Standards-Aligned Lesson Plan Template

Subject(s): ______Physical Education________________________________________ Grade: ______________

Teacher(s): ___________Mr.Saldana______________ School: __________________ Date:___________

Part I GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) Addressed:

WHST 9.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

PE.C2.6.9- Develop and describe a physical fitness plan with enhances on personal health and performance in future leisure and workplace activities.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency
Level addressing Emerging, Expanding, Bridging)

P1.A1 (interpretive)- Exchanging information/ideas (Expanding)

Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by
following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information,
and paraphrasing key ideas.

4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION

After reading an article and watching a clip on health and physical fitness, students will be able to Today after we read this article about
construct in clear and coherent writing a personal fitness plan. health and fitness, you will write yourself
a personal fitness plan.
 5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?)(TPE1.3) Today you will learn how creating and
The outcomes of this lesson are important in the real world because it prepares students with the incorporating a written plan can help
skills necessary to create and follow a workout regiment for increased health. Outcomes are you reach your goals.
essential for future learning because it teaches students that goals are achievable with a structured
plan.

6. Essential Questions (TPE1.5):

How does understanding the benefits of health and fitness benefit my well-being?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 16

b. English Learners/Standard English Learners 4 ELs

c. Students with Special Needs 1 student with ADD, another with slight autism.

d. Academic language abilities, content knowledge and skills in content area - Students have had transferable language through

previous activity of scoop ball.

e. Linguistic background 98% Spanish speakers, 2% other English only

f. Cultural background (home/family) 98% Hispanic 2% other

g. Health considerations (if any) 2 students with asthma and 1 student severe eye sight

h. Physical development factors that may influence instruction in this academic content area At this developmental stage, boys

may still be shorter than girls.

 i. Social development factors that may influence instruction in this academic content area Students attracted to opposite sex,

puberty, some students very social while other are still socially awkward.

j. Emotional development factors that may influence instruction in this academic content area Students may feel uncomfortable

performing movement skills that requires an awkward movement.

k. Interests/Aspirations (relevant to this academic area) Some students have shared interests in playing other sports rather than

soccer. Other students share common interest in cosplay. Cosplay is where a group of individuals gather together, they dress up as

their favorite character associated with an animation game or cartoon. Students then re-enact their favorite scenes from those

shows or create alternate endings.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):
EL students to read their portion and write a statement within the time allowed.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )
Group EL students together to give directions in primary language and review academic language with illustrated examples. Allow special
needs students to partner up with someone in the group to collaborate with and better understand the article. I plan on taping into prior
knowledge and past experiences. I will ask question about how many of us know of someone that is living with diabetes? Or if we know
anyone who has suffered through a heart attack.
 10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):

Students will need to think critically about the information they have read in the article and creatively use that information to develop
and personalize a physical fitness plan that fits their needs.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
YouTube video

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual
and performing arts? (TPE1.7)
https://youtu.be/41Q4Ct-4OTs

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be
met in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative: thumbs up thumbs down on key information from text and video. Students will know they have successfully met the
outcomes of this lesson by being able to clearly and coherently developing at personal health and fitness plan based on information
from the text. In a successful product, students will include in their health and fitness plan a detailed approach to nutrition
accompanied by how they will use exercise components.

b. Summative (if applicable):

c. Attach rubric here ( and copy and paste your objective above your rubric):
Categories Strongly mentioned w/examples Briefly mentioned/no examples Missing exercises (1 pt.)
(5-4pts) (3-2pts)
Two exercises
Nutrition Change
 d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)
Students will share with a partner their health and fitness plan, after reading each others fitness plan, they will score it according to the rubric.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
There will be a handout on health and fitness. In addition there will also be a short clip on the five key exercise components

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN:
Upon entering the classroom, students will pick up a handout on health and fitness. Will allow students to flip through the article as they wait
for the lesson to begin. Prior to reading the text, I will ask leading question that will tap into prior knowledge or past experiences. I will ask
students to thing about someone they know who is suffering from diabetes or other medical conditions they think are related to making poor
nutritional choices and not living an active lifestyle.

