Common Core Aligned Lesson Plan Template

Subject(s): Physical Education Grade: 2

Teacher(s):Ms. Izzo School: College Park Elementary Date: 11/24/15
Part I GOALS AND STANDARDS
1. Common Core Learning Standard(s) Addressed:

2. ELD and State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual
and Performing Arts):
5.6Demonstratehowtosolveaproblemwithanotherpersonduringphysicalactivity.
5.7Participatepositivelyinphysicalactivitiesthatrelyoncooperation

3. Learning Objective: (What will students know & be able to do as a result of this
lesson?)

Students will work together in cooperative groups to create shapes with

their bodies.

STUDENT-FRIENDLY
TRANSLATION
I will work with my group
members to create a shape
with our bodies.

4. Language Objective(s): (What is the type of language that EL's will need to learn and use in order to accomplish
the goals of the lesson? Ex) Reading, Writing, Listening, Speaking, Academic vocabulary, Language functions, Language
Learning Strategies)

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the

real world? Why are these outcomes essential for future learning?)

STUDENT-FRIENDLY
TRANSLATION

Students will have to work with their group members to come up with a
solution to the problem of cooperatively creating a shape. They will need to
listen to the opinions of others and respond appropriately and respectfully to
one another. They will have to practice active listening and be an active
participant in the activity. This kind of activity is important because
collaboration is an important 21st century skill and students need to practice
working with others.

In this activity it is important

that I will practice being a
respectful and helpful group
member.

6. Essential Questions:
What does it mean to work cooperatively?
Why is it important to participate positively with others in physical activities?
Part II STUDENTS INFORMATION
7. Class Information:
a. Total number There are twenty-three students in the class; ten girls and thirteen boys
b. EL/Special Needs One RSP Speech and One RSP
Sixteen ELS:
EL Listening Level: Four at level 5, Seven at level 4, One at level 3, and Four at level 2, and Seven at level 0.
EL Speaking Level: Seven at level 6, Two at level 5, Six at level 4, Four at level 3, and Four at level 2.
EL Writing Level: Two at level 4, Seven at level 3, Three at level 2, Four at level 1, and Seven at level 0.
Overall EL Levels: Two at level 5, Seven at level 4, Three at level 3, Four at level 2, and Seven at level 0.
c. Academic background in content area - This is the second lesson in unit four, students covered how people
grow and use food in the first lesson. I will recap and make the connection of how people grow and use food
to how producers and consumer sell and buy food. I will also make the connection that food is considered
good, but other things such as toys, clothes, etc. are considered goods as well.
d. Linguistic Thirteen speak Spanish at home Ten speak English
e. Cultural/Health Nineteen students come from a Hispanic/Latino background, one comes from an American

Indian background, one comes from a Black/ African American background, and one comes from a White
(not Hispanic) background.
f. Physical
Girls ahead of boys in physical development and physical achievement
Small muscle and eye-hand coordination developing
Increasingly skillful in handling tools and materials
Physical skills are beginning to be important in influencing status among peers and in developing a
positive self-concept
Is able to draw a recognizable human figure
Continues high energy level
Masters physical skills necessary for game playing
Ready for beginning reading
Physical skills are gaining more importance in influencing status and self-concept
Girls ahead of boys in physical development; taller, stronger, more skillful in small muscle coordination
High energy level-opportunities for physical activity to continue to be important
Girls begin adolescent growth spurt towards end of this period
Quiescent growth period for boys
Is able to take responsibility for personal hygiene
g. Social
Caregivers communicate expectancies for gender roles which may or may not be typical
Child faces many new demands upon entering school;
e.g., the ability to function independently is strongly tested
Caregiver guidance and support are a major influence upon school achievement
Caregiver commitment and involvement play an important role in expansion of interests and activities
outside the home
Caregivers assist child in assuming personal and social responsibility
h. Emotional
Expresses feelings freely, often in extreme form (fear, joy, affection, anger, shyness, jealousy)
Inhibition of aggression developing
More accepting and comfortable with separation from caregivers
Adult reassurance of competence and basic worth essential
Frequent assurance of being loved is important
Sense of humor expressed in riddles, practical jokes, nonsense words
Reacts to feelings of others positively and/or negatively
Sensitive to criticism and ridicule

