Comprehensive Lesson Plan Instructions
You will create a comprehensive lesson plan to teach a fundamental skill for an early childhood physical education class (Pre-K to 3rd grade) by revising and adding to the plan you created in Week Two. Start by reviewing and assessing that the skill(s) in your lesson plan are developmentally appropriate by visiting The National Association for Sports and Physical Education (NASPE).
Your lesson plan should include the following components (note that Sections 1 and 2 are the same as the Week Two lesson plan; just be sure to include revisions and changes).
- Title Page
- Section 1: Lesson Information
- Grade level (specify age/grade)
- Estimated level of developmental stage for this age/grade
- Number of students
- Fundamental skill to be taught
- State standard (see the list of NASPE standards and indicate which state)
- Section 2: Lesson Introduction
- Provide a brief description of the lesson
- Create a student learning objective (e.g. “As result of this lesson, students will be able to demonstrate _________”)
- Describe your system for classroom management and student grouping (e.g. class rules, consequences, rewards, and organization of the class during the activity)
- Describe the equipment needed and the environment (e.g. classroom, gym, outdoors, etc.)
- Section 3: Lesson ProcedureCreate a script for what the teacher would say while teaching the lesson and describe the following:
- Introducing the lesson
- Safety concerns, rules, and protocols to follow during the lesson
- Teaching the skill and the method of assessment (refer to the lesson objective; how will you assess mastery of this skill?)
- Section 4: Home-School ConnectionCreate a flyer or email that you would use to communicate to parents. It should explain at least one activity that the family could do at home that would reinforce the skill taught in the lesson.
- Section 5: Lesson AccommodationsIdentify modifications and adaptations for each of the following scenarios:
- Inclusion of a child with a physical disability (e.g. a child who uses a wheelchair)
- The event of inclement weather or an altered schedule that forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as opposed to a gym)
- Several children from a different grade are temporarily joining this class for this particular lesson
- Reference pageInclude five to seven outside resources.
Your title page, lesson plan, and reference page should be in APA style as outlined in the Ashford Writing Center. The lesson plan must be five to six pages in length, in addition to the title and reference pages.
Sample Comprehensive Lesson Plan for Second Grade Students on Hand-Eye Coordination
The teaching of young students needs a comprehensive lesson plan, which caters for the needs of the learners at their developmental stage. Such a lesson plan is critical in ensuring that educational standards and regulations are observed, while every child is accounted for, through effective skills development. Students at the lower grades can earn significant lessons through physical education (Kohl & Cook, 2017). It is at these stages that physical education plays an integral part in the development and learning of a student. This paper will develop a lesson plan for second grades students in the state of West Virginia.
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Section 1: Lesson Information
This lesson plan is designed for teaching second graders with ages 6-7, the concepts of hand-eye coordination.
Estimated level of developmental stage
The developnmental stage for second graders is quite complex. It is at this stage that the students learn basic motor skills, which includes better balance, eye-cordination and ability of their bodies to perform certain gymnastic moves (Chen, Hammond-Bennett & Hypnar, 2017). This will be critical in teaching them how to follow directions, work with others and in figuring out probems. In addition, second grade students are at their early stages of developing their emotional and social abilties. Since students at this level are prone to low confidence and self-esteem, development of eye-cordination is critical to them building their confidence and boosting their levels of self-esteem.
The students at this level begin to built their relationships with others, which they can do through physical education activities such as play and seek games. In such activities, students interac with one another and the enviornment, in the process building their motor and cognitive skills (Staiano & Calvert, 2011). In education, their interaction with nature helps them to development the undertstanding of the envioronment, where they can begin to collect and understand vital data about their sorroundin. The students will also be part of experience that will promote their social growth through creative cooperation, working in groups or leading others in the groups.
Number of students
The estimated number of students to be taught is 23.
The State Standard is (National PE Standard): (WE.S.2), which requires Students to demonstrate the ability to access valid wellness information, products and services that apply to daily living experiences (Pre-K – 4 Wellness-FINAL) (SHAPE America, 2013).
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State: West Virginia
Section 2: Lesson Introduction
Seek and Find
Seek in Find is an activity that has the students to find a list of objects outdoors and indoors. Every student will be working in groups. This allows the students to build relationships with their fellow peers and teaching them to work together to get to the final outcome. The activity also has the students up and moving to get exercise through their day in school. Plus, the activity can be used as a lesson for the upcoming classroom lesson that is being taught.
