Criteria and Grading Rubric for Lesson Plans

Format/general

Font is big enough to read, but small enough to save space.

PETE template is used, and directions followed.

There are no grammatical or spelling errors.

Content:

Each learning activity is described in enough detail that it is clear what you are doing.

Criteria or task sheets are included if appropriate, and they are clear and easy to follow.

Activities are developmentally appropriate, and students are all active in the learning activity at the same time. There is no waiting for turns. Skills and concepts

taught are appropriate for students' age/grade level. When game play is used, there are modified versions for students who are not ready for full game play.

Activities flow in a natural/logical sequence that facilitates learning.

All objectives are appropriate, clear, brief, and reachable in one lesson.

The lesson works on reaching all objectives.

Appropriate variations are (almost always) used to make sure all students can experience success.

Challenges are always used when appropriate (think “mini” goals that don’t change the task, such as “can you stay on beat”, “can you go without stopping?”).

Cues are clear, accurate, short and easy to remember.

Class organization is filled in, and clear.

Time is appropriate for each activity, instructions and demos are kept under one minute for each episode.

Teaching styles are used correctly.

The lesson closure includes a brief assessment of what's learned.

Grading Rubric:

Target 4-5

The student’s work meets all of the essential criteria outlined in the assignment description.

Acceptable 3.5

The student’s work meets most of the essential criteria outlined in the assignment description.

Unacceptable 2-3

The student’s work meets few of the essential criteria outlined in the assignment description.

Lesson Plan Format (use this as your template):

Teachers: Barry Fitch

Main Activity: Team Handball

Equipment needed:

5 handballs

Lesson Length: 35 min Attachments

Serving assessment sheet

Grade Level: 7-8

Number of students: 35 Teaching Style(s):

Student Learning Objectives, -the "learnable pieces":

For each learning domain:

State what you want your students to learn as a result of this lesson.

State what they will be able to do if they are successful.

Be specific, but brief when you develop your objectives.

Indicate which NASPE and CA standard(s) are targeted with each objective (i.e.: NASPE standard 1, CA Standard 3.2).

Learning Domain Learning Objectives Standards Targeted

Psychomotor SWBAT bounce pass at least 5 times with their team each game. NASPE 1

Affective SWBAT show team work by passing to at least two different teammates before scoring. NASPE 4

Cognitive SWBAT list at least one pass technique or rule of the game during opening or gameplay. NASPE 2

Health-Related Fitness SWBAT work on strength and flexibility at least 5 minutes during warm up. NASPE 5

Lesson assessment(s): State the methods/strategies you will use to assess if students have met the learning objectives for this lesson. Refer to attachments if applicable.

I will walk among the students and assess their use of cues and skills.

Set induction: Write out your introduction to the lesson. This is your attention grabber and will create buy-in. How will you get the students excited about the lesson

contents

Welcome the class. I’m Barry. Explain the game and explain the rules. Explain how they break into teams and begin gameplay.

Time

Learning Activities

Cues

Variations and Challenges

Class Organization

5 min Discuss the general rules

and objective and

gameplay of team handball

to the students, then

introduce the game

20 min Students will get in to 6

teams. We will run three

games at a time. They will

use their dribbling and

passing skills to try and

score goals. My main

concern is not about the

score but about the

teamwork and using the

fundamentals learned in

the previous lesson. The

goals are taped on the

walls. I will walk about

and assess to make sure

students are using the

proper skills. If they are

not using the skills

learned, I will give

specific feedback and use

those as teachable

moments. We will play to

the end and close with a

whistle. There will be no

formal closing on game

days.

Head up

Dribble while

running down

the court

Use teamwork

to score

Easier

Variation

Students can start dribble again after stopping dribble

Medium

Variation

Students can move further away when shooting the ball.

Hard

Variation

Students can move further away to shoot and dribble with non-

dominant hands.

-Add more rows as needed…

1. Time

State how many minutes you have planned per activity.