5-7min

BODY:

After discussing possible medical conditions and other health effects attributed to lack of exercise combined with poor nutrition, I will begin
the body of the lesson by allowing students to read the text on health and fitness. They will highlight any key terms or phrases that they
consider important or interesting. Once reading has concluded, I will show a clip on the five key components of exercise that should be
considered in any personal health and fitness plan. Students will take notes on the video noting anything of interest or importance. Students
will then turn to a partner ELs grouped togetherand collaborate about what they have highlighted in the text and describe why they
thought it was interesting or important along with their notes on the video. I will then focus attention to me and ask them to think of a
personal fitness goal they would like to reach and then ask who thinks they can create a personal health and fitness plan? At this time I will
inform students that their health and fitness plan will need to have a one day nutritional plan accompanied by exercises they plan on doing in
order to reach said goal. Students will then begin to create a personal health and fitness plan based on the information provided through text,
video and collaboration. Students will share with a partner their health and fitness plan, after reading each others fitness plan, they will score
it on a scale of 1-3. 3=Do-able, 2= Will be tough, 1= Unrealistic/ No chance

30min

CLOSE:

Upon closing, teacher will go over the requirements and objectives of the assignment again. Students will have the opportunity to have any
unanswered questions answered. Students will then have a chance to reflect on their fitness plan by seeing what kind of scores their peer give
them. students will also do an exit card.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs. On
student work samples, please include scores according to rubric categories.
Students were required to include in their fitness plan how they planned to change their diet, what foods they planned to eat more of.
Students also had to mention at least two exercise that they planned to perform in order to reach their goals.

Low- these students were did not have a clear understanding of what the requirements were for the fitness plan. They did not summarize
the main points of their text and were either missing how they were going to change their diet or missing what exercises they planned on
doing. Students were required to include in their fitness plan how they planned to change their diet, what foods they planned to eat more of.
Students also had to mention at least two exercise that they planned to perform in order to reach their goals.

Medium- these students did summarize their assigned text and shared within their groups, however they failed to mention how nutrition and
exercise would help them reach their goal.

High- Students included all that was necessary for the fitness plan. Additionally they summarized their text, wrote notes on the video and
included them in their fitness plan identifying their goals.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
- I feel that students were successful in achieving the lesson objective. Abigail was my student that performed high; she completed
 every task as I had hoped for. She summarized the main points of text she was responsible for reading. She wrote great notes on
the video and used a combination of nutrition and exercise to explain how she was going to reach her fitness goal. Additionally all
students were successful in placing the tittle headings to the appropriate paragraph. 90% of students were successful in achieving
the lesson objective entirely.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not
able to achieve the lesson objective in these areas?
- 10% of students were missing one of the following: either to include how they would change their nutritional habits, or failed to
include and describe how what exercised they chose and why they thought those were important to help them reach their goals. For the
students that were not successful, I believe that it has to be made clearer what I expect to be included in their fitness plans. Also perhaps
having them in smaller groups would help them focus and identify what my expectations are. To support my students in further lessons like
this, I will provide them with examples of my fitness plan and also create for them a checklist on the board of things that I want them to
include in their fitness plan. Additionally providing them a rubric will be effective in expressing my expectations for the fitness plans.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did
you employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)

- I used collaborative learning and conversational roundtable as instructional approaches. I also used a video clip on the five key
components of physical fitness to illustrate to the students some of the information that should be used in their fitness plan.

4. What would you change about the lesson and why (according to your data analysis)?

- One of the first things I would change about my lesson is to have smaller groups. I chose to have groups of five students, but I feel that was
too many. Having smaller groups I feel would eliminate some distraction and allow for students to collaborate more effectively. Additionally I
would make it clear to the students that I expect complete sentences and perhaps not allow them to use bullet points. Reflecting upon my
master teachers comments, I need to have better classroom management and not speak over the class when students are speaking. I would
like to incorporate the silent in 3-2-1 strategy. With this strategy, I will be in front of the class and when trying to get their attention, I will
say silent in (then hold 3 finders up in the air and slowly show 2 and then 1, students will see this and display the number that I am holding
and soon those talking will realize that I want the attention of the class). Once I have their attention again, I will continue with explanations
and support for the class.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.