “What did you think/like about that activity?”

Had no checks for understanding.

Did the lesson plan have closure, cool down and planned post-assessments questions?

(K) (3.3, 5.3) (5.2)

Closure was planned and summarizes the lesson key points. If appropriate the lesson included a cool down activity. Assessments are appropriately selected, aligned, and provided based on lesson objectives /goals. Post-assessment questions written in measurable and observable terms covering ALL the objectives

Missing one of the following: planned closure, cool down or post phase objective statements written in measurable and observable terms. X

Inappropriate closure, cool down and/or assessment. No post-assessment questions

No closure or cool down

Written Lesson Plan

Rubric Total

_25/30 = _________

KEY: BOLD = 1000 level courses; BOLD and normal font = 2000 level courses; BOLD, normal and italics = 3000 level courses.

Spring, 2013

Daily Lesson Plan Organizer Teacher:__Medium example____ Date:______3-22-2014____________ Unit:___Manipulative__________ Grade Level:____7th grade __________ Day Number __1_of __3_Days Number of students:_____30________ Highlight the National standards that this lesson addresses: NASPE:

1. The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

3. The physically literate individual demonstrates knowledge and skills to achieve and maintain a health – enhancing level of physical activity and fitness.

4. The physically literate individual exhibits responsible personal and social behavior that respects self and others.

5. The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self expression and/or social interaction.

Identify the State Standards, Grade level expectations (GLE) & Evidence Outcome (E.O.) You need at least one for Physical Education and one for Health. Use the following website: http://www.cde.state.co.us/scripts/allstandards/COStandards.asp?stid=11&stid2=3&glid2=0 ) Colorado Comprehensive Health and Physical Education Standards 1. Movement Competence and Understanding in Physical Education. (Physical Education)

2. Physical and Personal Wellness (Health Education) 3. Emotional and Social Wellness (Health Education) 4. Prevention and Risk Management (Health Education)

Physical Education Standard: Movement Competence and Understanding in Physical Education GLE: Combine the critical elements of movement and skills concepts. E.O. : Serve a volleyball overhanded. Health Standard: Prevention and Risk Management GLE: Implement safety procedures in the utilization of space and equipment. E.O.: Utilize space and equipment in a safe and respectful manner. Objective/Purpose: Underline the behavior, italicize the condition, bold the criteria

a) Psychomotor- TSWBAT serve an overhand volleyball during the partner serve activity, by standing with left foot and hip slightly ahead of right, placing the ball in the palm of left hand, toss the ball up in the air and strike with right hand.

b) Cognitive-TSWBAT demonstate an understanding for serving at the end of the lesson by completing a

review with their partner by instructing their partner how to correctly perform an overhand serve.

c) Affective- TSWBAT be able to encourage and motivate their partner during the partner activity by using encouraging and positive words.

______________________________________________________________________________________ Resources:

Materials, space, facilities, and equipment: 15 volleyballs and entire gym space. Start and Stop Signal: When the teacher blows the whistle all students will stop their serves and face teacher. Visual Aid: youtube video of volleyball overhand.

Skill Analysis: Lesson Focus Task and Time (preparation, execution, follow through) Cues, Check for (Minimum of one instructional or (extension and/or application) Understanding integration activity) organization Pre-assessment

Standing gathered in front of teacher.

2 min Show correct positioning and stance for an overhand throw.

Left side forward, left palm up, right strike

Safety discussion

Gathered around teacher

2 min -Keep your eyes on the ball being served. -Stay in your own space, do not interfere in others. -Make sure your partner is paying attention before serving -Remind about stop signal

-stay aware -personal space

Intro/Warm-up Gathered around teacher

5 min Demo- Choose student to be on receiving end of serve. Demonstrate the correct stance for overhand serve first with no ball then with a ball serving to student.

Left forward, palm up, right strike

TR: Students who have a last name starting with a,b,c,d,e,f,g,h,I,j,k,l,m grab a volleyball. All remaining find a space in the gym for you and your partner. Everyone with a volleyball quickly find a partner. Show correct stance to partner (ball is currently placed on ground not in use)

Scattered through gym

6 min Preparation- left foot and hip are slightly ahead of right. Left palm is face up with volleyball in hand. Right hand is placed on top of volleyball. Execution- left hand slightly drops to prepare to toss ball in air. Right hand raises to prepare to strike ball. Ball is tossed 1-2 ft. above head, right hand strikes ball forward. Follow through- Right hand come forward and down back to side.

Left forward, palm up, right strike.

TR: Whistle blows- students will listen while teacher instructs next step.

Practice overhand serve to partner 5 feet away. (using ball)

Scattered through gym

10 min. Extension- as students begin to comprehend the overhand serve they may then begin to further distance themselves from their partner to serve further. Application- Complete serve beginning with 5 ft distance, then 10 feet, then 15 feet.

Left forward, palm up, right strike

TR: Whistle blows- whoever is holding a volleyball return the equipment. Closure/Cool down

Gathered around teacher

5 min Volunteers for who would correctly like to instruct another student into correct stance w/out ball. Tomorrow we will teach underhand serves.

TR: All students line up at door to continue to next class. Post-Assessment Questions: (measureable and observable, directly related to your objectives – these are questions that you ask yourself as the teacher to see if you were able to reach the objectives or if you need to reteach). Were students able to show correct stance with and without a ball. Can the students instruct others on how to correctly show stance and serve. Were students encouraging. Reflection: (DONE after you teach the lesson) Please write a reflection about your teaching presentation. It is important that you become a reflective practitioner who evaluates the effects of your actions on others. Use the outline to write your reflection. 1. Description of your teaching and critique of your teaching performance.

2. Describe the teaching goals of the lesson. Were the goals reached? Why or why not.

3. What changes would you implement to become more effective?

4. What resources will you use to help you become a more reflective professional both now and in the future? 5. How will you utilize what you have learned from this teaching presentation for future presentations?