Physical Education Lesson Plan

LEARNERS AND THE LEARNING ENVIRONMENT

Teacher(s) Name(s): China Leitner

Where Lesson is Taught: Gymnasium

Grade Level: Grade 2

Unit: Manipulative

Day: Tuesday, April 17, 2018 (Day 4)

Title of Lesson: Jumping Bee

Total Time Planned: 45 minutes

Engaging and Supporting Diverse Learning: Applying Principles of Universal

Design for Learning

Sociocultural Details: There are 11 boys and 14 girls in this classroom.

4 students are Caucasian, 10 students are African
American, 5 students are Middle Eastern and 6 students
are Hispanic. Two of my students, Heather and Jacob, are
deaf.

Students Strengths and Heather and Jacob are siblings with the ability to read lips
Needs Relevant to this very well. Even with this skill, they will be in the same group
Lesson: under my watchful eye, as I too am fluent in sign language.
Some students in the classroom are still not proficient in
jumping rope or spelling, so the class will jump as a group
and practice keeping pace as they spell the words posted in
the front of the class. Heather and Jacob will jump under
one large rope and spell as I twirl. The other end will be tied
to a pole used to tie the volleyball net.

Materials and Digital Tools Needed

Equipment and Set-Up This lesson will require 25 short jump ropes, 1 long jump
for Lesson: rope, 2 dry erase boards, 2 markers, and 2 erasers. The
short jump ropes will be hanging on a rack in front of the
class. Each student will grab one and find a spot on which
to stand. I would have already measured the distance
necessary to avoid injury and mapped the floor. The gym
will be divided in half and two tall dry erase boards will be
placed at the front of the gym for everyone to see. The
volleyball poll and long jump rope will be placed in the
middle between the halves so the siblings can see.

Risk Management It is a concern that students will use the jump ropes
Concerns: improperly or trip on a jump rope during the course of this
exercise. To avoid this, I will review how to hold the jump
rope and the rules of safety, I will choose the safe spaces
on the floor and each space will have a dot. Once the
Jumping Bee begins, students who are not jumping must sit
on their dots with their jump ropes in hand so no one trips.
When they lose their round, they must return their jump
ropes to the rack.

OUTCOMES AND ASSESSMENT

State Standards Grade 2, Standard 1, Number 27:

Addressed: a. Jumps a self-turned rope consecutively forward and
backward with a mature pattern.
b. Jumps a long rope 5 times consecutively with student
turners.
Grade 2, Standard 2, Number 1:
b. Moves in personal space to a rhythm.
Grade 2, Standard 4, Number 4:
Works independently with others in partner environment.
Grade 2, Standard 4, Number 5:
Recognizes the role of rules and etiquette in teacher-
designed physical activities.
Grade 2, Standard 4, Number 6:
a. Works independently and safely in physical education.
b. Works safely with physical education equipment.
Grade 2, Standard 3, Number 2:
Actively engages in physical education class in response to
 instruction and practice.

Lesson Objectives: 1. Students will be able to spell and jump

simultaneously with a steady pace.
2. Students will be able to jump independently in two
large groups during spelling practice in addition to
independently jumping during the Jumping Bee.
3. Students will be able to follow the rules of the
Jumping Bee in order to work safely and efficiently
progress and/or win the Bee.

Lesson Assessments: 1. Before we start the Bee, I will lead the class in an
exercise that will teach them to jump at a consistent
pace. Then I will couple it with spelling. During the
exercise, I will see which students struggle and
which ones succeed. Then, once the Bee begins, I
will see if the students are still able to do it without
my assistance.
2. I will lead and observe the students in their large
groups as the practice for the Bee. I will also observe
during the Bee and notate how many jumps it takes
them to spell the word and how many they can do
before they lose.
3. Before the Bee, I will review all rules. I will observe
whether or not the students obey and I will only give
them one warning. If they do not heed, they will sit in
the penalty box and write why they were punished,
why it was wrong, and an apology for their actions.
They will also write a story using every spelling word
on the board.

INSTRUCTIONAL PRACTICE
Lesson Preview:
2. Review the previous lesson: We will review the
3. In student friendly terms, identify objectives and
1. Introduction: We will begin the class with our
routine stretching and a two lap jog around the gym.
Then, we will take a seat on the line outlining the
court.
previous lesson of jumping rope by first explaining
the safety rules, such as do not sling the rope, hold it
at its center and the end, and etcetera. Then, we will
review the step to properly jumping rope: hold either
end, have it touching the floor or your ankles behind
you, bring it around your body and over your head,
and as you bring it down in front of you jump over it
and repeat with fluidity. As I explain, I will
demonstrate.
how students will be assessed:
a. Students will be able to jump and spell.
b. Students will be able to work by themselves,
in a group of two large groups and alone in
Jumping Bee.
c. Students will be able to follow all the rules in
order to stay safe and win the Bee.
4. Hook: I will explain that we will be having the first
ever grade-wide Jumping Bee and whoever wins
gets to choose the games we play on Friday Free
Day.

