Jedediah Phillips

April 9, 2018
TAP Host Teacher Signature and Date_______________________________

TAP Lesson Plan #2

LESSON TITLE SUBJECT GRADE DURATION
LEVEL

Individual Strategies to Capture the P.E. 5/3 30 min

Flag

STANDARD
☐ Write the number and full text of the standard.

5.7 Accommodate individual differences in others’ physical abilities in small-group activities.

OBJECTIVE
☐ What will your students know or be able to do by the end of the lesson? (Start with the phrase,
“Students will be able to…” and use an action verb from Bloom’s Taxonomy. Ensure that your
objective is student-centered and measurable.)

SWBAT asses their understanding of their own individual differences in physical abilities and
how that understanding will benefit them in a group activity.
SWBAT apply their understanding in a game of capture the flag.

OPENING (“Hook”) ​(_3__ min.) MATERIALS

Clearly convey at least three of the following:
☐ How will you communicate ​what​ students will learn (the objective)?
☐ How will you communicate ​how​ it will happen?
☐ How will you communicate its​ importance​?
☐ How will you communicate ​connections​ to previous lessons or to
students’ prior learning/knowledge?
☐ How will you ​engage​ students and capture their interest?
Introduce topic using two stories: N/A
-Have the students meet up and sit in the middle of the gym.
-Have a volunteer pray over the class.
Explain​ what we will be covering that day by mentioning that we
will begin with our warm ups, then move into a lesson and end the
class with an activity.
Ask ​who has participated in something like capture the flag before
to get an understanding of where the students are in their
knowledge.
Open​ up time for questions.

INTRODUCTION TO NEW MATERIAL (“I do”)​ ​(_8_ min.) MATERIALS

☐ How will you convey the knowledge and/or skills of the lesson? Write
out the main ideas and supporting points that you will directly teach,
step-by-step.
☐ What key points will you emphasize and reiterate? What will you
model/demonstrate?
☐ What will your students be doing to process this information?
☐ How will you check for student understanding before they begin to
practice (e.g., asking specific questions)?

-First, I will have the students warm up with a lap around the gym. -cone, as the flag
-Second, I will have them perform their usual line stretches,
including: lunges, high knees, karaokes, toe touches, and bottom
kickers.
-Next, I will have them finish warm ups with another lap and then a
water break.
-After that I will have them line up on the base line and go over the
rules of the activity and how different students abilities can benefit
the team. Those who are faster should probably be the ones either
tagging the other team or running after the flag. Students who have
better field site should guard their own teams flag because they can
see where people are at all times. Other students with better agility
might want to run the flag back because they might be able to avoid
taggers more effectively.
GUIDED PRACTICE (“We do”)​ ​(_5_ min.) MATERIALS
☐ How will students attempt to explain or do what you have outlined?
☐ How will you monitor and coach their performance?

-I will divide the students into two to four teams by counting off
students from 1-2 or 1-4.
-Each team will get together and discuss who would be most
effective doing what during the activity, based on what I discussed
just before.
-I will be walking around listening in and guiding the conversation
if necessary.

INDEPENDENT PRACTICE (“You do”)​ ​(_12_ min.) MATERIALS

☐ How will students attempt the objective ​on their own​?
☐ How will you gauge mastery?

-I will have the teams compete against one another in capture the -cones
flag while they apply what I shared with them and what they
discussed with one another.
CLOSING​ ​(_2_ min.) MATERIALS
Clearly convey at least one of the following:
☐ How will students summarize what they have learned?
☐ How will you reinforce the objectives importance and its link to past
and future learning?
☐ How will you know ​concretely​ that all of your students have mastered
(or made progress towards) the objective? Be specific! (This must be a
different​ check for understanding than what you did for Independent
Practice!)

-​Before they leave I will have them stand on the baseline and call
on each student asking them to describe what they did and how it
helped the team during the activity in one to two sentences.

DIFFERENTIATION MATERIALS
☐ How will you differentiate your instruction to reach the diverse
learners in your classroom? (​Choose at least one student population
below.)
● English Language Learners​: What are the specific language
demands (listening, speaking, reading, and writing) required of
your objective, and how will you scaffold them? How will you
teach students the vocabulary, activate their prior knowledge,
and/or build their background information about the topic?
● Students with Special Needs​: What accommodations and/or
modifications will your students need, and how will you provide
them?
● Gifted & Talented Students​: How will you extend the learning of
students who have mastered the objective and/or provide them
with an appropriate challenge? (Consider how you can move
them up Bloom’s Taxonomy.)

Gifted and Talented Students:

-Have them work with other team members to help recognize and
identify how their abilities can benefit the team.
-Encourage them to experience other roles within the activity that
they might not be as strong in.