EPEC

Lesson Plan Template

Lesson Title:
Grade level

# of students

23

Lesson Objectives: Address each domain (NASPE Standards and Michigan Grade Level Content
Expectations):
Cognitive: Students will be practicing spelling for their sight words (words of high frequency in
their writing and reading).
Physical Fitness: Students will hop from one lily pad with the sight word to the next.

Psychomotor: Students will have to hop to the right lily pad as they hear it called out by the
teacher.
Psychosocial: Students will need to be careful of others and responsible with their bodies during
this lesson.
ELA Common Core Standards:
CCSS.ELA-LITERACY.RF.1.3.B

Decode regularly spelled one-syllable words.

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words into
syllables.
CCSS.ELA-LITERACY.RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

PE GLCE's:
Students will
M.MS.01.02 demonstrate selected elements of mature form of locomotor
skills of walk, run, leap, slide, gallop, hop, and skip in isolated settings
K.MC.01.02 identify all space awareness movement concepts for
directions (e.g., up/down, forward/backward, and right/left).

Instructional Segment:

Equipment/Materials:

Markers, Lily Pad Cutouts, Open space

Setup: Have students place their lily pads in front of them, somewhat spread out, but not too
much (depends on space available to you)

Prepare:

Time:

5 Minutes

Students: Students will make the lily pads ahead of time, perhaps the day before or even right
before the activity depending on teacher preference. This gives the students a chance to
write their sight words first which is important for memorizing the word as well as
practicing handwriting. That part of the activity will most likely take 20 to 30 minutes
depending on the number of sight words and whether or not the children of the teacher cuts
out the lily pad shape. It is suggested that the teacher write the sight words on the board for
students. The activity words best with 5 to 10 sight words. The set up for the specific activity
should take no more than 5 minutes while students spread their lily pads in front of them.
Motivation: Students will be practicing fluency with reading/writing sight words through
repetition, while also getting out excess energy and receiving exercise. The activity helps them
learn body control and checks for coordination and spatial reasoning.

Student Expectations: Students will listen to directions and observe as the teacher demonstrates the
activity. They will then practice the movement first and then the finding of the sight words in
combination with the movement.

Transition: "Now that you have set up your lily pads, I would like everyone to sit down in front of
them criss-crossed with their hands in their lap. Eyes up here. I am going to show you what we
will be doing with our sight words today!"

Explain/
Demonstrate:
Time: 5 minutes
Explanation/Demo of activity:
"I have set up the same way that each of you have, with my 10 sight word lily pads in front of me.
If I am a student, and the teacher calls out one of my words, such as "the" then I will look for that
word. When I see the word "the" I will point to it, then hop on top of it. I then wait to hear the
next word before I move again. Let's watch while I try it."
Simplify(teaching methods):
Part-Part-Whole:
"First, the teacher calls out the word. _______________'s will you shout out a sight word for me?
Okay, ______________ said "it." I point to "it. Everyone point to "it." *Point* Now we hop! Let's
all hop!"
"Okay, let's try it all together, without me telling us what to do."
"The word is "the"!"
*Observe students, give reminders where necessary*
Common Errors:
-If students are not safely hopping, go over rules for hopping in a safe way.
-If student's do not know a word, let them know they can ask a friend for help. It may be helpful
to go over the list once before the lesson begins (but this lesson ideally comes after students have
had practice with the words in other ways).
Key Words/Say and Do:
"Teacher calls out a word..."
"Point..."
"Hop..."
"Safely..."
"Spread out, but not too much..."
"Careful..."
Facilitating Questions:
"What happens first?"
"What do you do once the teacher calls out a word?"
"What does a safe hop look like?"
"Why is it important to be safe?"

"What do you do once you have hopped onto your lily pad?"
"What do you do if you can't find a word?"
Transition: "Great! Now we are going to try this activity out for awhile. If we are being safe and
responsible, we will practice for 10 minutes! If not we may have to stop for reminders."

Practice:
Time: 10 minutes
Procedure: (how will students practice activity)
The teacher will call out each sight word, giving some time for students to find the word and hop to it.
When all or most students have completed their hop, call out the next word. Go through each sight word
about 3 or 4 times.
Options for activity:
The number of sight words can be adjusted based on the teacher's preference and the students. Different
movements could also be used. The teacher could use a hop on one foot, or a simple touch with
your hand at your desk if there is not enough space to spread the lily pads out on the floor.

Important Safety Note: Reminding students how to do a movement and demonstrating what it
looks like when a student does the movement safely is very important in this lesson because it is
being used with young students who may struggle with body control and coordination.

Transition: "That looked very nice! I hope we all had fun. Quietly collect your lily pads and sit
quietly with your hands in your laps.

Review:
Time: 2 minutes
Today you learned:

"What did we practice today? How did we practice it?"

Have students demonstrate: "Can someone show me how we learned how to hop?"

Three Teaching Strategies that Will make this lesson successful:

1. It is important to break the activity into parts when giving instructions. This way, students are not
overwhelmed by the amount of information they are receiving at any given point. It ensures that
each student can follow along. It is also important that they practice these steps one at a time by
following teacher example, to further help them remember it.
2. Use of the board will also be important in this lesson. Having sight words written on the board for
reference will help if there are any sight words that many students seem stuck on. Having pictures
of each step on the board could also be useful depending on the students in your classroom. The
board is a valuable tool that should be utilized because it is in the front of the classroom where all
students are accustomed to looking and have easy access to.
3. Being explicit with language and giving very structured directions is important with any lesson
involving movement and this one is no exception. The better the structure and the more explicit
the teacher is about exactly how the students are expected to move lowers the chances of students
losing control of their bodies and getting injured or injuring other students. If the teacher has
effectively set up the norms for the lesson, students should have a strong understanding of exactly
what is expected of them and are therefore more likely to perform the task correctly.
Developmental Characteristics of 1st Graders (Ages 6 and 7)
Source: http://www.glendale.k12.wi.us/1_char.aspx
1. In terms of physical characteristics, 1st graders are beginning to test their strength and have a hard time
sitting still. Their larger muscles in their arms and legs are more developed than their small
muscles, which makes gross motor skills easier than fine motor skills.
-This lesson is a great way to help students who are often fidgety release some of that pent up energy.
However, because 1st graders often want to test their strength, it is important to give many
reminders that we are not jumping as high as we can and that we need to be safe in our own
personal space. Students should not have too much difficulty with the act of hopping itself
because developmentally this is an age where gross motor skills as well as balance are relatively
developed.
2. First graders have a somewhat short attention span.
- At this point in development children are not able to focus for very long periods of time. This lesson acts
perfectly as a chance to move and focus a bit less intensely on academic material. However, it
also means the directions for the activity need to be concise because students may zone out if the
teacher talks for too long. It also means that the activity should not be done for an extremely long
period of time because students are likely to be ready to move on.
3. First graders are also incredibly sensitive to criticism. When they are encouraged, they thrive.
-Because of this characteristic a teacher needs to have a plan in place for when students struggle with the
sight words in the lesson. This is why having a student ask a friend for help if they get stuck is
beneficial. They do not have to ask the teacher if they are right, so the teacher does not have to
tell them they aren't. Also, if a teacher notices that many students are struggling she can refer to
the board and help them all rather than calling out specific students for having the wrong answer.
Providing plenty of positive feedback for students during the lesson is likely to encourage them to
continue trying and help them enjoy the activity much more.