Darrell L. FrasierPhysical Education Pre-K through AdultDaniels Elementary SchoolGrades: Pre-K/K/1stPhysical EducationMentor Teacher: Deidra PateConcord UniversityUniversity Supervisor: Dr. Mike MillerNovember 16, 2015

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Table of ContentsContextual Factors4Learning Goals9Assessment Plan15Design for Instruction23Instructional Decision-Making40Analysis of Student Learning43Reflection and Self-Evaluation57

I. Contextual Factors

Contextual Factors

Daniels Elementary School is located in Daniels, Raleigh County, West Virginia. Daniels is in the southern region of West Virginia and has a population of approximately 1,881 people. 60.2% of the population of Daniels is comprised of families with children. The majority of people in Daniels are Caucasian, approximately 96.8%, with 86% having a high school diploma or higher education. The median income is $45,752.00. Unemployment in the area exceeds state and national averages with a rate around 7.7%, but is expected to fall in the upcoming years. The percentage of residents living in poverty is 10.9%. The region experienced healthy job growth between early 2010 and early 2012, but has since lost more than 2,400 jobs, many of which were in the coal industry along with several other key industries. The Daniels Community is very supportive of their schools, and parental involvement is high at Daniels Elementary School. The school district is comprised of 29 schools, including four high schools, five middle schools, 19 elementary schools and one career-technical center. Daniels Elementary School has the largest elementary school student body size in the Raleigh County School District with 646 students. The student/teacher ratio is 21:1. The grade span is Pre-K through 5th grade. Daniels is approximately 97% Caucasian, 2% African American, and 1% all other minorities. Approximately, 40% of the students at Daniels Elementary receive a free or reduced lunch rate. There are 64 faculty and staff members at Daniels Elementary. There are 43 full time faculty and 21 other staff members. Their mission statement is, Every Child.Every Chance.Every Day! The administration at the school has an open door policy, which contributes to the spirit of cooperation, and progress that the school is striving to reach. All staff recognizes that knowledge of content is absolutely necessary for good teaching, while combined with a variety of instructional resources. The teachers at Daniels Elementary meet weekly in common professional learning communities. This ensures that every teacher on each grade level is striving to reach a balanced instructional assessment program designed to assist students to achieve mastery of the content. Teachers at Daniels Elementary stay connected through the Engrade Computer Program, where all attendance is taken, daily announcements are made and all grades are recorded. The classrooms themselves at Daniels Elementary are somewhat spacious but space is very limited. The school is fairly new and they have already outgrown it. They have two physical education teachers but one has to use the cafeteria for class. The cafeteria is the room that I am doing my student teaching in. They have put tape on the cafeteria floor so that it resembles a gymnasium, which helps organize activities. There are TVs in the cafeteria, which enable us to use the Apple TV and iPads in our lessons. The cafeteria is adjacent to the gymnasium so we have access to the equipment room. I teach a total of 12 different classes. My schedule is as follows:Monday Wednesday: 2- Pre-K Classes, 2- Kindergarten classes, 2-1st grade classes Tuesday-Thursday: same schedule Friday Alternates with above classes. Every other Friday As you can tell, classroom environment will definitely effect my planning in this class due to the lack of teaching tools in the cafeteria.The class I have chosen to do my work sample on is one of my Kindergarten classes in the Monday-Wednesday group. The age range is between 5 and 6 years of age. The class consists of 14 students, 8 boys and 6 girls. There is only one student with an IEP and it is for physical impairment. This student is in a wheelchair most of the time and with the assistance of an aid he can use a walker. I have students with various needs and from various learning backgrounds. Many of these factors will have implications on my instructional planning for this unit. For many of my students this is their first classroom experience. You can see the social differences in the students that have attended some form of organized classroom environment. With this age group I have had to take into consideration the social and emotional aspects as they begin to learn how to follow classroom rules, routines and transitions. They are just beginning to develop relationships with other classmates and teachers. They are on different levels of physical development also. At this early stage they are becoming more coordinated but still lack some of the basic skills for the activities in class. This is also a crucial time for cognitive and language development. Even within the physical education classroom these factors have to be taken into consideration. Classroom management will be the biggest factor for this kindergarten class. As the school year progresses, hopefully so will their ability to follow instruction. It will be important for me to assess the students on a regular basis to monitor their understanding of the material. I will continue to learn more about the contextual factors and how they affect my students and their learning. Within the classroom both the teacher and the student are engaged in the learning process. In order for me to be a better teacher, I try to involve the students in the process so I can ensure that my instructional goals can be better met. Every lesson has key concepts that are important for achieving the final goals. One instructional implication that I feel will work with my class is to use active engagement student-centered curriculum. Within my content area this is almost always a must. At the kindergarten level students are being taught a variety of skills no matter what subject matter they are engaged in. They are actively involved in their own learning, they begin to think about their learning, and assume responsibilities they are not used to.Another implication based on the contextual factors will be differentiated instruction. I have noticed my students have various stages of development, influenced by both inherited and environmental factors. In any lesson, the following factors will have to be taken into consideration: the students inherited abilities, stages of development, individual differences, capabilities, experiences, and environmental conditions. I have learned young individuals learn a lot from their peers and the adults they interact with. It will be important for me to model appropriate behavior and procedures to have a successful classroom. I will use many different instructional approaches in order to reach the goals of every class. I will continuously monitor results, check for understanding and provide continual assessments. There is no one set of teaching strategies and curriculum that will meet the needs of all of my students.