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Student Learning Objective
As a result of this lesson, the student will be able to demonstrate physical, cognitive and language milestones.
System of Classroom Management
This objective of the lesson plan will be authoritative in nature as it requires students to follow directions. The success of the activity hinges on a number of rules that the students must observe. The students should be adequately prepared before the activity, must be nice and show respect to others and should always learn to for help if they have any questions.
The teacher will exhibit a close and warm relationship with the students. The relationship will lead to consequences for those who break the rules and rewards for those who abide by the activity rules. The students who will not behave will be talked to on the first offense. If the bad behavior continues, the student will be sent to the principal and taken out of the activity. The rewards are extra recess time, or the students can pick what fun activity they would enjoy doing. During the activity, the students will be organized in groups of five, for easy monitoring. The activity will be performed outside the class for fresh air and increased freedom for the students during the activity. However, if the weather is not good, the school gym or classroom will be used for the activity.
Section 3: Lesson Procedure
Sample Lesson Script
Hallo class! Today will be a great and fun day as we will be trying a new activity. First, I would like to congratulate you for making this far. Welcome all to the new school year. Our lesson today will be something different besides playing with the outside equipment. You will play a game called hide and seek. I know some of you have heard or done it before. However, you will need to do as I say and follow exactly the activity instructions.
Before we begin the activity, you need to observe some basic rule that I will tell you. First you need to have adequate preparation, this includes the right attire. Secondly, this is an activity that will involve personal interactions with your friends. So, I need each one to be nice to their friends. Finally, you should seek for help whenever you have any questions. Remember, I will always be ready to attend to any one of you who has any problem before or during the activity. I expect you to conform to these rules because if you follow them, then you will be rewarded with extra recess time and the chance to choose other fun activity that would interest you. However, if you do not follow the rules, you will be talked to on the first offense. A repeat offense and poor behavior will lead to being reported to the principal and expulsion from the activity.
The activity will involve being in five groups, as will be determined by the teacher. Once the groups are formed, you will be assigned a number of objects to find within the class or outside the class. Now to know if you have followed all the rules and done the activity perfectly, I will study how you communicate, how fast you locate the objects and how you interact with your group members. This should be easy and full of fun. However, before we begin our activity, you will need to learn how to do it and I will show you. I will first name an object myself, and then find it within the room. Then I will group you into five students, assign you the objects and then you will begin the activity. This should an easy and enjoyable activity. Please do not be shy enjoy practicing it and please follow the rules that I just told you.
Section 4: Home-School Connection
Section 5: Lesson Accommodations
The school student population is often diverse, with students having different learning capabilities. The design of a lesson plan must consider the diversity of the students in terms of their abilities (Pagliaro, 2012). Student that have physical disabilities may often experience difficulties in physical education, which requires the modification of the lesson plan to meet the needs of all students, including those with disabilities. The lesson plan has designed for the accommodation of children with disabilities, for example those in wheelchairs.
The modifications for children with disabilities shall be done to accommodate three major aspects; the environment, instruction and rules. The modification of instruction will be done in order modify what the students with disabilities will be expected to do. For students in wheel chairs, they will be assigned peers to help them in the process of finding the objects. The peers will assist by pushing their wheel chairs as they go about the activity. In addition, this group of students will be accorded more time, and rules relaxed until the desired goals of the plan are achieved.
Another modification concerns the nature of the environment especially when the activity takes place outdoor. In such a case, the students with disabilities will be provided with objects that are easily available, within areas that are accessible with their wheelchairs. In addition, more time will be provided for such students when the activities involve movements.
In case we are forced inside because of poor weather, the activity will be moved into a classroom. The choice of the classroom will be made so as to ensure it is spacious enough to allow free movement. In addition, it should be easily accessible to all students; otherwise the activity will be cancelled. For a case where several other students from other grades and classes decide to join, it will be important to ensure no overcrowding occurs. The first priority will be creation of manageable groups that do not exceed five students per group. If the students are many, the activities will be alternated. However, this will be done with special attention to the students with disabilities.
Students in second grade learn various skills such as motor skills, eye-coordination and ability of their bodies to perform certain gymnastic moves. Creating a comprehensive lesson plan that caters for all the student abilities is critical in the overall development of students at this level. This lesson plan centers on teaching second grade students (6-7 years) the concept of eye-hand coordination. Whereas this lesson plan is designed for second grade students, it can be applied to students of other grades.
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