 Seeks a warm, friendly relationship with adults

Worries more evident, revolving around self-esteem and threats to security, e.g., loss of a caregiver,
family finances
Has sense of duty and accomplishment
Developing conscience is in evidence; resulting behavior may be right and expressed in extremes,
e.g., all right or all wrong
Beginning to accept that there is rules, but does not understand the principles behind them
Testing and questioning attitudes, values, and belief systems: may result in conflict
Adult role models give strong cues about acceptable behavior
Understands the reasons for rules and behaves according to them
Beginning to make value judgments about own behavior, set standard for self, responsibility for behavior
Clarifies differences between adult and childrens world
Achieving independence in physical self-care
Gaining practical knowledge necessary for everyday living
Exploration is becoming more goals directed
Learning to forego immediate reward for delayed gratification
Conforms to gender role
Achieving personal relationships
Aware of the importance of belonging
Self-sufficient, can do, thinks independently inside and outside the home
i. Interests/Aspirations - For one of the first assignments of the school year, a lot of the students
demonstrated their interest for Pete the Cat. After talking to some students and observing others I have
noticed some boys that are interested in all things Lego related as well as sports, especially soccer. I have
noticed the girls love to be close together and participate in pretend play where one is a dog and the other
is a cat.
8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content?):

I anticipate that ELS might have a hard time understanding vocabulary

Part III - LESSON ADAPTATIONS
9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties?)

Modifications/Accommodations that I will make based on these anticipated difficulties would be defining what
cooperative means and then modeling what those who work cooperatively might say/do to one another. I will also

place a worksheet on the document camera to set group rules (see attached), they will have an identical worksheet
clipped on their clipboards so as a group they can refer back to the rules of working cooperatively.

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:
Communication- Students will have to share ideas to come up with how to make a shape with their bodies. They will be communicating
with their group members
Collaboration- Students will be working in groups to make themselves into a shape
Creativity- Students will have to come up with a creative way for everyone to participate in making a shape
11.

Technology - How will you incorporate technology into your lesson?

At the beginning of the lesson I will be using a document camera and projector to project the cooperation chart
on the board.

12.

Part IV - ASSESSMENT OF STUDENT LEARNING

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: Progress-Monitoring- I will be walking around to each group to make sure that they are on
task and are participating in the activity. I will be looking for evidence that they are practicing cooperation
and make note of students who are participating effectively and are encouraging others.
b. Informal Formative: At the end of the lesson students will present their groups shape to the class and
model creating the shape. I will be assessing whether or not students are participating and if they were able
to re-create the shape.

c. Summative (if applicable):

N/A
d. (Attach rubric here, if applicable):
N/A
Part V - INSTRUCTIONAL PROCEDURE
13.

Instructional Method: Circle one Direct Instruction

Inquiry

Cooperative

Learning
14.

Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Document Camera
Cooperation Chart
Role Cards
Shape Cards
Camera
15.
Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN: (8-10 minutes)
I will begin by saying, Today we are going to be working on cooperation using physical activity! I will
say to my students, Cooperation is all about working together. Say it with me Cooperation is working
together. I will make a circle with my hands as I define cooperation and have students copy my
movement. I will project the cooperation chart on the board using the document camera. One side of
the chart will have an eye representing what cooperation looks like. The other side of the chart will
have an ear representing what cooperation sounds like. I will ask students to think about what
cooperation sounds like and have them raise their hands. I will write their answers on the chart. I will
also ask students to tell me what cooperation looks like and have them raise their hands. I will write
their answers on the other side of the cooperation chart. Then I will say to students, Today we are
going to be working cooperatively in groups to create a shape using our bodies. I will model making a

shape (ex. Diamond) with my master teacher.