2. Learning Activities

Describe each learning activity in detail so that it is clear to someone else what you are doing. Make a separate row for each new learning activity. Your lesson

activities should reflect all your lesson objectives.

3. Variations and Challenges

Describe variations you have planned to make sure all students can experience success and feel challenged. Provide at least one easier and one harder variation per

activity or task.

Describe challenges you can use to make skill practice more enjoyable and motivating. Use at least one per activity.

4. Class Organization

Draw X’s and O’s to show how you will position yourself and your students for each activity.

5. Cues

Write the cues for each skill you are teaching. Make sure you have 3-4 cues for each skill, even though you’ll only use 1-2 at a time when you teach.

6. Reflection

Use this space to jot down thoughts on each learning activity immediately after teaching this lesson. It will help you reflect and plan for your next lesson.

Lesson Plan Checklist Use this checklist to make sure you have thought about all the aspects of teaching your lesson.

1. Teaching Styles

□ Direct

□ Teacher Feedback

□ Partner Feedback

□ Self-Feedback

□ Convergent Discovery

□ Divergent Discovery

2. Lesson Assessment

□ Teacher Observation

w/checklist/rubric

□ Exit Slip

□ Student Journal Entries

□ Peer Observation

□ Self-Assessment

□ Videotape/Photos

□ Student Drawings

□ Student Performance

□ Other: ____________

3. Introduction

□ Set Induction (buy-in). Who?

□ Lesson objectives. Who?

□ Brief overview of lesson. Who?

□ Rules and Protocols. Who?

4. Stop/Start Signals

□ Rhythm clap method

□ Ice/Freeze

□ Hands up

□ Whistle (Outdoors)

□ Music

□ “If you can hear me, clap once, -

twice”

□ Other: ____________

5. Transitions

□ Does each task easily flow to each other?

6. How will you keep students accountable?

□ “If you work hard and stay on task, then we do this later (reward)”.

□ “We expect…”

□ “By the time I count to 10…”

□ “At the end of the lesson, each group will perform in front of class…”

□ Other:___________________________________________________________________________________________

7. Grouping

□ Fold the line

□ Corner Up

□ Cards

□ Stickers

□ Pre-formed

□ Quickly grouping and separating

□ Popsicle Sticks

□ Nametags with colors, stickers, etc.

□ Have each student pick a partner, then

teacher combines pairs to form groups

□ Mingle Mingle

□ Other:_______________

Key Teaching Strategies

Check for understanding!!!

Careful using PE language, students may not understand (i.e. cues).

Reference your lesson plan throughout the lesson to remind yourself of challenges, cues, variations, etc.

Teaching fitness is the same as team sports, dance, etc. (although usually easier):

o Demonstrate the skill

o Break the skill down

o Practice the skill

Do not let your frustrations show (watch your body language).

Bring energy to your lesson!

Strategies to Encourage Good Behavior

Start lesson with tasks that ensure 90% success rate and then progress.

Quick transitions and explanations/demos (keep them active).

Positive statements and interactions (i.e. high five, pat on the back, etc).

Prompting (re-emphasizing expectations to the class).

Reward good behavior with activity.

Have the students demonstrate your expectations (i.e. practice stop/start signal).

Proximity (move around the room, stand by off-task students, use eye contact/ “the look”).

Follow through with consequences.

If the Above Does Not Work:

You are allowed to kick a student out of the class. If you warn a student, make sure you follow up. Simply tell them to go see their teacher.

You can stop the lesson and bring students in to discuss off task behaviors and re-emphasize expectations and consequences.

Criteria and Grading Rubric for Lesson Plans

Format/general

Font is big enough to read, but small enough to save space.

PETE template is used, and directions followed.

There are no grammatical or spelling errors.

Content:

Each learning activity is described in enough detail that it is clear what you are doing.

Criteria or task sheets are included if appropriate, and they are clear and easy to follow.

