Integration Lesson Plan

This is my first time writing a lesson plan. Please let me know if I am on the right track.

Summary:

In this lesson students will be paired in groups of three to five. Each group will choose a sport and then pick one key skill from that sport per person. Students will then look up the correct way to perform the skills and either videotape or photograph themselves trying out the skills. Others in the group will provide corrective feedback for each other and themselves after reviewing the recordings and or pictures and comparing it to the correct movement. Each student will write a summary on their experience with their specific skill, the right way to perform it, and the feed back they received from their fellow group members. Students will bring their recordings and/or pictures to class where they will share with the rest of the class while teaching everyone how to perform the skills.

This activity will help students practice their multimedia presentation skills which they will need to build on for their future education and careers. By researching the specific motor skills It will not only be a way to practice specific motor skills but help students with, “understanding of fundamental concepts related to effective execution of actions provides the foundation for participation in games, sports, dance, and recreational activities. And help them see that performing movement skills effectively is often based on an individual’s ability to analyze one’s own performance as well as receive constructive feedback from others,” (Standard 2.5, Strand A, Content Statement). This will not only help them prepare for corrective feedback in sports setting but in future life situations as well.

Through this lesson they can see that little tweaks in their performance as well as working on technique can help their sports skills,  that participating in sports takes real work, and that discouragement over a skill that is not perfect should not be an excuse not to try to be active even at the recreational level. “Knowledge of movement concepts and practice of skills enhance the likelihood of independent learning and participation of physical activity throughout life,” (http://www.rtnj.org/files/80595/PE%20Curriculum%20K-8%20012808.pdf, p. 98).

Inclusion situations will be addressed independently based on IEP accommodation needs and aid availability.

Grade 6

Unit Title: Fitness Activities

Objectives:

Content Standard Numbers:

Physical Education        2.5

CPI #    A     2.5.6.A.1

                    2.5.6.A.2

        2.5.6.A.4

Technology       8.1

CPI #   A       8.1.8.A.3

          8.1.8.A.5

Number of Lessons

5 Weeks

5 Forty-five minute classes

       This timeline is more ideal for schools where each class has Physical Education multiple times a week. This way they can still have their time to exercise every week and have time for deeper learning and projects on the side one day a week during the class session.

Technology Integration:

      This lesson will build on prior knowledge of the use of computers and internet search engines in order to find instructions on their specific sports skills. Students will need to learn how to or build on their prior knowledge of taking photos and/or video and uploading them to a computer.

These technologies will enhance the lesson by enabling students to find ways that they will be able to critique themselves in a sports setting. Many times in games movements happen so fast that using these technologies to review footage is an important part of practice and game planning. They will be able to see that if a motor skill in a game is imperfect if it is corrected adequately it can make a difference in skill.

Activity/Timeline Procedures:

Class 1: Lesson introduction. Hand out of expectations and rubric. Students will be told about the importance of reviewing game tapes as a game planning and improvement practice for sports teams. Watch video, Prepare a Football Game Plan By Watching Game Footage.  http://www.ehow.com/video_2346075_prepare-football-game-plan-watching.html Followed up by a few clips of game footage from different sports to show that this can also be applied to individual sports as well as team sports. Story of how I used to manage college teams and photograph and tape for them during games. Ask students what they think about it and what some pros and possible cons could be of this practice.

      We will then move on to talk about giving and getting corrective feedback in general. The proper procedure, courtesies, etc. Also, to be emphasized is being able to accept feedback in an appropriate way. Talk about with students and have them give personal exams of the following and how it made them feel. How school grades and teacher comments are feedback, in future job situations employers will provide feedback, and in sport situations coaches feedback.

       The book The Art of Giving Feedback provides a sample quiz of a self assessment of taking feedback. And there may be a good excerpt or two to read to the students. http://www.trainingsolutions.com/pdf/feedback.pdf

Students will be assigned random groups and each group will pick a sport from the list on the board and one skill per person from that sport that they would like to focus on. Each group will sign up for a presentation slot. When attempting these skills students will be encouraged to try their best since many of them may be new skills.

       At this time I will also post a calendar of one hour after school sessions on Tuesdays and Thursdays for the next three weeks where any group who does not have access to these technologies at home can come and use the schools facilities with my supervision.

Class 2: During class period number the students will be taken to the computer lab and shown how to use a video camera and a digital camera and how to upload the information onto the computer. If the school itself has preferred programs that it uses for certain medias those will be used first. The availability of Google Docs will also be shared with the students since the programs are a free service. Students will have the availability of emailing projects or uploading to Google Docs for their presentation. The students will have the rest of the class period to research the correct way to do their skills on the internet.

Class 3: Students will have time in the computer lab again to work on project. This time can be used to ask any follow up questions students have and they can take the option of having me look over what they have done already to let them know if they are inline with the expectations of the assignment or not.

Class 4: Presentations – Will have laptop set up with projector for students.

Class 5: Presentations – Will have laptop set up with projector for students.

Assessment Strategies:

Peer Evaluation             -           After each group presents students will fill out index cards anonymously saying if they felt they were adequately shown the skill. (20 pt)

Teacher Observation    -           Observation of the presentation. Observation of the video/pictures. Did the group members give valuable feedback that would help in refining the skills? (20 pt)

Participation Based       -           Did all group members participate in the project? Did all group members participate in the presentation? Did all students participate in learning the skills during the presentation? Were all students courteous during other group’s presentations? (20 pt)

Performance Based      -           Did the group find the correct form of the skill to start from? If their form wasn’t correct did they use the feedback from the group members and watching themselves to realize how to correct it? (20 pt)

Summary Paper            -           Rubric (20 pt)