BODY: (20-25 minutes)

1) The class will move outside/or stay in the classroom. I will number students off and have six groups
of four students each. Students will move to their assigned groups. If I see the groups are not
heterogeneous I will move a few students around to ensure the groups have include students of mixed
ability. I will walk around the room and hand each group a shape (optional- give each group four
different shapes to choose from). I will also hand each child a role card describing his or her job in
the group. I will go to the front of the room and describe each job to students. I will also read the job
descriptions that are on the back of the job cards. The jobs are as follows:
Leader- Makes sure everyone is getting a say and is staying on task (making sure everyone is
participating)
Designer- Helps to create the other students create the shape/the picture
Presenter- Explains to the class what the groups shape is and how the group came up with the idea
Cooperation Encourager- Holds the group accountable for looking and sounding like cooperative group
members
I will make it clear to the students that I expect every group member to be a part of the shape.
2) Students will work in their groups to create their shape. I will walk around to each group and
monitor their progress and their participation. I will facilitate and help the groups that have difficulty. If
some groups finish before the others, I will have them show me their shape. If they have correctly
created a shape with their group members I can give them another shape card and challenge them to
work together to create another shape with their group members. When every group has created a
shape I will have groups come up to the front one at a time and present their shape to the class. The
Presenters of each group will explain the shape to the class. Every group will make the shape that is
being presented.

CLOSE:

I will say to the class, Today we worked in groups to solve the problem of how we were going to
include everyone in making a shape. I will point students back to the cooperation chart. What were
some things you saw in your group that showed cooperation (working together)? I will have students
share out what evidence of cooperation they saw in their groups. I will also share with students things I
saw that showed cooperation. I will praise my students for their excellent work.

Part VI - REFLECTION
1. What instructional strategies did you use to help students achieve the lesson objective?
Instructional strategies that I used to help students in achieving the lesson objective would be setting a clear
learning goal. I opened up telling them what the objective was, Students will work together in cooperative groups to
create shapes with their bodies. Then I defined cooperative and modeled what it would look like/sound like to work
cooperatively with others while making a shape with my master teacher. I then put up a worksheet that set group
rules on the document camera. I went through the six short simple rules and called on those with their hand raised
to give me an example of what each would look like/ and not look like. (See attached worksheet). Once the
expectations were clearly set, I had the class line up by rows and I reminded them of how we quietly line up for
recess/lunch. Once the line was quiet and straight I walked down the line and gave everyone a colored dot on their
hand (blue, green, yellow, orange, red, and brown). They were already told before they lined up that this would tell
them what color group they were working in. After we walked outside they knew to kneel on one knee (like football
players do when someones hurt) and listened for their color group to be called. I called each color group and
assigned them an area to work in and handed them a clipboard that had one shape and the group rules behind it.
Once everyone was situated I reminded them of the objective and allowed them time to work. Both my master
teacher and I walked around scaffolding each group until they were finished, we then had them sit down to show us
when they were ready.
2. Were the students successful at achieving the lesson objective?
a) If so, provide student evidence.
The students all met the lesson objective, Students will work together in cooperative groups to create

shapes with their bodies. I called each group up one by one to demonstrate to the class how they made
the shape and had them model it with their bodies, most groups made the shape in more than one way,
they then discussed how they worked cooperatively. I even had groups share how they looked back at the
group rules. (See attached pictures, in e-mail)
b) If not, why do you think they were not able to achieve the lesson objective? What are your next steps?
N/A
3. What would you change about the lesson and why?
If I were to change the lesson, I would add more shapes for each group to do in order to make it more challenging,
they did not seem like they were disengaged but they achieved the lesson objective quickly and I would want to
challenge them more by making in more difficult.

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, and low, and write your comments
on the copies.