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Lesson Plan Checklist

Component
Header
Purpose/Key Idea
Learning Objectives (LO)
State Standard
State Grade Level Standard

Prerequisites
Modifications for Inclusion
Equipment, Materials &
Facilities
Safety
Time

Description
Ms. Nehri Gonzales Jump rope Lesson Unit Class size: 25 Grades 5
Develop gross motor skills using a jump rope
Grade 5 Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety
of physical activities.
Locomotor Movement
1.2 Jump for height, using proper takeoff and landing form.
1.3 Jump for distance, using proper takeoff and landing form.
Standard 2:Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the
learning and performance of physical activities
Movement Concepts
2.1 Explain the importance of open space in playing sport-related games.
Students should already be able to perform basic jump roping.
If students are disabled, Roll wheelchair over the rope then back over it. Swing the rope from side to side without
jumping.
Jump rope, gymnasium, or blacktop area.
Space student in which they will not touch anyone. Ensure that they have enough space in which they can move freely
without bumping into another peer. No safety equipment necessary. Instruct the rules; Dont get hurt and pay attention
to your surroundings
Introduction of lesson: 2 minutes
Warm up: 3 minutes
Explanation of steps: 5 minutes
Performance together as a class: 5 minutes
Cool down: 3 minutes

Task Presentation (learning


experience & skill analysis)
Class Organization

Feedback (FB) &


Instructional Cues
Assessment

Will ask the students if they understand how to do the jump rope exercises and if they dont show them how to do it
again.
Psychomotor- Students will move expressively in response to a variety of sounds, music and combinations of
movement. Students will repeat and vary movements to create sequences and respond to music for create a dance
sequence. Students show proficiency when varying movements(loco motor and non-loco motor ) in response to

Closure

differences in rhythmic pattern, metre and tempo.


As the instructor I will check for understanding by observing my students movement to see if they did understand the
steps to jump rope. If the students have not understood I would go over the steps again and practice the jump rope steps.
Children learn differently. How could it be easier for you to do?

Lesson Plan Cover Page


Name:

Ms. Nehri Gonzales

Grade/School Level:

Unit:

Jump rope

Lesson # & Title:

Grades 5
Jump rope Unit

Class Size:

25

Class Length (min.):

20

Purpose or Key Idea of Lesson: Students will develop physical, and cognitive skills through dance
Learning Objectives (LO; California PE Content Standards): Upon completion of this lesson, students will be able to
Psychomotor: Grade 6 Standard 1- Students demonstrate the motor skills and movement pattern needed to perform a variety of physical
activities.
1. (1.7) Perform folk and line dances
2. (1.8) Develop, refine and demonstrate routines to music.
3. (1.9) Combine relationships, levels, speed, direction and pathways in complex individual and group physical activities.
Cognitive: Standard 2 -Students demonstrate knowledge of movement concepts, principles, and strategies that apply the learning and
performance of physical activities.
1. (2.3) Analyze and correct errors in movement patterns
2. (2.10) Identify steps and rhythm patterns for folk and line dances.
Prerequisites: Basic understanding of movement and listening to instructions.
Modifications for Inclusion: For advanced or non-advanced students, you can invite them to create or modify the dance moves to their needs. More
advanced students can add a twist or improve the steps if they wish. Students with disabilities can participate by performing what they are able to. E.x:
students in a wheelchair can do the arm movements and move wheelchair back and forth instead of moving feet.
Equipment (including quantities): Music, the song Cha Cha Slide by DJ Casper on CD or via internet available and a speaker.
Safety: Space student in which they will not touch anyone. Ensure that they have enough space in which they can move freely without bumping into
another peer. No safety equipment necessary. Instruct the rules; Dont get hurt and pay attention to your surroundings

Lesson Plan
Time
(min.)

Task Presentation
Class Segment
Introductory
Activity

Good afternoon students! We will be


doing the unit of Dance. We will
warm up by stretching our body a bit
so we cant be ready to dance.

The students will stretch their arms and


legs. The stretch exercise should take
about 2-3 minutes .

How are you guys feeling class?


Are you ready to dance ?

Explain to the students that we will


be doing the Cha Cha Slide and that
we will start by doing the dance
moves step by step.

Students are looking at instructor to see


how to do the dance moves and
practicing themselves.

Do you guys think you can do it?


How are the moves class? Does
everyone have this or do we need
more practice?

This is where we perform the dance


as a whole class and not step by step.
We do the dance together.

Students are participating as a group and


are executing the dance at the best of
their abilities.

Hows it going class? Is it fun?

Stop the music and have the class


cool down. Ask the students to relax
and sit down and stretch sitting
down.

Students are sitting on the floor relaxing


stretching their legs. Cooling down.

OK, class how was the activity ?

Explain to the class how well they


did and praise them on their effort
and participation.

Student are discussing what they did or


didnt enjoy about the dance.

Ask students for feedback on how


it could have been better.

Transition
Skill
Development

(This is a 5-8 min. activity


connected to the LO above
to SPECIFICALLY
address the unit of
learning)

Transition
Lesson Focus

10

(This is the time that all


instruction for the specific
skill takes place, where
you tell the students HOW
to do the skill. The
information from the
rubric is here demonstration of the skill,
practice time for the skill
while you watch and FB
about performance. Once
you are sure that the
students can perform the
skill, send them into drills
or stations to continue to
practice the new skills.)

Transition
Closing Activity
(This is a 3-5 minute gross
motor activity used to
lower the bodys core
temperature and stretch
muscles & joints used
during activity.)

Transition
Closure

FB/Instructional Cues

(What will you do/say to students?


How will you convey the new info to
them?)

(Set Induction and a 3-5


minute gross motor
activity used to raise the
bodys core temperature so
the activity will be more
effective. It must be
connected to the LO
above.)

Structure
(Organization/Management)

(This is the time where


you review student
performances and reiterate
the focus of the lesson so

(What are the students doing during this


time?)

(What cues and feedback (FB)


statements will you use in
response to the students actions?)

Assessment

the students know what