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CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
1 synthesize multiple sources on the subject, demonstrating understanding of the subject under
Common Core investigation.
and Content
Standard(s)
CCSS.ELA-Literacy.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
CCSS.ELA-Literacy.L.11-12.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
2 What materials and resources will you and the students need for the lesson?
Materials/
Resources/ Any sport and exercise equipment that the student feels that they may need in order to work on or achieve
Lesson their fitness goal.
Preparation
What should students know and be able to do after the lesson?
3
Objective(s) Students should be able to define and apply the FITT principle
Be able to define and apply the SMART principle in goals setting.
Set long-term goals using the SMART principle.
Recall:
Students will be quizzed and asked to state what each letter of F.I.T.T. and S.M.A.R.T and define/explain
what each letter means. Students will also be asked to give an example of each.
4 Skill/Concept:
Students will have to maintain a daily journal of the things they did stay on track towards reaching their
Webb’s Depth of goal.
Knowledge Level
Strategic Thinking:
On a weekly basis, students will summarize their fitness journals and evaluate what they did that helped
them on their road toward achieving their goals. Students will also evaluate what they could have done
differently.
Extended Thinking:
Students will plan a fitness routine that they can follow in order to achieve their fitness goals. On a week to
week basis students will create modifications based on the things they felt that did and did not work for
them. Student will also modify any goals that they believe are too easy or too hard to achieve.
Demonstrate Independence:
5 Students will independently create their own goals and plan on how to achieve those goals. Students will
College and also have to be self-motivated to review their fitness plan and apply it. After applying it, students will
Career Ready evaluate the strengths and weaknesses of the plan and make any modifications necessary to achieve their
Skills goals.
8 Describe how you will adapt your lesson for the following learners:
Differentiated
English Learners
Instruction
-English learners will be offered translated information to key terms but will be expected to
create a fitness plan which they can turn in or visually demonstrate to the instructor. If words
cannot be used in explanation of workout routine, pictures can be included. If possible, English
learning students can be paired up with another student who can communicate with the English
learning student.
Special Needs
-Students with special needs will be able to make goals which they believe are achievable. All
students will be allowed to work within their own capabilities. IF any students create goals
which are unattainable, they will be modified to the student’s needs/abilities.
Accelerated (Gifted/Talented)
-Student who are advanced will need to adjust their goals to make them more challenging or
they will be assigned to help others in creating, modifying, and achieving their goals.
9 Describe at least TWO different types of formal or informal assessments you will use during your
Assessments lesson to check for student learning:
10 Prior Knowledge, Context, and Motivation (How will you connect the beginning of the lesson
Lesson to what students already know and/or motivate them to learn about the topic?)
Delivery
Instructor will talk about how different goals that they have set. They will talk about those goals
that were achieved and the goals that were not achieved. Instructors will then talk about what did
and did not work for them. Next, instructors will turn the focus to the students and ask if there
were anyone willing to share a goal that the achieved and one they did not achieve. Students will
be asked to share what led to the success or failure in achieving their goals. From there, instructors
can lead into talking about creating SMART goals.
2. Let students know that they will be 2. Sit quietly and listen to the
learning about SMART goals and the instructor.
FITT principle.
3. Ask students what they know about 3. Contribute to the conversation and
SMART goals and the FITT share what they know.
principle.
4. Hand out reading material about 4. As a class, students will read about
SMART goals and FITT principle. SMART goals and FITT principle