CHAPMANVILLE MIDDLE SCHOOL 5-8 WEEKLY LESSON PLAN TEACHER: Date: SUBJECT: GRADE MARZANO'S STRATEGY 21ST CENTURY SKILLS 21ST CENTURY TOOLS OBJECTIVE/ ESSENTIAL QUESTION (DROP DOWN BOX) (DROP DOWN BOX) (DROP DOWN BOX) ASSESSMENT REVIEW /RETEACH Test/Quiz Notebook/Journal CSO'S (DROP DOWN BOX) Homework Rubric Participation Classwork ENRICHMENT Teacher Observation Test Item Analysis Oral Response Other DIFFERENTIATED INSTRUCTION (DROP DOWN BOX) INSTRUCTIONAL STRATEGIES Modifications MODIFICATIONS PROCEDURE/ACTIVITIES Model Extended Time Class Discussion Text Graph Priority Seating Visual Aid/Experiment Graphic Organizer Work Sheet Media Projector Oral Instructions Illustration Time Line Computer Shortened Assignments Chart/Table Whole Group Video Study Guide Boardwork Test Accomodations Diagram Concept Map BLOOMS (DROP Overhead Peer Tutoring Map DOWN BOX) Other Independent Work Other WAC: Cooperative Learning Other MATERIALS Textbook/Text Other HOMEWORK Paper & Pencil Dictionary/Thesaurus MULTICULTURAL (DROP DOWN BOX) COLLABORATION: Calculator White Board TEACHER/PRINCIPAL COMMENTS: (PE.S.1) Students will demonstrate movement patterns and motor skills needed to perform a variety of physical activities. PE.6.1.01 perform independently in physical activity and/or exercise to improve skill/fitness. PE.6.1.02 perform basic skills necessary to participate in individual, dual, team, and lifetime activities. PE.6.1.03 perform lead-up activities that encompass elements of individual, dual, team, and lifetime activities. PE.6.1.04 perform social and/or multicultural dances. (PE.S.2) Students will apply concepts and principles of human movement to the development of motor skills and learning of PE.6.2.01 identify proper techniques necessary to perform a variety of movement forms (e.g., catching, running, throwing, PE.6.2.02 perform basic body mechanics necessary to develop new motor skills (e.g., opposite hand-opposite foot, head-up, follow-through). (PE.S.3) Students will exhibit a physically active lifestyle that provides the opportunity for enjoyment, challenge, self- PE.6.3.01 participate in physical activity in addition to physical education class (e.g., maintain an activity log, activity gram). PE.6.3.02 participate in games, sports, dance and outdoor pursuits both in and outside school to improve performance and PE.6.3.03 identify lifestyle behaviors to increase physical activity (e.g., taking stairs, walk/ride bike to school). (PE.S.4) Students will apply physical fitness concepts to achieve and maintain a health-enhancing level of physical fitness. PE.6.4.01 perform at the gender and age-appropriate health-related fitness standards as defined in FITNESSGRAM. PE.6.4.02 define the five components of FITNESSGRAM. PE.6.4.03 examine the fitness benefits of a variety of physical activities (e.g., stretching, walking). PE.6.4.04 describe the necessity of warm-up and cool-down activities. PE.6.4.05 practice the F.I.T.T. principle to achieve physical fitness (PE.S.5) Students will identify and apply responsible, personal and social behaviors in physical activity settings. PE.6.5.01 work cooperatively and productively in a group to accomplish a set goal/task. PE.6.5.02 make appropriate decisions when applying rules, procedures, etiquette, and safety. PE.6.5.03 practice behaviors that are supportive and inclusive in physical activity. PE.5.1.1overhand throw with force and accuracy. PE.5.1.2dribble with hands or feet while evading an opponent. PE.5.1.3strike with an implement using force and accuracy. PE.5.1.4travel in movement and dance sequences using smooth transitions in speed, level, and direction. PE.5.1.5perform jump sequences with partner(s) using equipment. PE.5.1.6perform simple dances in time to music. PE.5.2.1identify critical elements or components for dribbling with feet, striking with racquets and striking with long-handled PE.5.2.2identify the critical elements or components of simple dance sequences (e.g., time, repetitions, steps). PE.5.2.3use critical element or component terminology to provide feedback to others. PE.5.2.4implement appropriate practice plans to independently develop/improve performance PE.5.3.1document involvement in physical activities in addition to physical education class (e.g., maintain an activity log). PE.5.3.2describe healthful benefits resulting from regular participation in physical activity. PE.5.3.3identify lifestyle behaviors to increase physical activity (e.g., taking stairs instead of elevator, bicycle