Block Plan Content Examples

Unit Outcomes: This is where you indicate what you want the students to be able to
accomplish by the end of the entire unit. For example: SWBAT win the NEWMAC
Championship or SWBAT travel to California by the way of Massachusetts. The SPOs
are the daily objectives that will help them accomplish the outcomes. Be sure to:
include one unit outcome for each domain (psychomotor, cognitive, affective);
cite NASPE and MA CF for each outcome


Focus: This is where you indicate what you are doing for the lesson. For examples:
Circuit Training
Experience and learn more about target heart rate and cardiovascular endurance
Explain benefits of cardiovascular exercise and why it makes for a healthier person


Informing: This is where you . . .
explain the purpose of the lesson (i.e. improve cardiovascular endurance / reaching
target heart rate 70%-80% of maximum heart rate);
define important concepts (i.e. what is muscular endurance);
identify the benefits (i.e. why is it important to enhance flexibility);
indicate stop/start signals (i.e. Go signals = Ready, Go. Stop signals =
Freeze/Stop.);
identify safety concerns (i.e. If not feeling well during the activities, immediately
come to the teacher).


Refining: This is where you provide skill cues for each skill or task and extension for
each. For example:
Skill Cues for Downward Facing Dog:
*Stretch the arms away from the body keeping them aligned with the spine
*Have the heels hip width apart and the legs straight
*Push through the heels and up through the tailbone in opposing directions.
*Extension Up identify one for each skill



Learning Activities: This is the sequence of your lesson. Here you should . . .
identify the warm up (i.e. Warm-Up: Students will begin by doing two laps around
the gym. Two students will then be asked to volunteer to lead the class through the
following static stretches [identify]. Teacher and volunteers will give a
demonstration of each stretch).
list the activities/stations that will be occurring, how long students will spend at
each station, and the number of reps/sets (i.e. Stations: Five stations on
cardiovascular endurance with five students at each station. Students will have six
minutes at each station. When the music begins students will start the station,
when it changes they will switch to the next station and begin the activity after
recording their heart rate).
identify cool-down (i.e. Cool down: Students will walk around the gymnasium twice
to bring their heart rate back down. A new pair of volunteers will be chosen to lead
a static stretch).

Assessment: This is where you will identify at least one method of assessing the
lesson content. For example:
*Students will write a journal response reflecting on the days lesson and how they
think different flexibility activities could benefit their overall health.