II. LEARNING GOALS

Learning Goals

For my teacher work sample Im going to be doing my unit on the game Sharks and Minnows. Im going to have three learning goals for my students to accomplish by the end of my unit. The students will be able to:1. learn movement concepts and pathways while participating in games.2. learn the rules of the game.3. demonstrate appropriate interactions with others and space while playing the game.The first learning goal is learning movement concepts and pathways while participating in games. The Essential Question for this learning goal is: How do walking, running and leaping at different levels, pathways and directions help us? With this age level, sometimes the best way to teach new skills is through games. Most students will not be familiar with organized play because they are too young to have participated in any type of sports. Keeping things basic and simple will be the best approach with this lesson. The second learning goal is actually learning the rules of the game. The Essential Question for this learning is: Why is safety important while walking, running and leaping at different levels, pathways and directions? I will first explain the rules of the game for the auditory learners in the class. I will then demonstrate how to play the game for the visual learners. They will then proceed with independent practice for those that are better at hands on learning. The third learning goal is demonstrating appropriate interactions with others and space while playing the game. The Essential Question for this learning goal is: Why are personal space and classroom interactions important? Teamwork is something that students will always be able to use throughout their lives. Being able to help the students work together is really important. The hardest thing I will have to deal with is keeping everyones attention and keeping them on track with the goals of the games. At this age they like to create their own form of play. These learning goals were created using the 21st Century Wellness PreK-4 Content Standards and Objectives for West Virginia Schools. The following standards relate to all three of my learning goals:Kindergarten Wellness Content Standards and Objectives WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses). WE.K.4.01 Display appropriate communication and decision making skills. WE.K.4.02 Demonstrate appropriate interactions with others. WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, directionality, levels). WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding. WE.K.6.02 Apply basic movement concepts of self and shared space. WE.K.6.03 Identify ones relationship (e.g., out, in, over, under, and through) with an object or a person.

21st Century Learning Skills and Technology Tools Content Standards and Objectives for West Virginia Schools 21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary experiences, clearly and effectively through oral, written, or multimedia communication. 21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another. 21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem. 21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems. 21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups. 21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others in work and play groups, and shows regard for peers and adults within the school by keeping work, play and public areas clean and organized. 21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal. 21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project. The learning goals and essential questions are related to the following three domains: Psychomotor, Cognitive, and Affective. Since my subject area is Physical Education, the activities will focus more on the psychomotor domain than the others.Psychomotor DomainLG 1/EQ 1 relates to the psychomotor domain. They will learn the steps to play the game and they movements necessary to make it successful. LG 3/EQ 3 relates to the psychomotor domain in that students will be learning and demonstrating appropriate interactions with others and space while playing the game.Cognitive DomainLG 1/EQ 1 relates to the cognitive domain because the students are learning and hopefully retaining information pertaining to the game. LG 2/EQ 2 focuses on the cognitive domain because they have to know the rules in order to play the game. As I been teaching Ive watched the students and they dont think about the rules all the time LG 3/EQ 3 also falls under the cognitive domain because they have to think about their actions and make decisions on what is considered appropriate behavior.

Affective Domain LG 3/EQ 3 goes with the affective domain. Under this learning goal they will demonstrate appropriate interactions with others and space while playing the game. They will learn communication and organizational skills along with teamwork. When looking at the learning goals and thinking of the lesson as a whole, each learning goal has the possibility of fitting into each of the domains. But if you look at the individual learning goals/essential questions, I feel that I have placed each one within the proper domains.I tried to keep my learning goals specific and concise as a way to help keep myself and the students focused and on target. I was careful when choosing what to focus on in my unit to help make it the most positive learning experience as I can for all of my students. I feel the learning goals are appropriate for my class and age level. During my placement, I have been able to evaluate the students with the help of my cooperating teacher in order to design appropriate activities for this age group. I have been able to adjust my lessons and have come to the conclusion that a large amount of instruction has to be avoided in order to not overload the students. Simple and to the point instruction is the best approach with this age group.

See Table Below

Learning Goal/ Essential Question What students should know and be able to doAlignment with WV CSO, 21st Skill, Technology Tool Alignment with Cognitive, Affective, and Psychomotor Domains

LG 1: Learn movement concepts and pathways while participating in games.

EQ: How do walking, running and leaping at different levels, pathways and directions help us? They should know how to walk, run and leap at different levels and pathways in order to play the gameWE.K.5.02WE.K.6.0221C.O.PK-2.2.LS421C.O.PK-2.3.LS521C.O.PK-2.3.LS6Psychomotor:

ImitationManipulationDevelop PrecisionArticulationNaturalization

LG 2: Learn the rules of the game.

EQ: Why is safety important while walking, running and leaping at different levels, pathways and directions?

They should know how to play the game and how following the rules helps everyone stay safe.WE.K.2.01WE.K.5.01WE.K.6.0321C.O.PK-2.1.LS321C.O.PK-2.2.LS221C.O.PK-2.2.LS3

Cognitive:

RecallUnderstandApplyAnalyze SynthesizeEvaluate

LG 3: Demonstrate appropriate interactions with others and space while playing the game.

EQ: Why are personal space and classroom interactions important? They should know how to interact with peers and maintain adequate space while playing the game.WE.K.4.01WE.K.4.0221C.O.PK-2.3.LS121C.O.PK-2.3.LS4

Affective:

ReceiveRespondValueOrganizeInternalize value system

III. Assessment PlanAssessment PlanLearning Goal/ Essential QuestionAssessmentsFormatAdaptations

LG 1: Learn movement concepts and pathways while participating in games.

