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Lesson Plan Title: Learning to Jump Rope Cont’d

Date: March 21, 2018

Subject: Phys Ed Grade: 1-2

Topic: Learning the mechanics of Jump Rope

Essential Question: How do we need to move our arms and legs to properly jump rope?

Estimated duration of lesson: 30 minutes

Materials: long skipping ropes, short skipping ropes, indoor shoes,

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?
Following this lesson students should have an improved awareness jumping rope, they should be
more confident and familiar with spinning the ropes for themselves (small ropes) and with
spinning the longer ropes with a partner. They will also be more comfortable with the rhythm of
jumping over the rope(s). They will also know how to work with their peers to spin the long ropes
in a similar rhythm.

Broad Areas of Learning:


Lifelong Learners: Through practicing their skills related to jump rope, students will improve their
overall competency in physicality and kinaesthetic activity. This is a great topic of physical
education to communicate to students that physical education is fun and that they can improve
their skills if they keep practicing.

Sense of Self, Community, and Place: In sharing the skipping ropes during the practice phase and
working together as a team to race in the relay format students will be encouraged to develop
their senses of self as they interact with their peers. This could help some students to emerge in
more of a leader role, and could further help others to realize their abilities in physical
education.

Cross-Curricular Competencies:
Developing Thinking: This lesson will promote students' abilities to explore and express
understandings of skillful physical movement. In practicing and improving at the mechanics of
skipping rope students will be able to become more natural at the rhythm of the movement.

Developing Identity and Interdependence: In working together as a team for a common, practiced
goal students will be able to practice anonymity in their effort levels. It is expected that at least
several students will be convinced in their own minds that they are not capable of skipping rope,
but through practice and team fun they will be able to develop their identity via capability.

Developing Literacies: Practicing the skills associated with aid students in developing their
physical literacy as they work at developing the skill of skipping, which some of them will find
easy and some will find difficult. Working as a team in the relay and practicing their skills with a
partner will also help develop their emotional and mental literacies as they will need to
communicate effectively and maturely with their teammates.

Developing Social Responsibility: Students will be able to support the growth of their social skills
as some of their classmates will most likely exceed at skipping, and others will need more time.
Practicing humility if they “win” one of the races and promoting encouraging, welcoming
environments for all of their peers will be of particular focus throughout this lesson.

Outcome(s):

2.1 Health-related fitness

Apply a repertoire of strategies, with guidance, for developing components of health-



related fitness, including cardiovascular endurance, flexibility, muscular endurance, and muscular strength
through participation in a variety of movement activities.

2.3 Locomotor Skills


PGP Goals:
2.2 proficiency in the Language of Instruction;
2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/
interdisciplinary knowledge); and
2.6 ability to strive for/pursue new knowledge
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies
to accommodate learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.

4.1 knowledge of Saskatchewan curriculum and policy documents and applies this
understanding to plan lessons, units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education;

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.

While in the class with the students I will observe their comfortability with the skipping ropes and
provide additional one-to-one instruction and examples as needed. Throughout the lesson I will
also be able to correct students who are performing tasks incorrectly. Sometimes I may let them
continue to figure out the rhythm for themselves, but other times I will step in with an exemplar
or explanation if they are clearly struggling to grasp the mechanics.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

While there will not officially be any piece of summative assessment at this point for these skills,
the present lesson will conclude with a relay race that will involve skipping. Teams will race and
work together to complete the relay, which will allow them to further practice and demonstrate
their learned skipping skills.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

The motivational set for this lesson will be a demonstration of a skipping relay race by myself, the
other teacher candidate, and their actual gym teacher. We will perform a quick example of a
skipping relay to peak the students’ interest in competing against their classmates.

Main Procedures/Strategies:

Following this example relay I will explain that in order for us to be able to do our own relay we
need to practice our skipping skills as individuals as well as in a team.

We will then practice our skipping skills in groups of two (as there are not enough skipping ropes
for everybody to work with either the short or long ropes) to refine our skills. Sharing the skipping
ropes will allow them to work on their sharing and skills in working together with their classmates
and will also aim to increase their technical abilities in skipping.

After several minutes of practice (with reminders to be switching with their partners), I will take
back the jump ropes and have the students sit in the middle circle to get their full attention. I
will then explain again how the relay race will work and will split them into teams of 3.

After helping them all get appropriately placed throughout the gym in their relay positions, we
will run 2-3 relay races. There will not be one winner announced, but everyone will be cheered on
to complete the “race”.

When there are 5-8 minutes left in our allotted gym time we will all put our skipping ropes away
and then reconvene for a round of Octopus tag until we have to line up to leave the gym.

Adaptations/Differentiation:

There are several girls in this class who regularly request sitting out of gym games (as they clearly
don't always think that they will enjoy themselves- despite the fact that they usually do have fun
once they get involved). To accommodate these girls who do not wish to participate, I will
encourage them to try a little bit at a time, and that if they still don't want to participate then
they can help me judge the winner of the relay race.

Other predictable adaptations will come in skipping rope length. I will help students lengthen or
shorten the jump ropes to better suit their heights and sizes.

Should any students be struggling to complete the rhythmic skipping relay we will give them extra
time to complete their portion and cheer them on the whole way.

In the case of Kris (a brand new EAL student) I will explain the relay to him with actions and
examples. I am confident that pairing him with a few of the Phys Ed-loving boys will allow him to
flourish as he watches their example.

Closing of lesson:

The lesson will close after the relay itself, with all teams being congratulated for the skills they
learned in this gym class. We will all then play a quick round of the game Octopus before we head
back to the classroom (as celebration and to burn off a bit more energy).
Personal Reflection:

After teaching this lesson I was shocked at how chaotic Phys Ed is at this age. Despite knowing that it
would be crazy I was still shocked at how much I used my “loud teacher voice” in attempts to regain
the excited students’ attention. The lesson did go well, but my throat was sore following this brief
lesson in the gym.

The students loved the idea of a relay race and I was lucky enough to be the first teacher to have
introduced the activity in their phys ed class. Even those students who initially complained to me
that races aren’t fun, and that they couldn’t skip properly were participating, cheering, and laughing
by the time we actually raced.

I was able to maintain decent management of the class throughout this period and even had volun-
teers to help me clean up. Overall I would teach this lesson again nearly identically. The only change
that could be beneficial would be more skipping ropes so that students could have a bit more prac-
tice time.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)