riding, roller PE.5.3.4identify school and community programs that promote lifelong physical activity. PE.5.3.5participate in cooperative team building physical activities. PE.5.3.6discuss the importance of teaming skills. PE.5.4.1meet the gender and age-appropriate health-related fitness standards defined in a selected program (e.g., P.P.F.T., PE.5.4.2demonstrate knowledge of the five fitness components: cardiovascular fitness, muscular strength, muscular PE.5.4.3define the components of the F.I.T.T. principle of exercise: frequency, intensity, time, and type. PE.5.4.4participate in warm-up and cool-down procedures before and after vigorous activities. PE.5.5.1participate appropriately with those having different skills and abilities. PE.5.5.2respond appropriately in competitive settings regardless of the outcome. PE.5.5.3work independently and on task. PE.5.5.4work cooperatively and productively with a partner or small group. PE.5.5.5identify and demonstrate safety procedures for a variety of activities. PE.6.1.1participate independently in physical activity and/or exercise to improve skill/fitness. PE.6.1.2recognize basic skills and rules necessary to participate in individual, dual, team, and lifetime activities. PE.6.1.3perform lead-up activities that contain two or more elements of individual, dual, team, and lifetime activities. PE.6.1.4perform social and/or multicultural dances. PE.6.2.1identify and correct errors in technique necessary to participate in selected movement forms. PE.6.2.2use appropriate practice plans to independently improve performance. PE.6.3.1demonstrate involvement in moderate to vigorous physical activity in addition to physical education class (e.g., PE.6.3.2participate in games, sports, dance and outdoor pursuits both in and outside school. PE.6.3.3exercise at home to improve performance and fitness. PE.6.4.1meet the gender and age-appropriate health-related fitness standards defined in a selected program (e.g., P.P.F.T., PE.6.4.2define the five components of fitness. PE.6.4.3relate fitness benefits of a variety of physical activities to specific fitness components. PE.6.4.4demonstrate an understanding of the necessity of warm-up and cool-down activities. PE.6.5.1work cooperatively and productively in a group to accomplish a set goal in both cooperative and competitive PE.6.5.2make appropriate decisions when applying rules, procedures and etiquette. PE.6.5.3utilize time effectively to complete assigned tasks. PE.6.5.4identify behaviors that are supportive and inclusive in physical activity. PE.7.1.1participate in a variety of modified (e.g., fewer players, smaller areas) team sports. PE.7.1.2participate in a variety of modified individual and dual sports. PE.7.1.3participate in a variety of non-competitive individual and team activities. PE.7.1.4create and perform a simple dance sequence in time to music. PE.7.2.1identify performance characteristics that relate to successful participation in a variety of movement forms. PE.7.2.2analyze and demonstrate the basic skills necessary to participate in modified movement forms. PE.7.2.3demonstrate knowledge of rules and terminology necessary to participate in modified movement forms. PE.7.2.4use appropriate practice plans to independently improve performance. PE.7.3.1participate in physical activity available in West Virginia (e.g., bicycling, golfing, white water rafting, hunting, PE.7.3.2research economic impact of regional physical activity resources. PE.7.4.1meet the gender and age-appropriate health-related fitness standards defined in a selected program (e.g., P.P.F.T., PE.7.4.2identify personal fitness needs and participate in physical activities (games, sports, and lifetime physical activities) to improve specified fitness components (e.g., strength, flexibility, and body composition). PE.7.4.3evaluate health-related fitness relative to body composition, muscular strength, muscular endurance, cardiovascular endurance, and flexibility (e.g., P.P.F.T., FITNESSGRAM). PE.7.4.4demonstrate knowledge of the principles of progression and overload (e.g., gradual increase in F.I.T.T.). PE.7.5.1demonstrate cooperative team building skills appropriate for physical activity. PE.7.5.2demonstrate appropriate peer mediation/conflict resolution skills. PE.7.5.3describe ways to build positive personal relationships and positive self-concept. PE.7.5.4practice decision-making and communication skills while participating in physical activity PE.8.1.1implement basic offensive and