EQ: How do walking, running and leaping at different levels, pathways and directions help us? Diagnostic: Pre-test

Performance based scoring rubric

Extended time

Assistance of teacher aide when needed

Modified Lessons

LG 2: Learn the rules of the game.

EQ: Why is safety important while walking, running and leaping at different levels, pathways and directions?

Formative:Observation

Teacher observation

Extended time

Assistance of teacher aide when needed

Modified Lessons

LG 3: Demonstrate appropriate interactions with others and space while playing the game.

EQ: Why are personal space and classroom interactions important? Summative: Post-testPerformance based scoring rubricExtended time

Assistance of teacher aide when needed

Modified Lessons

Sharks & Minnows Pre-Assessment Rubric

Sharks & Minnows Performance RubricLG #1Motor DevelopmentCSO K.5.02CSO K.6.0221C.O.PK-2.2.LS421C.O.PK-2.3.LS521C.O.PK-2.3.LS6

LG #2Cognitive DevelopmentCSO K.2.01CSO K.5.01CSO K.6.0321C.O.PK-2.1.LS321C.O.PK-2.2.LS221C.O.PK-2.2.LS3

LG #3Affective DevelopmentCSO K.4.01CSO K.4.0221C.O.PK-2.3.LS121C.O.PK-2.3.LS4

Students:

1-B

2-B

3-B

4-B

5-B

6-B

7-B

8-B

9-G

10-G

11-G

12-G

13-G

14-G

Scale: 3 Demonstrates all 3 cues all the time 2 Demonstrates 2 cues all the time 1 Demonstrates 1 cue all the time 0 Cannot demonstrate any of the cues.Total maximum score per student = 9Sharks & Minnows Post-Assessment Rubric

Sharks & Minnows Performance RubricLG #1Motor DevelopmentCSO K.5.02CSO K.6.0221C.O.PK-2.2.LS421C.O.PK-2.3.LS521C.O.PK-2.3.LS6

LG #2Cognitive DevelopmentCSO K.2.01CSO K.5.01CSO K.6.0321C.O.PK-2.1.LS321C.O.PK-2.2.LS221C.O.PK-2.2.LS3

LG #3Affective DevelopmentCSO K.4.01CSO K.4.0221C.O.PK-2.3.LS121C.O.PK-2.3.LS4

Students:

1-B

2-B

3-B

4-B

5-B

6-B

7-B

8-B

9-G

10-G

11-G

12-G

13-G

14-G

Scale: 3 Demonstrates all 3 cues all the time 2 Demonstrates 2 cues all the time 1 Demonstrates 1 cue all the time 0 Cannot demonstrate any of the cues.Total maximum score per student = 9.

My assessment plan was designed to review the current skill levels of the students and see what needed to be improved on in the class. When I gave the students the pre-assessment my results were basically what I expected. Some students had the basic skills necessary, some did well for their first time being introduced to the game, and some students didnt possess much skill or knowledge of what to do. My pre-assessment had all of my learning goals and essential questions that I wanted my students to gain from my unit of teaching. So through the unit I emphasized the learning goals that the students struggled with the most. My Pre and Post rubrics are identical, this way I can directly measure the students' growth on each question and learning goal being addressed. This will also make it easy for me to compare the results of the pre-and post-test and determine how much growth each student had for all three learning goals. These assessment rubrics will help them and myself learn to reach the learning goals that I set. Throughout the unit I will be using these rubrics to check on student progress and be sure to communicate the results to the students to show them how they are doing and what they need to improve on. My rubric has three categories to score the students on. A score of 3 demonstrates all 3 cues were met all the time; a 2 demonstrates 2 cues met all the time; 1 demonstrates 1 cue met all the time; and a 0 means they cannot demonstrate any of the cues. The rubric will have a total maximum score per student of 9. My first learning goal is based on the psychomotor domain, and focused on learning movement concepts and pathways while participating in games. I will demonstrate the correct way to play the game then have the students mirror my actions. They will then play the initial game so that I may do the pre-assessment rubric. The second learning goal deals with the cognitive domain and learning the rules of the game. To make sure the students understand the rules of the game I will check for understanding frequently. My assessment for this goal will be observation to make sure everyone is understanding the rules and playing correctly. The third learning goal is based on affective domain and students will be demonstrating appropriate interactions with others and space while playing the game. This is where I want the students to learn how to communicate and use teamwork to be successful. Teamwork and communication are skills that students need to in daily life. I will be reminding the students of the importance of communications and teamwork in order to achieve the goals. When I gave the post-assessment at the end of the unit, the majority of the class did a much better job than they did on the pre-assessment. After seeing the results, I felt that my instruction was successful and the students were learning the needed skills set forth in my learning goals. My assessments will be my main process of gathering information about student achievement to help me make informed instructional decisions. When you think about assessments of and for learning, the main question is what comes next in the learning process? The decision makers for this question will be the students and myself. The information I gather tells me where the student is now in the process of learning and what I need to do to help progress their learning to master each learning goal. I want my assessments to become more than a one-time event that happens at the end of teaching. I want them to become a part of the learning process by keeping myself and the students aware of where they are and what needs to be done to help reach my learning goals.As far as modifications go, there is only one student within this class that has an IEP. This student is in a wheelchair so we used modifications for him such as help from his teacher aide and smaller playing area. He has limitations in flexibility, muscle strength and endurance. The only other problem that I have noticed within this group of students is the time factor and being able to focus. Some students seem to struggle more than others and need additional time and explanation.

