Lauderdale County Schools Weekly Lesson Plan

Teacher: Jessica Myers Grade: PreK-2 Week Beginning: August 4, 2013

Unit Title: Rules and Procedures Subject: Physical education
Monday Tuesday T Wednesday I Thursday G Friday E

Standards and Objectives:
The Learner Will The Learner Will The Learner Will The Learner Will The Learner Will

TEACHER INSERVICE.
-know the rules for
participating in physical
education. 5.1.1
-demonstrate an
understanding of
classroom rules,
procedures, and safe
practices while
participating in movement
challenges. 5.2.1

-know the rules for
participating in physical
education. 5.1.1
-demonstrate an
understanding of
classroom rules,
procedures, and safe
practices while
participating in movement
challenges. 5.2.1

-know the rules for
participating in physical
education. 5.1.1
-demonstrate an
understanding of
classroom rules,
procedures, and safe
practices while
participating in movement
challenges. 5.2.1

-know the rules for
participating in physical
education. 5.1.1
-demonstrate an
understanding of
classroom rules,
procedures, and safe
practices while
participating in movement
challenges. 5.2.1

Activities/Agenda:
Opening Activity: Opening Activity: Opening Activity: Opening Activity: Opening Activity:
Today we are learning
about PE.
Tell about my self and my
family and hobbies. What
is PE? What do you think
we will learn this year in
PE?
Today we are learning
about PE.
Tell about my self and my
family and hobbies. What
is PE? What do you think
we will learn this year in
PE?
Today we are learning
about PE.
Tell about my self and my
family and hobbies. What
is PE? What do you think
we will learn this year in
PE?
Today we are learning
about PE.
Tell about my self and my
family and hobbies. What
is PE? What do you think
we will learn this year in
PE?
Instruction: Instruction: Instruction: Instruction: Instruction:
-Discuss rules and
consequences for PE.
WATCH, LISTEN,
-Discuss rules and
consequences for PE.
WATCH, LISTEN,
-Discuss rules and
consequences for PE.
WATCH, LISTEN,
-Discuss rules and
consequences for PE.
WATCH, LISTEN,
LEARN. Students will
recite rules and perform
movements. Freeze OR
whistle (stop, look, listen),
Keep hands, feet, and
equipment to yourself.
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? Be nice. Do
your best. What if
something is hard for you
to do in class? Why? If
you watch, listen, and
learn will you have time to
do any of the above
behaviors?
-Explain sight words and
when students will move
to the words. Students will
walk around gym and
return to a number.
Practice until students
can understand concept.
What did you do to
remember your about
your word? Why is it
okay to find a different
word each time you
move? What should you
do if someone is on a
word you want?
-Discuss importance of
exercising. Every day we
will use an exercise video.
Watch video first then
LEARN. Students will
recite rules and perform
movements. Freeze OR
whistle (stop, look, listen),
Keep hands, feet, and
equipment to yourself.
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? Be nice. Do
your best. What if
something is hard for you
to do in class? Why? If
you watch, listen, and
learn will you have time to
do any of the above
behaviors?
-Explain sight words and
when students will move
to the words. Students will
walk around gym and
return to a number.
Practice until students
can understand concept.
What did you do to
remember your about
your word? Why is it
okay to find a different
word each time you
move? What should you
do if someone is on a
word you want?
-Discuss importance of
exercising. Every day we
will use an exercise video.
Watch video first then
LEARN. Students will
recite rules and perform
movements. Freeze OR
whistle (stop, look, listen),
Keep hands, feet, and
equipment to yourself.
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? Be nice. Do
your best. What if
something is hard for you
to do in class? Why? If
you watch, listen, and
learn will you have time to
do any of the above
behaviors?
-Explain sight words and
when students will move
to the words. Students will
walk around gym and
return to a number.
Practice until students
can understand concept.
What did you do to
remember your about
your word? Why is it
okay to find a different
word each time you
move? What should you
do if someone is on a
word you want?
-Discuss importance of
exercising. Every day we
will use an exercise video.
Watch video first then
LEARN. Students will
recite rules and perform
movements. Freeze OR
whistle (stop, look, listen),
Keep hands, feet, and
equipment to yourself.
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? Be nice. Do
your best. What if
something is hard for you
to do in class? Why? If
you watch, listen, and
learn will you have time to
do any of the above
behaviors?
-Explain sight words and
when students will move
to the words. Students will
walk around gym and
return to a number.
Practice until students
can understand concept.
What did you do to
remember your about
your word? Why is it
okay to find a different
word each time you
move? What should you
do if someone is on a
word you want?
-Discuss importance of
exercising. Every day we
will use an exercise video.
Watch video first then
perform exercises. Why
we do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video?
-Lining up: Hands to self
and always quiet.
Practice until students
understand. Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?
-If time permits go over all
rules and procedures
again.
perform exercises. Why
we do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video?
-Lining up: Hands to self
and always quiet.
Practice until students
understand. Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?
-If time permits go over all
rules and procedures
again.
perform exercises. Why
we do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video?
-Lining up: Hands to self
and always quiet.
Practice until students
understand. Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?
-If time permits go over all
rules and procedures
again.
perform exercises. Why
we do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video?
-Lining up: Hands to self
and always quiet.
Practice until students
understand. Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?
-If time permits go over all
rules and procedures
again.
Lesson Closure: Lesson Closure: Lesson Closure: Lesson Closure: Lesson Closure:
Partner Talk: What is the
most important thing you
learned in PE today?
Why? Teach students
how to line up using their
number. On the way out
of the gym have students
tell me their first name.
Partner talk: What is the
most important thing you
learned in PE today?
Why? Teach students
how to line up using their
number. On the way out
of the gym have students
tell me their first name.
Partner Talk: What is the
most important thing you
learned in PE today?
Why? Teach students
how to line up using their
number. On the way out
of the gym have students
tell me their first name.
Partner Talk: What is the
most important thing you
learned in PE today?
Why? Teach students
how to line up using their
number. On the way out
of the gym have students
tell me their first name.
Early Finishers: Early Finishers: Early Finishers: Early Finishers: Early Finishers:
NONE NONE NONE NONE NONE
Guiding Questions: Guiding Questions: Guiding Questions: Guiding Questions: Guiding Questions:
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? What if
something is hard for you
to do in class? Why? If
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? What if
something is hard for you
to do in class? Why? If
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? What if
something is hard for you
to do in class? Why? If
Why do you think it is
important to keep hands,
feet and equipment to
your self? Where else in
the school should you
keep hands and feet to
your self? What if
something is hard for you
to do in class? Why? If
you watch, listen, and
learn will you have time to
do any of the above
behaviors? What did you
do to remember your
about your word? Why is
it okay to find a different
word each time you
move? What should you
do if someone is on a
word you want? Why we
do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video? Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?

