Chapter 11: Lesson plans and Unit plans Plato’s Physical Education: A guide to teaching physical education at all levels and in all environments.

Curriculum Have an understanding of what is going to be taught Know what is needed for the class (equipment) Understand what has been taught in previous years Understand what units need to be taught in a given year Helps to connect the content to the content of other subjects.

Types of plans Yearly plans Unit plans Lesson plans What will be done in a given year Unit plans Breakdown of yearly plan into smaller units. Lesson plans Breakdown of the unit plan into specific days

Yearly plan Organize the year into specific themes (units) Allows to assign specific numbers of days to a given unit Geography, Equipment and interest play a key role.

Geography and interest Some states have high amounts of water Therefor include swimming Michigan, Minnesota, states on the coasts Some states are more known for hunting and fishing Heartland states Some states are more outdoor in activity Colorado

How to analyze days of a unit Each unit can be assigned a specific number of days. All units can be different amounts of days based on requirements Track and field requires more days to complete than table tennis.

Unit plans More specific than yearly plans Break down the yearly plan into smaller blocks Allow for topics for the day, but not specifics

Unit plans Block plans Objectives Equipment lists Lesson plans Rational

Block plans 1-3 words per day on what is to be taught that day Ex. Day 1: introduction and rules Day 2: Passing and catching Day 3: Kicking and punting Does not give specifics, just topics for the day. Not listed as Monday, Tuesday, but as day 1, 2. Unit may not start on Monday.

Objectives As discussed in chapter 9, objectives are critical to any teaching. They validate what is being taught. Include Motor, Social and Cognitive Who What Restrictions How much / how many Standards Should match the objectives in all lesson plans of the unit.

Equipment lists Include ALL equipment needed for the unit. Should match the equipment in the lesson plans for the unit. Include numbers, not just what is needed Ie, 25 cones.

Lesson plans Used for three reasons Substitute teachers Not missing any days Administrators Accreditation or job evaluations Next years lessons are easily adapted Changes can easily be made if things didn’t go well. Can be very detailed if written correctly. More to come later in this chapter.

Rationale Explains why the unit should be included. Should address motor, social and cognitive value. Should be stand-alone Not need any explanation for the reader.

Lesson plans Cover a specific class on a specific day Usually 1-3 skills per class Includes Preparatory Section Introductory section Instructional sequence Conclusion

Preparatory section Includes all information from before the students arrive Title, Number of students, Age and Total time. Objectives Must have at least 1 motor, 1 social and 1 cognitive Equipment list for the day Includes everything needed, with numbers Gym set-up Drawing of how the gym looks before students enter.

Introductory section Includes information from when students enter, until todays specific lesson begins. Anticipatory set Quick attention grabber (no more that 20 seconds) Warm-up Should be activity specific No need to warm up our shoulders to kick a soccer ball Fitness component Generally used in Block scheduling Includes a portion of the day devoted to improving fitness In 30 minute classes, this is usually part of the activity.

Instructional Sequence This is the lesson for the day Prepare students Give rules for todays lesson Always the positives – never give negatives Central demonstration Teacher performs the skill 1 time, full speed, with equipment SAM’s or TLP The teacher will explain the steps to the given skill in detail, while the student listen Slow motion demonstration Teacher repeats the steps, but this time the students perform the steps with the teacher Dry run The students will perform the skill full speed WITHOUT equipment to make sure that technique is correct.

More Instructional Sequence Practice This is the activity or drill that is done to make sure the students get to become better at the skill No more than 5 minutes for one activity Then change the activity to something else Must describe EXACTLY what to do, and where to be. Students will practice throwing the ball with a partner NOT specific enough. Student will stand across from their partner on the white volleyball lines and throw to their partner overhand with correct form. GOOD Review Say the steps again as a review Teacher led Student led Student demonstration Test

Practice No activity should take more than 5 minutes. Students will get bored and start misbehaving A change in rules or activity starts the 5 minutes over again Listed as activity 2 Questions to check A list (for the teacher) of the major problems that are likely to occur Is the student throwing with their right hand, but stepping with their left?

Conclusion Review Homework Only used if there are multiple instruction sequences used Then you repeat the steps of the skill again If not, then you would have just finished your review No need for it again Homework Can be simple or complex Show someone at home the proper steps to shooting a basketball Play fetch with the dog using proper form Does not have to be turned in You will know if they do it based on if they improve Should be included every day They have math homework to practice their math skills, why not Physical Education homework to practice physical skills?

Conclusion Transitions Should be used any time the location changes Baseline to 3-point line Tell them…. What to get, where to go, what to do when they get there How to hold the equipment How long they have to complete this A start and stop cue Whistle Clap

Conclusion Adaptations Times Include any specific adaptations for students with special needs Be specific of what to do, as well as how to do it. List the disability this is done for. Times Any section of the lesson plan should include a time frame The addition of these times should add up to at least 125% of the total time 40 minute class should plan for 50 minutes

Final thoughts Make sure students here and see the skill a minimum of 3 times. It takes 3 times for someone to remember something It is better to prepare too much than too little Too little Bored students with nothing to do Too much Finish tomorrow Cut out an activity