Kyle MuckleyTeaching Reading and Writing across the Content

Date 12/3/2014Lesson Plan for 9-10 Grade Level Readers

Content Topic/Standard Strand:Target Heart Rate

2.1.12.A.1Analyze the role of personal responsibility in maintaining and enhancing per-

sonal, family, community, and global wellness.

Kyle Muckley

TWRC

PART 1: Lesson Overview

Title of Text - Studies inExercise Science.

Quantitative Readability Level of Text - QualitativeLevel of purpose and meaning

The Textbook is a health and fitness centered informational text. The book is a simple ready but can be challenging due to terminology used for anatomy and explanation of move-ments.

structureThe structure is informational and factual knowledge. The text teaches students about

Fitness levels, health related issues, and methods of correction.

Language conventionality and clarity The language is simple for any age, however uses many scientific terms. Terms are de-

fined in the beginning of the Text.

Knowledge demandsSome knowledge demands are very basic to advanced anatomy. Since the book is a ex-

ercise text book, it uses many anatomy or scientific terms to explain simple movements.

Qualitative Features of the Text: The AOTS used with the Readability fog index classified the book as a 9th grade text with a 8.87 rating. Though the text is rated as freshman level it can be used even in a senior level class due to the complexity of information cover and anatomy. The text is simple to read word for word but to actually grasp the knowledge is somewhat more demanding, and would properly fit in to any high school class no mater their maturity level.

Reader-Task Consideration The text perfectly fits the class and their task considerations. The text fits Cognitively be-

cause as students read and understand they can be physically moving to perform actions that are taught in the text. The text is an easy read, making it suitable for 9th through 12th grade, and it uses all the skills need through pictures, diagrams, and charts to pose questions and en-gage the reader.

The only challenges that arise from the text are scientific terms and definitions. Though some terms may be challenging at first the book provides pictures and definitions to help read-ers.

Text Summary –Students will be able to identify heart rate, target heart rate, resting heart rate, and the benefits of activity. Students will learn the importance of cardiovascular training and how it is applied to their daily life.

Pages Used for Lesson –pages 8-16

Rationale : The text provides students with factual knowledge about the im-portance of heart health and the application of cardiovascular training. It teaches students how to calculate Target heart rate and teaches them why it

is important and relevant to their life.

Readability Calculator

Number of characters (without spaces) :485.00

Number of words :104.00

Number of sentences :6.00

Average number of characters per word :4.66

Average number of syllables per word :1.50

Average number of words per sentence:17.33

Indication of the number of years of formal education that a person requires in order to easily understand the text on the first readingGunning Fog index :

11.93

Approximate representation of the U.S. grade level needed to comprehend the text : Coleman Liau index :

9.94Flesch Kincaid Grade level :

8.87

ARI (Automated Readability Index) :9.20

SMOG :11.94

Flesch Reading Ease :62.34

PART 2 : Before Reading Activity

Objectives – Students will be able to identify Target Heart Rate and the terms associated with heart rate.

Standards: 2.6.12.A.4Compare and contrast the impact of health-related fitness components as a measure of fitness and health.

CCSS.ELA-LITERACY.RST.9-10.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and top-ics.

Steps for Teaching the Activity — For the Before reading activity, I will split the class into groups of 4 with a mixed skill making groups of diverse learners. I will have all the important terms that we will be discussing in the chapter written on the board. The students will be asked to start a P.L.A.N chart Using all of the terms I have listed. Students will be required to fill in the Plan part of their chart, with all the terms and explanations in their own terms to the best of their abilities. Groups are not picked by skill, so different strength students will have the opportunity to work together. This will help-ing both students understand and better comprehend the terms, while strengthening our learning community.

Assessment: Assessment will be done based on the completion of the plan section of their charts. Students will lose points if they did not attempted to explain a term in their own words

Part 3 - Vocabulary Activity

Objectives – Students will be able to identify all seven vocabulary related to heart rate.