IV. Design for Instruction

Design for Instruction

TimelineLG/EQCSOSpecific Lesson TopicLearning ActivityAssessment

Day 1LG 1: Learn movement concepts and pathways while participating in games.

EQ: How do walking, running and leaping at different levels, pathways and directions help us? CSO K.5.02CSO K.6.0221C.O.PK-2.2.LS421C.O.PK-2.3.LS521C.O.PK-2.3.LS6

Introduction to movement concepts such as walking, running and leaping at different levels so I can assess what level they are onThis lesson will be guided practice for the purpose of pre-assessment Pre-assessment

Performance based scoring rubric

Day 2LG 2: Learn the rules of the game.

EQ: Why is safety important while walking, running and leaping at different levels, pathways and directions?

CSO K.2.01CSO K.5.01CSO K.6.0321C.O.PK-2.1.LS321C.O.PK-2.2.LS2 21C.O.PK-2.2.LS3Teaching the rules of the gameThis lesson will be building from day one and teaching the proper rules of the game. Put all the students in their own personal space and play the noodle game.Formative Assessment

Teacher observation

Day 3LG 3: Demonstrate appropriate interactions with others and space while playing the game.

EQ: Why are personal space and classroom interactions important? CSO K.4.01CSO K.4.0221C.O.PK-2.3.LS121C.O.PK-2.3.LS4

Playing the game Sharks and MinnowsThis lesson will involve the students actually playing the game Sharks and minnowsSummativeAssessment

Post-assessment

Performance based scoring rubric

Grade Level: K

Subject: Physical Education (Sharks and Minnows)

Dates of Unit Instruction: Day 1

WV CSOs/VA SOLs:

WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).WE.K.4.01 Display appropriate communication and decision making skills.WE.K.4.02 Demonstrate appropriate interactions with others.WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, directionality, levels).WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding.WE.K.6.02 Apply basic movement concepts of self and shared space.WE.K.6.03 Identify ones relationship (e.g., out, in, over, under, and through) with an object or a person.21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary experiences, clearly and effectively through oral, written, or multimedia communication.21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another.21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems.21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups.21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others in work and play groups, and shows regard for peers and adults within the school by keeping work, play and public areas clean and organized.21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal.21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.

Overarching Big Ideas/Enduring Understandings:

Motor skills/Personal Space/Pathways

Essential Questions:

What would it be like to be a shark in a swimming pool with a bunch of minnows and how could you avoid the shark?

Specific Lesson Objectives for the Lesson:

Students will learn movement concepts and pathways while participating in games.Students will learn the rules of the game.Students will demonstrate appropriate interactions with others and space while playing the game.

Students Will KNOW: How to play sharks and minnows.

Students Will UNDERSTAND: The rules of sharks and minnows.

Students Will Be Able To DO: Participate in the game while applying appropriate behavior with others and space.

Lesson Procedure: Anticipatory Set Ask what it would be like to be a shark in a swimming pool with minnows. Instructional Approach Explain and demonstrate the rules of the game. Guided Practice Break into small groups to practice the game. Independent Practice put all minnows in the pool with 3 sharks and let them play. Closure Discuss the strategies used, how they were applied during the game, and how they relate to day-to-day life. Reflection Identify SE students and know their requirements and dont talk over students. Command voice is good, but not over students. Stop speaking until they stop speaking.

Materials/Resources/Technology:

3 jerseysBasketball court

Assessment: Formative During guided and independent practice make on the spot corrections and take anecdotal notes. Summative Ask direct questions during the closure to ensure students understood the concept of utilizing strategies as well as the rules of the game and rubric.

Grade Level: K

Subject: Physical Education (Noodle Game)

Dates of Unit Instruction: Day 2

WV CSOs/VA SOLs:WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).WE.K.4.01 Display appropriate communication and decision making skills.WE.K.4.02 Demonstrate appropriate interactions with others.WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, directionality, levels).WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding.WE.K.6.02 Apply basic movement concepts of self and shared space.WE.K.6.03 Identify ones relationship (e.g., out, in, over, under, and through) with an object or a person.21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary experiences, clearly and effectively through oral, written, or multimedia communication.21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another.21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems.21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups.21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others in work and play groups, and shows regard for peers and adults within the school by keeping work, play and public areas clean and organized.21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal.21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.

Overarching Big Ideas/Enduring Understandings:

Motor skills/Personal Space/Pathways/Directions/Levels

Essential Questions:Why is it important to know pathways, levels and directions? Does following directions closely help provide a safe learning environment?

Specific Lesson Objectives for the Lesson:

Students will learn movement concepts, directions, levels and pathways while participating in a game.Students will learn the rules of the game.Students will demonstrate appropriate interactions with others and space while playing the game.

Students Will KNOW: How to play the noodle game.

Students Will UNDERSTAND: The rules of the noodle game.

Students Will Be Able To DO: Participate in the game while applying appropriate behavior with others and space.

Lesson Procedure: Anticipatory Set: Ask why is it important to know pathways, levels and directions. Instructional Approach: Explain and demonstrate the rules of the game. Guided Practice: Break into small groups to practice the game. Independent Practice: Put all the students in their own personal space and play the noodle game. Closure: Discuss the levels, pathways and directions used, how they were applied during the game, and how they relate to day-to-day life. Reflection: Identify SE students and know their requirements and dont talk over students. Command voice is good, but not over students. Stop speaking until they stop speaking.

Materials/Resources/Technology:1 noodle per studentBasketball court

Assessment: Formative During guided and independent practice make on the spot corrections and take anecdotal notes. Summative Ask direct questions during the closure to ensure students understood the concept of utilizing strategies as well as the rules of the game.

