P.E. 4

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UNIT THREE: WEEK THREE: February 5 -February 9, 2024

Lesson Plan 4 of 4
Class: Standard 2
No of boy Students: 24 Theme: My Country: The Environment of T & T – Land

Exceptionalities: One child has symptoms of ADHD, not diagnosed.

Tiers: Students will be tiered into three levels according to their reading, writing and
comprehension abilities.
Subject: Physical Education
Duration: 30 to 35 minutes Topic: Running
Context/Big Idea(s): CONSIDERATION
Beyond the joy of movement, running instils discipline, boosts  H.F.L.E.:
cardiovascular fitness, and enhances motor skills. It encourages a Effective
positive relationship with exercise, fostering resilience and teamwork Communication
while providing a gateway to a holistic understanding of physical Critical Thinking
health. In short, teaching boys to run equips them with the tools they Literacy
need to embrace an active and vibrant lifestyle. Reintroducing boys to  Reading
running offers more than just physical activity; it lays the foundation ❒ Writing
for a lifetime of health and well-being.  Oral
Prior Knowledge: Communication
Students have knowledge of: ❒ Literary
 Running from playing during recess and lunch Appreciation
 Some sports that utilize running ❒ Media &
Information
Ministry of Education Expectations: Literacy
 3.1.1 Explain basic technique in running, jumping. Numeracy
Outcomes: ❒ Problem Solving
At the end of this learning experience, students will:  Critical thinking
All tiers:  Communication
 Given the set induction from the teacher of the pledge, students  Representation
will engage in discussion about running with little prompts ❒ Reasoning
from the teacher ❒ ICT Skills
 Given the content and set induction, students will dramatize  Differentiated
playing sports by completing imitation races Instruction
 Assessment
Tier 1: Pre-Assessment
 Given the discussion, students will list at least 2 steps to follow Summative
when running with aid from the teacher Assessment

Tier 2:
 Given the discussion, students will list at least 1 step to follow
when running with aid from the teacher

Tier 3:
 Given the other Tiers answer, student will build and attempt
listing 1 step needed to follow when running

Essential Questions:
 Who is going to win?
 Why must we follow step-by-step how to run properly?
Introduction/Set Induction:
Runner's Pledge: The teacher would say, “Hey, future runners! Lace up your imaginary running
shoes because we're about to embark on a "Ready, Set, Go Adventure." Then the teacher would
be having each participant take a "Runner's Pledge" where they promise to have fun, stay
active, and encourage their fellow adventurers and be careful to not injure themselves or
anyone else.

Resources: Whiteboard markers Whiteboard running cones

Teacher Activities Student Activities


Teaching Point 1 Students will observe what is being done, ask
1) The teacher would engage students in questions when needed, answer the questions
discussion about running and their asked, and build on each other’s answers
thoughts on it when possible. (V.C.C.E.)
Why must we follow step-by-step how to run
properly?
Teaching Point 2
1) Teacher will ask Tier 1 students to list Tier 1 students would list 2 steps one must
2 steps one should follow when follow when running to avoid injury to oneself
running to avoid injury, or others
2) Tier 2 students would list 1 step one Tier 2 students would list 1 step one must
should follow when running, follow when running to avoid injury to oneself
3) Tier 3 would make an attempt to list 1 or others that is different from Tier 1s’
step and build on other students’ answers
answers Tier 3 would build on the other students
answers and attempt listing another step
Teaching Point 3
1) The teacher would have students’ All students would listen and observe the
complete races as though it is the real students’ running for proper running
thing and make sure they follow the placement, asking questions if necessary
checklist of proper running with other (V.C.C.E.)
students watching on before it is their turn
2) Teacher would have races in straight lines
(V.A.P.A.- Art & Craft)

Accommodations:
Accommodations that specific students may need to access learning are as follows:
Presentation Accommodations
 Explicit and concise instructions
Response Accommodations
 Increase or decrease wait time as needed
 Tier 2s have the option to request help either from teacher or peers
Timing/Scheduling Accommodations
 Time extensions would be allotted accordingly
 When writing their notes, students would be timed
Setting Accommodations
 Adequate classroom ventilation
 Clean and well-lit classroom
 Inclusive and welcoming atmosphere
 Seating arranged in pairs
 Open area to run
Management Strategies:
To manage time and disruptive behaviour, the following strategies will be used:
 Positive Reinforcement- Students will be consistently praised for their correct responses
and appropriate behaviours.
 Teacher Helper- Tier 3 students will assist the teacher
Extended Practice: Content will be extended into future lessons.
Closure: A verbal recap would be done where students would state one (1) thing they
remember from class
Assessment:
Students would observe with the teacher, the running students and their postures and
placements whilst running races, letting students know that it is immediate disqualification for
any mispositions.
Reflection: _________________________________________________________________
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Lesson Plan Key
Integrated Subjects – Red Questions – Green
Formative Assessments – Orange Activities/Strategies – Blue

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