Standards:

2.1.12.A.1Analyze the role of personal responsibility in maintaining and enhancing per-sonal, family, community, and global wellness.

CCSS.ELA-LITERACY.RST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and top-ics.

Steps for Teaching the Activity. All of the key vocabulary terms will be placed on the board. The vocabulary word will be chosen by their relation and importance to the understanding and learning of heart rate. Each stu-dent will be asked to complete the Locate and Add section of their PLAN chart. They have already predicted what they think the word is. Now they will locate the word in the text and Add the book definition. Students will only have fill out the next two parts of the chart with at least one answer per word per section of the chart

Assessment: The completed sections of the chart will be discussed as a class. Each group will have to demonstrate their better understanding for the vocabulary used in the lesson. Each part of the chart is worth 5 points. com-pletion of the chart is 25% of their lesson grade.

Part 4: During Reading Activity

Objectives – Student will be able to cite specific textual evidence to support analysis of the Heart Rate chapter.

Standards:2.1.12.A.1Analyze the role of personal responsibility in maintaining and enhancing per-sonal, family, community, and global wellness.

CCSS.ELA-LITERACY.RST.9-10.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and top-ics.

Steps for Teaching the Activity: Students will be placed in 4 student groups. The groups will be integrated skill levels, high ability students grouped with lower ability students to promote learning. Groups will be asked to read the text on Heart Rate. Students will have to fill in the “Know” portion of the P.L.A.N chart and add 1 fact for each key term to the “N” col-umn of the P.L.A.N chart.

Assessment: Students will hand in finished PLAN chart. Students will be asked to fill in the “N”or Know portion of the chart and add at least one fact while they are reading the chapter.

PART 5: After Reading Activity

Objectives – Students will be able to identify where to check heart rate and how calculate target heart rate.

Standards:2.1.12.A.1Analyze the role of personal responsibility in maintaining and enhancing per-sonal, family, community, and global wellness.

CCSS.ELA-LITERACY.RST.9-10.4Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and top-ics.

Steps for Teaching the Activity.- After students have completed the read-ings and have completed/handed in their P.L.A.N charts I will lead a class dis-cussion. During my discussion I will ask students open ended questions such as, What is target heart rate? Where can you check a pulse? What is resting heart rate and why is it important? After we have thoroughly discussed these topics, I will place students in groups of diverse skills. Higher learners will be paired with lower skilled learners to promote learning. While in the groups students will check resting heart rate’s of each other and record the data. Then the groups will perform 15 jumping jacks and check heart rate to deter-mine if their heart rate is above, below, or at the target rate. Students will record all their data and turn in their recordings.

Assessment: Assessment of the reading be done through verbal question and answer given to the class during the discussion. Assessment for the ac-tivity will be done by collecting students data. Students will be graded on ac-curacy of their answers given on the assignment. students are required to have recorded resting heart rate and show their calculations. students are also required to record heart rate after the jumping jacks, then determine if their heart rate fell with in the target area, and justify how they determined their answer.

Part 6: Reflection

Strengths of my lessons are students will learn about cardiovascular

health. They will learn why cardiovascular health is important and how to de-

termine the proper zone in which they should workout in and maintain. Stu-

dents will learn what resting hear rate is and how to calculate it, and will

learn how to also calculate Target heart rate for all ages. This is valuable

knowledge that will help promote students with a healthier lifestyle. My les-

son shows students the relation of running around playing games, and how it

is a way to disguise cardiovascular training. My lesson will also motivate stu-

dents to apply themselves more in activities in physical education class that

they might not have been as inclined to participate in before the lesson, be-

cause now they can justify why they are running.

