Assignment 6:1

Assignment 6:1
Morgan Kerley
PPE 310 79591
Arizona State University
Fall 2015

Assignment 6:1

Physical Activity:
PA 1: Being in a 6th grade math and science classroom, it is hard to get
the students to be fully engaged all the time. By using physical
activity, we can see the students interested in learning and being able
to retain the information better. While learning unit rate, my mentor
and I decided to incorporate physical activity. The students had to do
jumping jacks and hop around on one foot for one minute. They had to
count how many they did in one minute and record it on their
worksheet. This helped the students get excited, and help them get
some energy out.
Equipment: Stopwatch
Formation: Spread out around the room, standing arms length away
from others and objects.
Directions:

Tell the students that we are going to continue learning about

unit rate and we will be doing an activity to learn how to use unit
rate.
Explain that they need to stand up and have enough room
between them and the people around them to move.
Explain the activity and model what a jumping jack and what
hopping on one foot looks like. Start the stopwatch and let the
students do each activity for one minute.

Safety and Management:

Tell students to give themselves enough room to do each

exercise
Explain that if they feel like they cannot do an activity that they
are able to sit out and do another activity to replace that part on
their worksheet
Explain that this is an activity and there is not going to be any
fooling around or it is an automatic step 1.
Explain that when the time ends they need to write down how
many they did on their worksheet in the correct spot.

Modifications:

Assignment 6:1

Cognitive: Have students with cognitive disabilities do the

activities in the hallway so they do not get distracted and can keep
track of their counting.
Physical: Have the students with physical disabilities do the
movements in their chairs or have them do another activity that they
are able to do.

Direct Instruction Lesson Plan Template

Teachers:
TC: Morgan Kerley
MT: Anissa Ottens
Common Core State Standards:

Subject/Grade:
6th grade, Math

6.M.RP.A.02 - I can use a ratio relationship to understand unit rate.

Objective (Explicit):
I can write down the relationship between ratios and unit rate.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Students will answer a question on an exit ticket to show evidence of mastery. The question will be, If I
can pick 12 apples in 2 minutes, how many can I pick in 6 minutes?
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?

What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Students will be able to understand ratios
Students will be able to use the butterfly method to solve for unit rate
Students will be able to understand meaning of equivalent ratios
Key vocabulary:
Materials:
-Unit Rate
-Stopwatch
-Ratio
-Worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

Tell the students that we are going to continue learning about unit rate and we
will be doing an activity to learn how to use unit rate.
Explain that they need to stand up and have enough room between them and
the people around them to move.
Explain the activity and model what a jumping jack and what hopping on one
foot looks like. Start the stopwatch and let the students do each activity for one
minute.
Tell students to give themselves enough room to do each exercise
Explain that if they feel like they cannot do an activity that they are able to sit

Assignment 6:1

Instructional Input

out and do another activity to replace that part on their worksheet

Explain that this is an activity and there is not going to be any fooling around or
it is an automatic step 1.
Explain that when the time ends they need to write down how many they did on
their worksheet in the correct spot.

Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

Student Will:
What will students be doing to actively capture and
process the new material?
How will students be engaged?

Teacher will model expectations of activity.

Students will listen and watch how to do the

activity.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Mentor and TC will model what to do and what not to do during the activity.
Example:
-Running into each other
-Counting aloud
-Doing the activity too fast
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Cognitive: Have students with cognitive disabilities do the activities in the

hallway so they do not get distracted and can keep track of their counting.

Guided Practice

Physical: Have the students with physical disabilities do the movements in

their chairs or have them do another activity that they are able to do.
Teacher Will:
How will you ensure that all students have
multiple opportunities to practice new content
and skills?
What types of questions can you ask students as
you are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?

Student Will:
How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to
independent practice?

Teacher will start activity and count down

Students will start activity and write down all data.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Independent Practice

Assignment 6:1

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Teacher Will:
Student Will:
How will you plan to coach and correct during this
How will students independently practice the knowledge
practice?
and skills required by the objective?
How will you provide opportunities for remediation
How will students be engaged?
and extension?
How are students are practicing in ways that align to
How will you clearly state and model academic and
assessment?
behavioral expectations?
How are students using self-assessment to guide their own
Did you provide enough detail so that another person
learning?
could facilitate the practice?
How are you supporting students giving feedback to one
another?

Teacher will have students look at their data.

We will have a class discussion on how to
figure out how many jumping jacks or hops on
one foot you can do in 60 minutes. Teacher
will instruct students to finish the worksheet
for homework.

Students will participate in class discussion and

write down answers on their worksheet. Students
will work independently to finish their worksheet.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Students will do points and do their exit ticket.

Assignment 6:1

Reflection:

Being in a middle school classroom can be a bit tiring, and

sometimes the students are even exhausted by sitting in a chair all
day. With this physical activity lesson, the students were able to break
up the monotony of the day. Overall, the lesson went very well and the
students really enjoyed being able to get up and move around. The
next time I do a lesson similar to this one, I would be use to be very
specific in my instructions. I felt that some of the students were going
too fast and could have seriously hurt themselves. In the future I would
make sure to tell them that they have to go fast, but not too fast
because that can cause injury. My mentor teacher was very pleased
with how easy it was to incorporate physical activity in the classroom.
She saw how excited the students got, and how it helped them retain
the information. My mentor teacher agreed that we need to specific

Assignment 6:1

with the instructions the next time we do a similar activity. Overall, I

felt that the students did a very good job with listening to directions
and doing what was asked of them. Since they got to get up and move,
all students in both classes were on task and knew what was expected
of them. The students were aware of the consequences of bad
behavior and all knew what the task was that they had to do. Since
most of the students were moving around and it took up a lot of space,
I stood in the front of the room and my mentor teacher stood in the
back. I kept the time and we both would manage student behavior if
they were not on task or doing the activity correctly. Therefore there
was not a lot of teacher movement since the activity took up most of
the space in the room. When we started the activity, the students were
already aware of what we were doing and already knew the
expectations, so there was not a lot time wasted getting ready for the
activity. Once the students were instructed to get up, they knew what
they had to do. Since I was focused on keeping track of the time and
making sure students were on task and doing the activity correctly, I
did not positively praise anyone during the activity. I also did not want
to get them off-track with their counting. After the lesson I told
students how well they did, but not during the activity. After the lesson
I commented on Ethan and Andrea for their consistency during the
activity and for not distracting others by moving around too much or
counting aloud. For example I said, I really liked the way Andrea

Assignment 6:1

focused on her counting and did not try to distract others by moving
around a lot. I said students names a lot throughout the lesson, and I
think that I incorporated them well. Overall, I felt that because of the
positive praise, that students now know what the expectations are for
future physical activity lessons like that one.

Assignment 6:1

Assignment 6:1

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