Grade Level: K

Subject: Physical Education (Sharks and Minnows)

Dates of Unit Instruction: Day 3

WV CSOs/VA SOLs:

WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).WE.K.4.01 Display appropriate communication and decision making skills.WE.K.4.02 Demonstrate appropriate interactions with others.WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g., general/self-space, directionality, levels).WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding.WE.K.6.02 Apply basic movement concepts of self and shared space.WE.K.6.03 Identify ones relationship (e.g., out, in, over, under, and through) with an object or a person.21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary experiences, clearly and effectively through oral, written, or multimedia communication.21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with one another.21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how they solved the problem.21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach unexpected answers. Student makes unusual associations and provides a variety of solutions to problems.21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of others, and works cooperatively and productively with others in small groups.21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others in work and play groups, and shows regard for peers and adults within the school by keeping work, play and public areas clean and organized.21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal.21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames appropriate questions related to the goal, considers possible courses of action, selects a plan of action and completes the project.

Overarching Big Ideas/Enduring Understandings:Motor skills/Personal Space/Pathways

Essential Questions:What would it be like to be a shark in a swimming pool with a bunch of minnows and how could you avoid the shark?

Specific Lesson Objectives for the Lesson:

Students will learn movement concepts and pathways while participating in games.Students will learn the rules of the game.Students will demonstrate appropriate interactions with others and space while playing the game.

Students Will KNOW: How to play sharks and minnows.

Students Will UNDERSTAND: The rules of sharks and minnows.

Students Will Be Able To DO: Participate in the game while applying appropriate behavior with others and space.

Lesson Procedure: Anticipatory Set Ask what it would be like to be a shark in a swimming pool with minnows. Instructional Approach Explain and demonstrate the rules of the game. Guided Practice Break into small groups to practice the game. Independent Practice put all minnows in the pool with 3 sharks and let them play. Closure Discuss the strategies used, how they were applied during the game, and how they relate to day-to-day life. Reflection Identify SE students and know their requirements and dont talk over students. Command voice is good, but not over students. Stop speaking until they stop speaking.

Materials/Resources/Technology:3 jerseysBasketball court

Assessment: Formative During guided and independent practice make on the spot corrections and take anecdotal notes. Summative Ask direct questions during the closure to ensure students understood the concept of utilizing strategies as well as the rules of the game and rubric.

Based on my findings after reviewing the contextual factors of Daniel, WV, Daniels Elementary, and my collaboration with my supervising teacher, it was clear that most of my students had already experienced some form of school environment or organized activities. They had either attended a daycare/pre-school program or been involved in some type of youth sports. This made is somewhat easier to approach my lesson on day one. Getting their attention and controlling the questions were the main obstacles I faced. Every child also seemed to have a story about the game and what we were trying to accomplish. Establishing a time for questions during the end of the discussion worked best for me and kept the students focused on the lesson until instruction was over. Most of our students were familiar with following rules and obeying authority. The age at which children reach milestones for physical development varies considerably. The skill level was not that bad for this age group and they listened and observed pretty well. Kindergarten students are still developing both their gross motor skills, which involve whole body movement, and their fine motor skills, which involve the coordination of small muscle movements. Having regular physical activity is important for young children. It begins developing healthy habits that may stick with them later in life. It also builds strength and helps kids develop healthy bodies, which in turn can contribute to better academic performance. Regular physical activity also reduces the risk factors for obesity and diabetes, which is becoming more common in our youth today. The results of the pre-assessment were varied as I expected. The scores were mostly 1s and 2s which means they demonstrated 1 or 2 of the concepts all of the time. I had a few 3s in each of the learning goals but these were mainly the more advanced students that have been involved in organized sports before. The lowest scores were in the affective development area, which can be expected at this age level. Part of my lesson is to teach them how to deal with their feelings and work together with other students. The Sharks and Minnows game is a good way to help them with spatial awareness and how to cooperate with their classmates. The Cognitive development area was mainly 2s, which was not too bad. They seemed to comprehend and remember what I had modeled for them and were able to apply it. The psychomotor domain had more 3s than the other domains and as I referred to earlier this was due to the particular students being involved in organized sports or activities. Based on these results I can see that I will need to focus most on Day 3, which involves the affective domain. Most of the students will pick up quickly in the psychomotor domain with a couple of days of practice. The cognitive domain will come easier for some than others. Hopefully through my varied instruction they will be able to comprehend the rules of the game and be able to apply them on day 3. My prior content knowledge and knowledge of pedagogy helped in my planning of the unit. I decided that on Day 1 my lesson would involve guided practice with introduction to movement concepts such as walking, running and leaping at different levels so I can assess what level they are on. This would be my pre-assessment using the performance based scoring rubric. Some effective demonstration methods I will use are: 1. Demonstrate the whole skill first, break it down, and then re-demonstrate it. 2. Some skills may need to be shown either in full speedor in their entirety.3. Demonstrate the skill authentically. Use equipment if it will be required. 4. Demonstrate the skill in regular and slow speed.5. Have the class follow along or use individual students to demonstrate.6. As my rubric indicates, I will only give 1-3 cues at a timeDay 2 would be teaching the rules of the game and playing the noodle game to reinforce movement and balancing skills. This game will also set the stage for day 3 by making students aware of personal space. My assessment for this day will be strictly observation while enforcing the rules and correct procedures. Day 3 will be the actual game play day. This will be the day that I will do the post-assessment using my performance based scoring rubric. It will be the same rubric from day 1 so my data will be easily measurable. In order to differentiate my instruction I will use different methods to deliver the instruction needed to reach the learning goals. I will first give verbal instruction along with modeling on Day 1 for the visual learners. The students will then do the movements with me during my guided practice. Some of the students that have picked up on the correct procedures will be placed in front for others to mirror. Small group instruction may be needed for those that are struggling with the process. Day 2 will be building off of day 1 but will focus more on the physical, hands on learner. Students will be participating in the noodle game and will grasp a greater knowledge of what is needed to play the game. This day will be the best to work with those that may need more time to learn. Day 3 will combine the movements learned in day 1 and the rules learned in day 2 to do actual game play. By this time I will have addressed the students who are having difficulty and addressed their needs individually. Day 3 will involve the post-assessment using the performance based scoring rubric. I feel my lessons for my Unit have followed a teaching process aligned with pedagogy. In order to maximize teacher instruction and student learning, my supervising teacher and I have taped off the cafeteria to resemble a gymnasium floor this way the playing area was well defined. As I have previous stated, my instructional methods and learning processes will be varied on each day. My daily schedule will be as follows:Schedule: (40 minute class period)

