SPRINGFIELD COLLEGE - DAILY LESSON PLAN

Name: Vincent Catania Date: 9/4/2018 Time: 1:15-3:25 School: Liberty Elementary Lesson#: 1 Facilities: Gymnasium
Size: 20-25 Grade: K-2 Unit/Theme: Locomotor Skills/Movement Concepts Generic Level: Pre-Control
Equipment: Red, Yellow, Green Hotspot
Focus of the Lesson: Walk, run, slide and gallop

STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level Outcomes; Task #s where content is taught; Task # where
objective is assessed:
By the end of the lesson, students should be able to:

(P) Demonstrate success in ¾ skills (walking, running, sliding, and galloping) throughout the activities, using proper skill cues to complete the skill (NSGLO
S1.E1.4)(MACF 2.2)(Activities)
(C) Identify everyday uses for all skills practiced in the lesson, at the closure of the lesson (NSGLO S2.E4) (MACF 2.5)(Closure)
(A) Acknowledge their favorite method of travel and how it will be used in real life, in the assessment that will be passed out in the closure. (NGSLO
S5.E3.Ka)(MACF 2.4)(CLOSURE)

Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?

TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:

1. _Display knowledge of the skills by providing thorough explanations, as well as descriptive demonstrations using students and self throughout the lesson,
but mainly in the opening.

2. _Keep their back to the wall in order to be able to foresee any potential harmful or negligent situations.

3. Completely go over all RRE’s in order to ensure a safe and positive learning environment during the introduction.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students in this class?
1. Not all students may fully understand the differences in all skills so being aware of struggling students will benefit the students learning
2. Remind the students of their general space and self-space in order to avoid collisions
REFERENCES:

Courtier, L., Chepko, S., Holt/Hale, S., National Standards and Grade Level Outcomes for K-12 Physical Education. Human Kinetics, Champaign, Il. 2014.

Massachusetts Comprehensive Health Curriculum Frameworks, Oct 1999

Graham, G. Elliot, E. Palmer, S. Teaching Children and Adolescents Physical Education. Human Kinetics,
Champaign Il. 2016.
 Lesson Plan Form:
Time Sequence of Lesson Organization Reflections
0-5 Introduction: Students will come into the class and sit in their squad
lines, on their way in the teacher will make sure all students are
appropriately dressed. SSSSS
 Teacher will introduce self and goal of the day: SSSSS
 WALT: To learn 4 different ways to travel SSSSS
Safety: Teacher will acknowledge the boundaries to the activity area, T SSSSS
rules of the class, and remind the students about self and general SSSSS
space learned the week prior.
Signals: Teacher will address the signals: 3, 2, 1 Freeze, Ready Go.
Purpose: Teacher will state the purpose of traveling in different ways
and why we use the different ways to travel (the reasoning will be
reinstated in debriefs)
5-6 Transition: Teacher will dismiss students to move from squad lines to
personal space for the warm up
6-9 Warm Up: Students will get in their personal space around the gym T S S S S S
and will travel at different speeds, using locomotor skills at the S S S S s S
teachers command. Teacher will tell students to freeze in-between S s S S
skills. Students will travel around the gym. S S S S
Ex: Walking Slowly, Running Fast, Sliding Slow, Walking Fast S S S
S S

9-10 Transition: Students will be selected to transition to the baseline SSSSSSSSSSSSSSSSSSSS

based on shirt color for the next instruction and activity.
T
10-25 Activity 1: Students will learn the skill cues of walking, running, SSSSSSSSSSSSSSSSSSSSSSSSSS
sliding, and galloping. Teacher will announce cue for a skill, ask for a
student demonstration, then students will line up on the baseline. The
students will then do the skill, to the other baseline, on the teachers
command. Teacher will decide when to move on to the next skill
based on student success. T
Example: Teacher gives cues for walking, students walk across the
gymnasium on teachers command until the teacher feels students are
exemplary in the particular skill. This will continue for all 4 skills
practiced.

Extension Down: Students will be given hot spots to show footing.

 Example: If a student is having a hard time running the
teacher will put 5 hot spots out in front of the student to show
where their feet should go while running
  Students will also have the opportunity to travel at their own
pace, on a skill that they feel they need practice on.
Extension Up:
Color Scavenger Hunt:
Students will travel to cones using different skills, they will be using
a different skill throughout the entirety of the time. There will be a
different color under each cone and that will indicate where the
student will travel next.
25 Transition: Students will wait on the line while teacher explains
activity 2
25-33 Activity 2: Teacher will teach student red light, green light. Students SSSSSSSSSSSSSSSSSSSSSSSSSS
will have the opportunity to lead the group following completion of
the game while listening, being positive, and acknowledging the
rules.
Students will line up on the line, the teacher will pick a skill learned
in the lesson when the teacher holds up a green hotspot, students will T
perform the skill, if the teacher holds up a red hotspot, student’s must
stop immediately. If the teacher sees a student continue to travel
while the red light is up the student will have to go back to the line
and restart.

Extension up: Teacher will not shout red light and green light in order
to encourage students to keep their head up.
Students will have to change the skill they travel with each time the
light turns green

Extension down: Teacher will add a yellow light to help the students
slow down before stopping.
Students will be allowed to pick a skill that they are most comfortable
with to travel

33-34 Transition: Teacher will have students transition to the center circle in
groups of 5 based on teachers
35-40 Closure: Turn to the person next to you and discuss how you would
use your favorite skill we learned today in real life, while working on SSS SS SS
the assessment (Attached) S S
S S
S S
S S
S S
S S
SSSSSS
 My Favorite Method to Travel
(Circle 1)

I can use this skill in real life when I……