Weaknesses of my lesson are the lack of technology. My lesson is com-

pleted in a straight forward simple fashion. My lesson is done in such a way

so that students will be able to use a nd apply my lesson in their daily life

even if they don't not have technology available. They still will be able to find

and deterring heart rate and what their target heart rate should be

Overall I believe I have created a lesson that will educate my students

and further their understanding of their own bodies. Upon the completion of

my lesson students will be able to identify what heart rate is and why its im-

portant, what target heart rate is and why its important, and finally what car-

diovascular training is and the benefits of adding it to their daily lives. This

lesson Promotes health, literacy, and education.

*Steps for teaching each strategy: Be sure to address the following for each activity:

Rationale/Purpose: “I would explain to students that this will help them….”Mental Modeling/Think Aloud: Explain how you would model a part of the strategy before they try it. (Steps to the strategy)Debriefing: What questions will you ask the students to see how the strat-egy worked for them?

Before Reading ActivityRationale/Purpose: K.W.L chart. this will help students because they

will have to draw on existing knowledge and build upon it to further their un-derstanding of their own body.

Mental Modeling/Think Aloud: Students will be asked to complete a K.W.L chart on everything they know about heart rate. I will not give them hints because I am using this activity to determine what my students already know about heart rate.

Debriefing: I will ask all my students to write at least one thing in each column if the chart.

Vocabulary ActivityRationale/Purpose: P.L.A.N chart students will be asked predict

what each vocabulary word means. a list of all the vocabulary words will be given at the top of their charts

Mental Modeling/Think Aloud: The students will now see all of the vocabulary involved in a heart rate, they could possibly see some words they forgot or didn't know for their KWL.

Debriefing: I will ask all students to give me their best answer for each term listed. Even if they have no idea what the term means I will ask them to guess and write something down.

During Reading ActivityRationale/Purpose: PLAN chart. Students will be asked to read the

short excerpt then locate, add and know the terms listed. Mental Modeling/Think Aloud: By locating the terms it will demon-

strate to me my students read, by adding information the students will learn the term, and by knowing the word in their own terms students will grasp the concepts.

Debriefing: I will ask students to complete PlAN charts and hand them in.

After Reading ActivityRationale/Purpose: Students will be placed in groups and try the les-

son they just learned on a partner.

Mental Modeling/Think Aloud: Students will calculate resting heart rate of a partner and record the data. then the partner will do jumping jacks and they will record the new data.

Debriefing: Students will be asked to justify how the determined their answers. Did their partner fall with in the target heart rate?

Section 2-4 assignment PLAN chart

Vocabulary P.L.A.N sheet key terms: Heart Rate, Resting Heart Rate, Target Heart Rate, Beats per Minute (bpm), Blood pressure, High Blood Pressure, Low Blood Pressure.

Task: Locate all the terms listed. Predict what you think they mean, Locate them in the text, Add additional information, finally Know what you learned by writing it in your own words.

Predict Locate Add No (Know)

Predict Locate Add No (Know)

Part 5 Assignment

Name_____________________

Here is how to calculate your target heart rate range …

1) First of all you need the following data: A) Maximum Heart Rate—(220 – your age = MHR)My MHR = _________________

B) Resting Heart Rate—(count pulse at rest for 1 minute)My RHR = _________________2) Enter the above data in the following two formulas and solve. The formulas represent the lower (60%) and upper (85%) limits of your target heart rate range.

(60%)—______ - ______ = ______ x .6 = ______ + ______ = ______ MHR RHR RHR LOWER LIMIT

(85%)—______ - ______ = ______ x .85 = ______ + ______ = ______Name________________________MHR RHR

3) Enter your target heart rate:My target heart rate is:___________ to ___________ lower limit upper limit

How to use your target heart rate:RHR UPPER LIMIT

After at least five minutes of continuous aerobic exercise take your pulse for six seconds. Then multiply by 10 or add a zero to the end—for example, a six second pulse of 17 would be 170. Check to see if your pulse us in your target heart rate range. If it is higher—slow down. If it is lower—speed up. Perform 15 jumping jacks with your group and record your data.