Monday Day 1 1-2 min. Bell Ringer3-5 minutes warm up5-10 min. Explanation and demonstration of sharks and minnows rules20-29 minutes of game play (Pre-assessment/visual observation evaluation during this time)2-3 minute cool down

Wednesday Day 21-2 min Bell Ringer3-5 minutes warm up 3-5 min. explanation and demonstration of noodle game25-31 minutes of practical exercise and personal practice of motor skills, pathways, directions and levels2-3 minutes cool down

Friday Day 31-2 min Bell Ringer3-5 minutes warm up3-5 minutes of explanation and demonstration of sharks and minnows rules25-31 minutes of game play (Post-assessment/visual observation evaluation during this time)2-3 minute cool down

As you can see the class periods are broken into varied instructional periods to keep students engaged. On Day 2, during the noodle game, we will use the Apple TV in the roomto incorporate music along with Simon says portion of the game. Music seems to help somestudents focus and improves their movement skills by incorporating the musical/rhythmicaspects. The Apple TV along with the iPads may also be used to show instructional videoson how the games are played. My goals and objectives are derived by the student needsand in negotiation with the supervising teacher. I serve the role of guiding, monitoring, coaching, tutoring and facilitating. I am providing activities, opportunities, and environments that encourage self-analysis, regulation of behaviors, self-reflection and self-awareness. My students play the main role in the teaching and learning. I feel that thelearning situations, tasks and skills in my lessons are relevant and realistic to real worldactivities. For the one student with the IEP, I will be sure to demonstrate and model the activity for him to best suite his needs. He may have to have a partner or the assistance of the aide for parts of the activity. We will disregard any time limits for this student and give oral prompts when needed. More space will also be allowed due to the use of the wheelchair. The playing area may be shortened to help him and we can simplify the patterns the students take. This student will also play a big factor in the Affective domain for the other students. They will have to be more aware of his needs and differentiate between him and the other students. I will have to be sure to demonstrate the appropriate way to play the game with him also.

V. Instructional Decision-Making

Instructional Decision-Making

Day 1 of my lesson involved the introduction to movement concepts such as walking, running and leaping at different levels and pathways order to play the game Shark and Minnows. I first modeled the movements for the students to show what was expected. Then I lead them through a guided practice. On Day 2, as I reviewed the concepts from Day 1, I realized a lot of the students either did not comprehend or did not remember what I had taught them on Day 1. I had to take some time that I had allotted for the Noodle Game that day to make sure the concepts for the Sharks and Minnows game were grasped. The Noodle Game was just an extra activity to help reinforce their movement skills. I felt it was more relevant to cover the main unit idea than to have more time on the extra activities. At the age I feel that repetition is a large part of learning. I will have to constantly check for understanding and observe and enforce proper activity. Also on Day 2, during my formative assessment of teacher observation, I realized I had a couple of students that just did not want to follow the rules and were doing whatever they wanted to. I had to take time to pull these students aside and do some individual instruction while the other students were engaged in the Noodle Game. Once they knew that we were going to have to act properly and listen to instructions, I went over the correct movements with them and they seemed to do a much better job. I again had to take time out and modify my lesson and time frame to make adjustments based on student responses/behavior. I understand that behavior problems may always occur no matter how organized or effective my teaching strategies are. I will have to stay on top of these behavior issues and make sure they do not get out of hand. Reflecting on days 1 and 2, I felt that I may have had decreased instructional time due to classroom management issues. We also had decreased student activity time and opportunities for off task behaviors. On Day 3, I made the choice of doing small group instruction in stations for our warm ups. The warms ups were the basic skills we had learned on day 1. This seemed to go very well because the groups were smaller and they were concentrating on different movements depending on which station they were at. They also learned skills from their peers and not just the teacher. This also helped with the control of the classroom environment. I didnt have to keep the attention of the entire class and focus them on one skill. During my observation I was able to pick out the students making the most progress and I assigned each group a leader that was able to demonstrate the movement correctly. This strategy helped foster teamwork and respect and gave the students ownership of the skill and responsibility for their own learning. I felt this also helped build leadership skills for some of the students while working cooperatively with their groups. The class sizes seem to be getting larger and larger in the local schools. I dont feel that teacher directed instruction is the only way for children to learn academic content. Hands-on activities and small group instruction need to take place more often in our school systems. The expectations of young students are growing and as more of them attend preschools or participate in organized activities they come to kindergarten with different learning and developmental needs than those that have not participate in these programs.I have realized that when I improved on my ability to make efficient use of lesson time and manage students behavior with clear rules that are consistently enforced that my classroom management was successful. These factors are necessary for effective teaching and a successful learning environment.