Activities are developmentally appropriate, and students are all active in the learning activity at the same time. There is no waiting for turns. Skills and concepts

taught are appropriate for students' age/grade level. When game play is used, there are modified versions for students who are not ready for full game play.

Activities flow in a natural/logical sequence that facilitates learning.

All objectives are appropriate, clear, brief, and reachable in one lesson.

The lesson works on reaching all objectives.

Appropriate variations are (almost always) used to make sure all students can experience success.

Challenges are always used when appropriate (think “mini” goals that don’t change the task, such as “can you stay on beat”, “can you go without stopping?”).

Cues are clear, accurate, short and easy to remember.

Class organization is filled in, and clear.

Time is appropriate for each activity, instructions and demos are kept under one minute for each episode.

Teaching styles are used correctly.

The lesson closure includes a brief assessment of what's learned.

Grading Rubric:

Target 4-5

The student’s work meets all of the essential criteria outlined in the assignment description.

Acceptable 3.5

The student’s work meets most of the essential criteria outlined in the assignment description.

Unacceptable 2-3

The student’s work meets few of the essential criteria outlined in the assignment description.

Lesson Plan Format (use this as your template):

Teachers: Barry Fitch

Main Activity: Speedball

Equipment needed:

18 handballs

10 cones

Lesson Length: 35 min Attachments

Serving assessment sheet

Grade Level: 7-8

Number of students: 47 Teaching Style(s):

Student Learning Objectives, -the "learnable pieces":

For each learning domain:

State what you want your students to learn as a result of this lesson.

State what they will be able to do if they are successful.

Be specific, but brief when you develop your objectives.

Indicate which NASPE and CA standard(s) are targeted with each objective (i.e.: NASPE standard 1, CA Standard 3.2).

Learning Domain Learning Objectives Standards Targeted

Psychomotor SWBAT bounce pass at least 10 times with a partner within 5 minutes. NASPE 1

Affective SWBAT show team work by passing to at least two different teammates in their circle. NASPE 4

Cognitive SWBAT list at least one pass technique or rule of the game during closing. NASPE 2

Health-Related Fitness SWBAT work on cardio vascular endurance at least 5 minutes during warm up. NASPE 5

Lesson assessment(s): State the methods/strategies you will use to assess if students have met the learning objectives for this lesson. Refer to attachments if applicable.

I will walk among the students and assess their use of cues and skills.

Set induction: Write out your introduction to the lesson. This is your attention grabber and will create buy-in. How will you get the students excited about the lesson

contents

Welcome the class. I’m Barry. Explain the game and explain the rules. Explain how they will apply to the exercises we will be doing today.

Time

Learning Activities

Cues

Variations and Challenges

Class Organization

5 min Discuss the general rules

and objective and

gameplay of speed ball to

the students, then

introduce the first drill.

10 min Students will get in groups

of 4 to 6. They will line

up single file facing each

other about 10 feet apart 3

to each side. The student

at the front of the line will

flip the ball off the ground

to the other line for them

to catch it. This is how the

ball has to be picked up

off the ground.

Toe down

Lift the ball

with foot

Elevate the ball

to teammate

Easier

Variation

Students can move closer together.

Medium

Variation

Students can move further away.

Hard

Variation

Students can move further away and kick with non-dominate foot.

10 min Students will stay in

groups of 4 to 6. They

will line up single file

facing each other about 10

feet apart 3 to each side.

The student at the front of

the line will roll the ball

on the ground to the other

line. The student at the

front of the other line will

try to flip it up to

themselves. This is

another way the ball can

be picked up off the

ground.

Toe down

Lift the ball

with foot

Elevate the ball

to self

Easier Variation Students can move closer together.

Medium

Variation

Students can move further away.

Hard

Variation

Students can move further away and kick up with non-dominate foot.

10 min Have a line where the

students line up around the

three point line in a single

line fashion. The goals

will be cones so that

students work on accuracy

with their soccer shooting.

The object of the game is

to hit the cone with the

ball before the person

behind you. Students must

Kick with

inside of foot.

