6th grade PE Lesson Template by rem12077

VIEWS: 411 PAGES: 18

									                                                   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.

								
To top