VI. Analysis of Student Learning

Analysis of Student Learning A.Pre-TestPost-Test

Student ## Questions# Correct# Incorrect% Score Pre-Test# Questions# Correct# Incorrect% Score Post-Test% Difference

131233%330100%67%

231233%330100%67%

3330100%330100%0%

4330100%330100%0%

53030%330100%100%

632167%330100%33%

732167%330100%33%

832167%330100%33%

9330100%330100%0%

1031233%330100%67%

1131233%330100%67%

12330100%330100%0%

13330100%330100%0%

14330100%330100%0%

Overall42281467%42420100%33%

Pre-Test/Post-Test Data based on Learning GoalsB.Pre-TestPost-Test

Learning GoalsItems# Items% Items# CorrectPre % CorrectItems# Items% Items# CorrectPost % Correct% Difference

LG111433%1071%11433%14100%29%

LG211433%1071%11433%14100%29%

LG311433%857%11433%14100%43%

OVERALL (n=14)42100%2867%42100%42100%33%

Pre-Test Tally

StudentLG #1LG #2LG #3TOTAL CORRECT

Q1Q2Q3

111

211

31113

41113

50

6112

7112

8112

91113

1011

1111

121113

131113

141113

Total Correct1010828

LG Correct10108

Post- Test TallyStudentLG #1LG #2LG 3#TOTAL CORRECT

Q1Q2Q3

11113

21113

31113

41113

51113

61113

71113

81113

91113

101113

111113

121113

131113

141113

Total Correct14141442

LG Correct141414

Analysis of Student LearningWhole Class By creating a table and graph of all of the students' progress for each learning goal, I was able to determine which students met each learning goal with success. Looking at the class as a whole I saw great improvement from the pre-test score to the post-test score. Every student increased their score except for those that were already at 100% on their pre-test based on my performance rubric. I only had one student score a 0% on my pre-test and that was the student with the IEP. This student has been in a wheelchair due to injuries received at a young age. He has spinal cord damage and limitations in his legs. He also has some minor brain damage causing difficulty in the cognitive field and some behavior problems. But as you can see from the chart we were able to make his modifications and he passed all three learning goals on the post-test and increased his score 100%. Four students increased their scores by 33%, four increased by 67, and six students had not increase because of already having a 100% from pre-test. Based on this information I feel that my instruction was productive in improving their progress towards the stated learning goals. When looking at each of the learning goals it easy to determine which goals were easier to reach for the students. For example, on learning goal number one focused on the psychomotor domain and the students had an overall increase of 29% from pre to post test. Leaning goal number two which focused on the cognitive domain was also very successful, with a 29% increase. Learning goal 3 had the largest increase of 43%. I think this was due to the fact that I am teaching Kindergarten and the Affective Domain is sometimes a new concept to grasp at this age. This tells me that I was able to effectively communicate expectations to the students to help them with organizational skills and teamwork. Overall I am very pleased with my lesson and the results. I feel that my learning goals were age appropriate for this group and it was a positive learning experience for the students and myself. Every student showed progress and passed the post-assessment.

C. Subgroup (LG #1)Pre-TestPost-Test

Students (Boys)# Items# CorrectPre % Correct# Items# CorrectPost % Correct% Difference

1100%11100%100%

211100%11100%0%

311100%11100%0%

411100%11100%0%

5100%11100%100%

6100%11100%100%

711100%11100%0%

811100%11100%0%

OVERALL 8563%88100%38%

D.

Non-subgroup (LG #1)Pre-TestPost-Test

Students (Girls)# Items# CorrectPre % Correct# Items# CorrectPost % Correct% Difference

911100%11100%0%

10100%11100%100%

1111100%11100%0%

1211100%11100%0%

1311100%11100%0%

1411100%11100%0%

OVERALL6583%66100%17%

Subgroups The two subgroups that I decided to compare were the boys and girls in my class. This particular class had 14 students of which 8 were boys and 6 were girls. This was the easiest subgroup for me to use with this class for several reasons; one being that I only had one student with an IEP and the other is at this age group it is difficult to try to break the students into any other subgroups. The learning goal that I chose for my comparison was LG #1 which dealt with the psychomotor domain. My main reason for choosing LG #1 was I was interested to see which gender if either learned new material at a faster or more efficient rate. The girls scored better overall on the pre-test compared to the boys on learning goal one. The results of my subgroup vs. non-subgroup showed me that girls performed better in self-help skills, fine motor skills and general movement skills before starting the unit. The subgroup (boys) went from 63% on the pre-test to 100% on the post-test while the non-subgroup (girls) went from 83% on pre-test to 100% on post-test. I noticed that the boys tend to be more boisterous and competitive, whereas girls tend to be more social and collaborative. The girls would ask more questions and ask for help while the boys seemed to want to handle things on their own. Of course, not all children development at the same rate or fit into the above mentioned categories. When discussing this with my observing teacher, she says kindergarten students seem to change a lot from the beginning of the school year to the end. They start molding to their own personalities and realizing where they fit in the school environment. This analysis helped me to realize that I need to be aware of this in the future and be continually checking for understanding, especially with those students who would rather struggle with the material than raise their hand to ask a question. Individuals StudentPre-test (%)Post-test (%)Difference