defensive strategies while participating in modified team sports. PE.8.1.2implement basic offensive and defensive strategies while participating in modified individual and dual sports. PE.8.1.3implement basic strategies and safety procedures for success while participating in non-competitive lifetime physical activity (e.g., use a spotter when lifting weights, shift gears one at a time while climbing a hill on a bicycle). PE.8.1.4perform a variety of dances (e.g., square, line and social). PE.8.2.1identify critical elements of skill for selected movement forms. PE.8.2.2identify characteristics of highly skilled performance. PE.8.2.3participate in teacher-designed program to improve performance. PE.8.3.1list benefits of physical activity. PE.8.3.2develop and implement a physical activity plan (e.g., where, when, cost, equipment, procedures). PE.8.4.1meet the gender and age-appropriate health-related fitness standards defined in a selected program (e.g., P.P.F.T., PE.8.4.2apply knowledge of progression and overload (e.g., gradual increase in F.I.T.T.) in the development of a personal PE.8.4.3assess personal fitness related to the five components of fitness (cardiovascular fitness, muscular strength, muscular endurance, body composition, and flexibility) and participate in activities to improve specific fitness components. PE.8.5.1demonstrate appropriate behaviors in physical activity settings. PE.8.5.2identify situations that may lead to conflict and practice mediation skills. PE.8.5.3analyze the relationship of physical activity to social development. PE.8.5.4identify peer pressure on physical activity participation and performance GRADE SUBJECT: GRADE 5 SUBJECT: HEALTH GRADE 6 SUBJECT: PE GRADE 7 GRADE 8 RLA.5.1.1 21C.O.5-8.1.LS1 RLA.5.1.2 21C.O.5-8.1.LS2 RLA.5.1.3 21C.O.5-8.1.LS3 RLA.5.1.4 21C.O.5-8.2.LS1 RLA.5.1.5 21C.O.5-8.2.LS2 RLA.5.1.6 21C.O.5-8.2.LS3 RLA.5.1.7 21C.O.5-8.2.LS4 RLA.5.1.8 21C.O.5-8.3.LS1 RLA.5.1.9 21C.O.5-8.3.LS2 RLA.5.1.10 21C.O.5-8.3.LS3 RLA.5.1.11 21C.O.5-8.3.LS4 RLA.5.1.12 21C.O.5-8.3.LS5 RLA.5.1.13 21C.O.5-8.3.LS6 RLA.5.1.14 RLA.5.2.1 RLA.5.2.2 21C.O.5-8.1.TT1 RLA.5.2.3 21C.O.5-8.1.TT2 RLA.5.2.4 21C.O.5-8.1.TT3 RLA.5.2.5 21C.O.5-8.1.TT4 RLA.5.2.6 21C.O.5-8.1.TT5 RLA.5.2.7 21C.O.5-8.1.TT6 RLA.5.2.8 21C.O.5-8.1.TT7 RLA.5.2.9 21C.O.5-8.1.TT8 RLA.5.2.10 21C.O.5-8.1.TT9 RLA.5.2.11 21C.O.5-8.1.TT10 RLA.5.2.12 21C.O.5-8.2.TT1 RLA.5.2.13 21C.O.5-8.2.TT2 RLA.5.2.14 21C.O.5-8.2.TT3 RLA.5.2.15 21C.O.5-8.2.TT4 RLA.5.2.16 21C.O.5-8.3.TT1 RLA.5.2.17 21C.O.5-8.3.TT2 RLA.5.2.18 21C.O.5-8.3.TT3 RLA.5.3.1 21C.O.5-8.3.TT4 RLA.5.3.2 21C.O.5-8.3.TT5 RLA.5.3.3 21C.O.5-8.3.TT6 RLA.5.3.4 21C.O.5-8.3.TT7 RLA.5.3.5 21C.O.5-8.3.TT8 RLA.5.3.6 MA.5.1.1 MA.5.1.2 MA.5.1.3 MA.5.1.4 MA.5.1.5 1:Remembering/Knowledge MA.5.1.6 2:Understanding/Comprehension MA.5.1.7 3:Applying/Application MA.5.1.8 4:Analyzing/Analysis MA.5.1.9 5:Evaluating/Evaluation MA.5.1.10 6.Creating/Synthesis MA.5.1.11 MA.5.1.12 MA.5.2.1 MA.5.2.2 MA.5.2.3 MA.5.2.4 MA.5.3.1 MA.5.3.2 MA.5.3.3 MA.5.3.4 MA.5.3.5 MA.5.3.6 MA.5.4.1 MA.5.4.2 MA.5.4.3 MA.5.4.4 MA.5.4.5 MA.5.4.6 MA.5.4.7 MA.5.4.8 MA.5.4.9 MA.5.5.1 MA.5.5.2 MA.5.5.3 MA.5.5.4 MA.5.5.5 Goal 1: To accept social change through instructional teaching and learning inside and outside of the classroom settings. Goal 2: To provide an instructional climate that manifests the ideas and practices of society. Goal 3: To empower school culture through monthly activites. classroom settings. 21C.O.5-8.3.TT4 Student complies with county acceptable use policy. Student discusses legal and ethical behaviors related to 1 1: Setting Objectives/Providing Feedback 2 2: Cues, Questions, Advance Organizers, Vocabulary 3 3: Nonlinguistic Representation 4 4: Summarizing Note Taking 5 5: Identifying Similarities and Differences 6 6: Reinforcing Effort/Providing Recognition Learning Profile Think Dots Anchor Activities Multiple Entry Journals Learning Menus Rafting SONYA ASHBY STEPHANIE SANSOM SUSANNE GRIMMETT TOM GRAY ethical behaviors related to acceptable use of information and communication technology (e.g., privacy, security, copyright, file-sharing, plagia security, copyright, file-sharing, plagiarism) and predicts the possible effects of unethical use of technology (e.g., consumer fraud, intrusion, s gy (e.g., consumer fraud, intrusion, spamming, virus setting, hacking) on the individual and society, as well as identify methods for addressin well as identify methods for addressing these risks.
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