you watch, listen, and
learn will you have time to
do any of the above
behaviors? What did you
do to remember your
about your word? Why is
it okay to find a different
word each time you
move? What should you
do if someone is on a
word you want? Why we
do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video? Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?

you watch, listen, and
learn will you have time to
do any of the above
behaviors? What did you
do to remember your
about your word? Why is
it okay to find a different
word each time you
move? What should you
do if someone is on a
word you want? Why we
do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video? Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?

you watch, listen, and
learn will you have time to
do any of the above
behaviors? What did you
do to remember your
about your word? Why is
it okay to find a different
word each time you
move? What should you
do if someone is on a
word you want? Why we
do these types of
exercises? Who can
guess why we would like
for you to be quiet during
the video? Why do we
want you to be quiet in
line? Keep hands to self?
What can we do to
improve the way just lined
up?

Homework: (If applicable) Homework: (If applicable) Homework: (If applicable) Homework: (If applicable) Homework: (If applicable)
Tell someone the rules of
PE.
Tell someone the rules of
PE.
Tell someone the rules of
PE.
Tell someone the rules of
PE.
Reflection: (optional) Reflection: (optional) Reflection: (optional) Reflection: (optional) Reflection: (optional)

Notes: Notes: Notes: Notes: Notes:
THINGS TO DO PRIOR
TO FIRST DAY OF
SCHOOL:
Put 100 chart on floor.
Dolch words on floor.
Number lines on floor.
THINGS TO DO PRIOR
TO FIRST DAY OF
SCHOOL:
Put 100 chart on floor.
Dolch words on floor.
Number lines on floor.
THINGS TO DO PRIOR
TO FIRST DAY OF
SCHOOL:
Put 100 chart on floor.
Dolch words on floor.
Number lines on floor.
THINGS TO DO PRIOR
TO FIRST DAY OF
SCHOOL:
Put 100 chart on floor.
Dolch words on floor.
Number lines on floor.