#10%100%100%

#9

100%100%0%

When comparing the learning of two individual students, I decided to choose one female student who does very well on her own and scored very well on the pre-test and one male student who scored average on the pre-test but struggles in class. This would show how the unit met the needs of a higher functioning student with higher learning capabilities and a lower functioning student who struggles with learning new material. The female student is student #9 and the male student is student #1. I chose LG #3 for my comparison because the affective domain seems to be the most difficult for students in this age group. On the pre-test student #9 scored a 100% where student #1 scored a 0%. On the post-test student #9 stayed the same at 100%, and student #1 increased his score by 100%. Even though both students scored 100% on the post-test, this information shows that student #1 showed greater improvement and learning throughout the unit. The formative assessments throughout the unit were also on an equal basis. Student #1 required more assistance and asked more questions than student #9 but they both seemed to grasp the concepts very well in the end. Both students achieved the learning goals at 100% on the post-test. I feel both students were very successful at accomplishing each learning goal. Overall, I was more pleased with the level of progress student #1 showed. Even though they both scored 100% on the post-test, student #1 had a more significant increase of 100% overall compared to student #9 who was at 100% on pre-test. The data shows that even the lower ability learner in the class benefited from and showed improvement throughout this unit.

VII. Reflection and Self-EvaluationReflection and Self-Evaluation

Picking the most and least successful learning goals were difficult for me because all of the students performed at 100% on all the learning goals by the end of the unit based on my performance rubric. The learning goal I feel the students were most successful with was learning goal number three. On the pre-test only 57% of the students performed this learning goal correctly. This learning goal required higher level thinking skills and required the students to deepen their understanding of the other learning goals. I think the fact that I realized they were struggling after the first lesson and readdressed the concept really helped them. I also used real life examples that reinforced the learning process. Most students did very well on their formative assessments and once we incorporated the Noodle Game, I felt they had grasped most of the concepts. I was very pleased to see that all students were at 100% for this learning goal on the post-test. This learning goal dealt with the affective domain, which at this age level is the hardest to accomplish. Most students are new to organized instruction and activities but I feel that my unit has helped them with this and I have seen great improvement in this area.The learning goal where I feel my students were least successful was learning goal number two. This learning goal addressed the rules of the Sharks and Minnows game and the cognitive domain. In kindergarten, repetition seems to be the best thing to enforce rules. I made sure to constantly check for understanding and correct things as I did my formative assessment. I really dont have behavior issues with most of the students but they do have a hard time focusing and listening the first time they are told to do something. Only 71% of the students performed this learning goal correctly on the pre-test but by the end of the unit 100% of the students had achieved the learning goal. The pre-test helped me realize right away that I would have to devote more instructional time to this learning goal for my students. When developing my lesson plans I decided to include a variety of instructional strategies. I knew that the more activities I could incorporate, the higher the level of understanding they would have. I think using the small group instruction and group leaders really helped with my instruction. The more my students are involved in the lesson the more they will remember and apply in future lessons. Also, the more a skill is reinforced and practiced in future lessons, the better the student will become with using that skill. If I ever teach this unit again I will definitely make adaptations to the way I present the material for this learning goal and the way I assess their understanding of it. One professional learning goal that emerged while teaching this unit was the need for me to use differentiated instruction. While teaching this unit I discovered that my students had a variety of needs and that in order to meet all of their needs I needed to use a variety of strategies such as visual, verbal and hands-on activities. From this experience I learned that I need to always present content or material in more than one way to my students. Not all students will learn something in the same way so I have to provide additional activities and materials that supplement my lesson for those students who need extra help with understanding the concept. By using variety in my teaching, students will be more involved in my lessons and become active learners. I also plan to constantly be evaluating my students progress. If after a lesson my students do poorly on their independent work that was assigned to evaluate their understanding, the next day I will be able to present the lesson again using a different strategy or tool. By always trying to find new ways to introduce material, I will keep my students more engaged in the learning process and increase their level of understanding. Another professional learning goal that emerged throughout this unit was the need to use a variety of methods to monitor student learning. I will have to be really creative in preparing my lessons to add variety. I normally would not have thought about pre-testing the students, but I plan to use it in the future. I found the pretest to be extremely useful while completing my instructional planning. I was able to focus in on the areas where the students needed the most help and instruction. I was also able to determine similarities in the students previous knowledge and create lessons to help them build upon this knowledge and create a deeper understanding of the material. I also learned that it is important to provide a variety of assessments to determine students level of understanding of what is being taught. I plan to use formative assessments throughout my units in the future because it is important to constantly monitor a students level of understanding.My professional development plans will consist of pursuing my Masters Degree. This will benefit me not only monetarily but will expand on my teaching knowledge. I have found by speaking with several teachers currently in the school system that professional development opportunities really do help. One that was mentioned that seems to really help is the APL instructional skills and management workshop that all new teachers are attending in Raleigh County. I would also like to gain additional knowledge on applying for technology grants for my classrooms. I know my cooperating school, as well as many others, is in great need of upgrading and acquiring technology. If we are expected to adhere to the 21st century learning goals we need to at least have the equipment to do so with. I am also currently interested in coaching and am assisting at the high school level during the spring and college level during the summer. I want to continue to pursue coaching and attend numerous coaching clinics each year to help accomplish this goal. I feel that I need to take the same approach in regards to my teaching and plan to attend conferences and clinics to help further my teaching abilities. Whether I am teaching or coaching, the strategies and foundations to having a successful classroom and a successful sports team is very closely related. I believe that improving my skills in one are will only increase my abilities and skills in the other.