Lesson 1.Identify all learning activities and teaching cues: Differentiated

Development: a. I will start by reviewing the proper way to use Instruction
a long and short jump rope and demonstrate
what is considered correct and incorrect. The
students will be told that they are expected to
follow proper procedure during this activity or
they will go to the penalty box. This should
take approximately 5 minutes.
b. Next, I will explain the rules of the Jumping
Bee and students will be given an
opportunity to ask questions. This should
take approximately 5 minutes.
c. The students will be instructed to come one
at a time and grab a short jump rope. They
will then go to either side of the room and
choose a spot on which to stand. Heather
and Jacob will stand in the center of the gym
next to the long rope that is already placed
for them. I would have spoken to their
English or homeroom teacher and procured
their vocabulary list for their next spelling test
as well as the words the entire class found to
be difficult. With that set to the side, I will
review how to jump. I will share that secret to
successful jumping is jumping to a rhythm.
So, I will clap a beat and the class will follow.
Once the class can maintain the pace, I will
clap a little faster and gradually increase the
pace until the students are unable keep up.
Then, I will introduce jumping without the
ropes. The students will leave them in a
straight line in front of their dot and jump with
the intention of landing at the same time as
their clap. Like before, I start with a
demonstration. Then, the class joins me at a
slow pace. Then, I gradually increase the
pace until the class loses control. Now, we
repeat the process with words. I will write five
words on the board at time. The students will
spell the word with each jump representing
one letter. I want the students to get use to
jumping and speaking at the same time. I will
increase the speed to find the perfect pace at
which my students can execute this
assignment with proficiency. As the class
jumps, claps, and spells aloud, I will jump
and sign the letters in the center, front of the
class with Heather and Jacob. The clapping
and jumping of the students will provide a
strong vibration that the siblings can use to
keep up with the class. Finally, we can add
the ropes. The students will take a moment
to take a few relaxing breaths before adding
 the jump ropes. The students will go through
each vocabulary word. They will jump at the
agreed upon pace and spell each word on
the list. I will stand in the center and twirl for
the siblings as they sign the letters. This
should take approximately 15 minutes.
d. Once the class completes the list, all
students will be instructed to sit on their dots
and hold the jump ropes. This will give them
a little time to rest and breathe before we
start the Jumping Bee. The rules will be
explained. Each student will be asked to
come up and spell a vocabulary word.
Students must jump and spell at the same
time. They will not be penalized for pausing
to think but they cannot stop jumping until
they complete the word. That means, if they
start the word and then stop, they must
continue to jump until they can either
remember the rest of the word or spell it
incorrectly. If they spell it correctly, they can
go to the next round. If they spell it
incorrectly or cannot jump consecutively,
they will lose the round. If they lose the
round, they must return their jump rope to the
rack, pick up a packet, and take their place
on the line outlying the basketball court. They
will be given several worksheets with
different activities based on their vocabulary,
such as word searches, unscramble the
word, coloring, and etcetera. This should
take approximately 20 minutes.

2 .Develop activities including checks for

understanding throughout:
If students are having trouble maintaining
pace, I will clap the rhythm to put them back
on track.
If students are developing bad jumping
habits, I will pause the Jumping Bee to
 remind them of the proper way to jump.
If students find the same word to be difficult, I
will help the class sound it out and provide a
tiny hint.

3. Indicate transitions, grouping strategies and

notable gymnasium layouts/class formations:
Students will be asked to sit on dots spaced
evenly across the gymnasium. Transitions
will be indicated by the given minute breaks
for deep breaths, sitting down after
completing the group review, and swapping a
jump rope for an activity packet. The final
transition will be indicated by the last student
standing.

Lesson Review: 1. For closure, we will congratulate the winner of our

Jumping Bee and return to our spaces on the floor.
The winner will be presented with a blue ribboned
plastic medal to be worn all day and the right to
choose all the fun activities the class can play on
Friday Free Day. A second and third place winner
will be rewarded as well. Second place will receive a
red ribbon and third place will receive green ribbon. I
will congratulate everyone on their improvements
and ensure everyone that there are no losers.
2. I will introduce double dutch as the tomorrow’s
lesson by showing a short video clip of a double
dutch competition. Then, I will dismiss.

References and 1. Graham, George; Holt/Hale, Shirley Ann; Parker,

Resources Used: Melissa. (2004). Children Moving. New York, NY: McGraw-
Hill Companies Inc.
2. Michigan Department of Education. (2017, May). K-12
Physical Education Standards.