Assessments (all that apply) Assessments (all that apply) Assessments (all that apply) Assessments (all that apply) Assessments (all that apply)
Unit/Chapter Test Unit/Chapter Test Unit/Chapter Test Unit/Chapter Test Unit/Chapter Test
Quiz Quiz Quiz Quiz Quiz
Project Project Project Project Project
Group Assignment Group Assignment Group Assignment Group Assignment Group Assignment
Study Guide Study Guide Study Guide Study Guide Study Guide
X Oral Presentation X Oral Presentation X Oral Presentation X Oral Presentation X Oral Presentation
Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer Graphic Organizer
X Real World Solutions X Real World Solutions X Real World Solutions X Real World Solutions X Real World Solutions
Written Response Written Response Written Response X Written Response X Written Response
X Teacher Observation x Teacher Observation x Teacher Observation X Teacher Observation X Teacher Observation
Other: Other: Other: Other: Other:
Feedback (all that apply) Feedback (all that apply) Feedback (all that apply) Feedback (all that apply) Feedback (all that apply)
X Verbal X Verbal X Verbal X Verbal X Verbal
Written Written Written X Written X Written
x Student to Student x Student to Student x Student to Student X Student to Student X Student to Student
Other: Other: Other: Other: Other:
Problem Solving (all that apply) Problem Solving (all that apply) Problem Solving (all that apply) Problem Solving (all that apply) Problem Solving (all that apply)
x Abstraction x Abstraction x Abstraction X Abstraction x Abstraction
X Categorization X Categorization X Categorization X Categorization X Categorization
X Drawing Conclusions X Drawing Conclusions X Drawing Conclusions X Drawing Conclusions X Drawing Conclusions
X Observing and
Experimenting
X Observing and
Experimenting
X Observing and
Experimenting
X Observing and
Experimenting
X Observing and
Experimenting
Predicting Outcomes Predicting Outcomes Predicting Outcomes Predicting Outcomes Predicting Outcomes
x Generating Ideas X Generating Ideas X Generating Ideas X Generating Ideas X Generating Ideas
Justifying Solutions Justifying Solutions Justifying Solutions Justifying Solutions Justifying Solutions
X Improving Solutions x Improving Solutions x Improving Solutions x Improving Solutions X Improving Solutions
Creating and Designing Creating and Designing Creating and Designing Creating and Designing Creating and Designing
Identifying
Relevant/Irrelevant Info
Identifying
Relevant/Irrelevant Info
Identifying
Relevant/Irrelevant Info
Identifying
Relevant/Irrelevant Info
Identifying
Relevant/Irrelevant Info
Other: Other: Other: Other: Other:
Grouping (all that apply) Grouping (all that apply) Grouping (all that apply) Grouping (all that apply) Grouping (all that apply)
X Whole Group X Whole Group x Whole Group X Whole Group X Whole Group
Small Group Small Group Small Group Small Group Small Group
X Pairs X Pairs X Pairs X Pairs x Pairs
x Individuals x Individuals X Individuals x Individuals X Individuals
Other: Other: Other: Other: Other:
Materials/Resources Materials/Resources Materials/Resources Materials/Resources Materials/Resources
Computer Computer Computer Computer Computer
x Manipulative x Manipulative x Manipulative x Manipulative X Manipulative
PowerPoint/Software PowerPoint/Software PowerPoint/Software PowerPoint/Software PowerPoint/Software
Projection Device Projection Device Projection Device Projection Device Projection Device
Printer Printer Printer Printer Printer
Worksheets/Handouts Worksheets/Handouts Worksheets/Handouts Worksheets/Handouts Worksheets/Handouts
Internet Resources Internet Resources Internet Resources Internet Resources Internet Resources
Dry Erase Boards Dry Erase Boards Dry Erase Boards Dry Erase Boards Dry Erase Boards
Textbook/Workbook Textbook/Workbook Textbook/Workbook Textbook/Workbook Textbook/Workbook
Other: Chalkboard Other: Other: Other: Other:
Differentiation (all that apply) Differentiation (all that apply) Differentiation (all that apply) Differentiation (all that apply) Differentiation (all that apply)
x Content x Content x Content x Content x Content
x Process x Process x Process x Process x Process
x Product x Product x Product x Product x Product
Tiered Assignments Tiered Assignments Tiered Assignments Tiered Assignments Tiered Assignments
x Flexible Grouping x Flexible Grouping x Flexible Grouping x Flexible Grouping x Flexible Grouping
Learning Centers Learning Centers Learning Centers Learning Centers Learning Centers
Other: Other: Other: Other: Other:
Student Thinking Student Thinking Student Thinking Student Thinking Student Thinking
x Analytical X Analytical X Analytical X Analytical X Analytical
X Practical X Practical X Practical X Practical X Practical
X Creative x Creative x Creative x Creative x Creative
Research-Based Research-Based Research-Based Research-Based Research-Based
Other: Other: Other: Other: Other:
Accommodations for SpEd/504 Accommodations for SpEd/504 Accommodations for SpEd/504 Accommodations for SpEd/504 Accommodations for SpEd/504
x Preferential Seating x Preferential Seating x Preferential Seating x Preferential Seating x Preferential Seating
Extended Time Extended Time Extended Time Extended Time Extended Time
Small Group Small Group Small Group Small Group Small Group
x Peer Tutoring x Peer Tutoring x Peer Tutoring x Peer Tutoring x Peer Tutoring
x Modified Assignments x Modified Assignments x Modified Assignments x Modified Assignments x Modified Assignments
Other: Other: Other: Other: Other:
Lesson Notes:
Use first few class times to identify areas for differentiation and get to know students.