Lesson Plan

Grade:

Lesson # of

Lesson time (in min):

# of students

Date:

Lesson Focus:

Content Standards

Prior academic Knowledge & skills

Student Learning Objectives (Performance, Condition, Criteria)

Assessment/Evaluation (types, what is assessed)

Psychomotor Domain

Cognitive Domain

Affective Domain

Instructional model or strategies for this lesson

Equipment and other Instructional Materials

Time

Lesson Parts (add more if needed—start typing below the first line)

Organizational Notes and Plans

Instant Activity or Informing Task:

Opening Management:

Diagram:

Set Induction/Anticipatory set:

Task Presentation 1: Demonstration, Cues, and Checking For Understanding (CFU):

Learning Task 1: Task Structure, plans for maximizing learning, and CFU:

Cues:

Modifications:

Easier:

Harder:

Diagram:

Transition to next Task:

Task Presentation 2: Demonstration, Cues, and Checking For Understanding (CFU):

Learning Task 2: Task Structure, plans for maximizing learning, and CFU:

Cues:

Modifications:

Easier:

Harder:

Diagram:

Transition to next Task:

Task Presentation 3: Demonstration, Cues, and Checking For Understanding (CFU):

Learning Task 3: Task Structure, plans for maximizing learning, and CFU:

Cues:

Modifications:

Easier:

Harder:

Diagram:

Transition to next Task:

Task Presentation 4: Demonstration, Cues, and Checking For Understanding (CFU):

Learning Task 4: Task Structure, plans for maximizing learning, and CFU:

Cues:

Modifications:

Easier:

Harder:

Diagram:

Transition to next Task:

Closure:

Lesson Component

Explanation

Grade

Complete the grade for which the lesson plan is developed. If you are combining

Lesson Number

grades (e.g., K1, 2-3) that is fine, just indicate this accordingly

# of Students

Total number of students in the class

Date

E.g., 1 of 5; 2 of 5 etc

Lesson Focus

What is the key idea of the lesson

Content standards

All SHAPE standards are listed here. Please select only the standards that are relevant to the specific lesson. Add any state standards that correspond to the SHPE national PE standards.

Prior academic knowledge and skills

This is a brief discussion of what the students already know and what they can do relative to the lesson focus. This may be based on experience from previous years of PE or from previous PE lessons.

Student learning objectives

You must write a student learning objective for each of the psychomotor, cognitive and affective domain for each lesson.

For each domain you must also have an assessment.

· You must identify the type of assessment (formative, summative, standardized, holistic rubric, analytic rubric, peer assessment).

· If you are using teacher observation you must have an assessment form on which to record student performance.

· Identify the assessment by lesson number and order in which the assessment is used in the lesson for each domain. E.g., Under psychomotor 1.1 (means lesson 1 first assessment), under cognitive, 1.2 (means lesson 1 second assessment)

Instructional model and strategies

Indicate the instructional model you will use as well as any additional strategies, etc. tactical model, block practice, peer teaching

Equipment and other instructional materials

This includes both the type and amount of PE equipment as well as any additional instructional materials like the white board, station cards, peer checklists etc.

Time

How long do you anticipate this component of the lesson to take

Cues

These relate to the cues for the technique being taught

Modifications:

You must indicate task, environment, rule, instructional modifications to make the task more challenging for highly skilled learners or easier for learners with special education needs or those with lower motor skills and/or ESOL students.

Organizational Notes, Plans & Diagram

You must describe briefly how you will organize the class, and provide a diagram of the learning environment. The diagram can be a picture from the internet or a computer drawn sketch.