Use foot work

to hit the cone

with the ball

Easier Variation Start closer to the cone

Medium

Variation

Use non-dominant foot

Hard Variation Use a smaller cone

shoot the ball from at least

ten feet away from the

goal. As players get

knocked out , they will

wait out for the came to

start.

5 min Closing- remind students

of gameplay on Thursday

and about the rules.

-Add more rows as needed…

7. Time

State how many minutes you have planned per activity.

8. Learning Activities

Describe each learning activity in detail so that it is clear to someone else what you are doing. Make a separate row for each new learning activity. Your lesson

activities should reflect all your lesson objectives.

9. Variations and Challenges

Describe variations you have planned to make sure all students can experience success and feel challenged. Provide at least one easier and one harder variation per

activity or task.

Describe challenges you can use to make skill practice more enjoyable and motivating. Use at least one per activity.

10. Class Organization

Draw X’s and O’s to show how you will position yourself and your students for each activity.

11. Cues

Write the cues for each skill you are teaching. Make sure you have 3-4 cues for each skill, even though you’ll only use 1-2 at a time when you teach.

12. Reflection

Use this space to jot down thoughts on each learning activity immediately after teaching this lesson. It will help you reflect and plan for your next lesson.

Lesson Plan Checklist Use this checklist to make sure you have thought about all the aspects of teaching your lesson.

8. Teaching Styles

□ Direct

□ Teacher Feedback

□ Partner Feedback

□ Self-Feedback

□ Convergent Discovery

□ Divergent Discovery

9. Lesson Assessment

□ Teacher Observation

w/checklist/rubric

□ Exit Slip

□ Student Journal Entries

□ Peer Observation

□ Self-Assessment

□ Videotape/Photos

□ Student Drawings

□ Student Performance

□ Other: ____________

10. Introduction

□ Set Induction (buy-in). Who?

□ Lesson objectives. Who?

□ Brief overview of lesson. Who?

□ Rules and Protocols. Who?

11. Stop/Start Signals

□ Rhythm clap method

□ Ice/Freeze

□ Hands up

□ Whistle (Outdoors)

□ Music

□ “If you can hear me, clap once, -

twice”

□ Other: ____________

12. Transitions

□ Does each task easily flow to each other?

13. How will you keep students accountable?

□ “If you work hard and stay on task, then we do this later (reward)”.

□ “We expect…”

□ “By the time I count to 10…”

□ “At the end of the lesson, each group will perform in front of class…”

□ Other:___________________________________________________________________________________________

14. Grouping

□ Fold the line

□ Corner Up

□ Cards

□ Stickers

□ Pre-formed

□ Quickly grouping and separating

□ Popsicle Sticks

□ Nametags with colors, stickers, etc.

□ Have each student pick a partner, then

teacher combines pairs to form groups

□ Mingle Mingle

□ Other:_______________

Key Teaching Strategies

Check for understanding!!!

Careful using PE language, students may not understand (i.e. cues).

Reference your lesson plan throughout the lesson to remind yourself of challenges, cues, variations, etc.

Teaching fitness is the same as team sports, dance, etc. (although usually easier):

o Demonstrate the skill

o Break the skill down

o Practice the skill

Do not let your frustrations show (watch your body language).

Bring energy to your lesson!

Strategies to Encourage Good Behavior

Start lesson with tasks that ensure 90% success rate and then progress.

Quick transitions and explanations/demos (keep them active).

Positive statements and interactions (i.e. high five, pat on the back, etc).

Prompting (re-emphasizing expectations to the class).

Reward good behavior with activity.

Have the students demonstrate your expectations (i.e. practice stop/start signal).

Proximity (move around the room, stand by off-task students, use eye contact/ “the look”).

Follow through with consequences.

If the Above Does Not Work:

You are allowed to kick a student out of the class. If you warn a student, make sure you follow up.

Simply tell them to go see their teacher.

You can stop the lesson and bring students in to discuss off task behaviors and re-emphasize

expectations and consequences.