Edtpa Ped Planning Commentary

Physical Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[The central focus of my three kicking lessons is to improve key elements of kicking and
introduce kicking to the students who have not had experience with the skill before. Based on
the GLSP and the performance indicators met by my individual students, I focused on specific
cues each lesson to enhance their learning and memorization of the skills. Because they are
only in kindergarten, the main objective was to make sure my students could kick the ball with
their shoelaces, have their eyes on the target, and follow through. Adding the rest of the steps
including steps beside the ball with non-kicking foot, bends body at waist and swings arms in
opposition will come later on in future lessons. 60% of my class was in the pre-control stage for
kicking, so the overall purpose of the content I provided to them was to have them gain
knowledge of the skill and participate in activities to enhance their ability.]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
 movement patterns,
 performance concepts, and/or
 health-enhancing physical fitness.
[The standards and learning objectives within my lessons address the development of student
competencies in the psychomotor domain because they are tapping a ball using the inside of
your foot to send it forward and kicking from a stationary position to demonstrate 3 of the 5
elements. This relates to the movement patterns of kicking, and how the objectives of the
lessons were for the students to correctly demonstrate some of the critical elements needed to
kick a ball. This relates to performance concepts, because the student’s goal was to
demonstrate performance indicators of kicking like using their shoelaces, keeping their eyes on
the target, and following through. This also relates directly to health-enhancing physical fitness
because the students were working on cardiovascular activity, muscular endurance, their
balance, reaction time and coordination during the three lessons. For the cognitive domain, the
learning objectives were to recognize that when you move, your heart rate increases, to
recognize that physical activity is important for good health, and to identify activities they could
engage in outside of physical education class. This relates to health-enhancing physical fitness
because the students understood the concept of physical activity improving your health, and
how when you heart rate increases you are helping your body by staying active. This also
included the activities the students stated they could do outside of class because they learned
that physical activity should not only be done in class, and it is important to get as much activity
and outside time as possible. Lastly for the affective domain, the objectives were to follow
instructions when directed and to share equipment with space and others. This was to unsure
that the students were able to participate and demonstrate the movement patterns correctly
without collisions or misunderstanding the directions.]
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
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Physical Education
[My tasks across the three lesson plans build on each other because they started off with
kicking targets and kicking in general, then went to dribbling around objects, and then focused
on putting the cues together and demonstrating at least 3 while kicking. This developed the
competencies within the psychomotor domain because the students were able to learn about
the cues and how to kick properly, and then throughout the three lessons they could
demonstrate their abilities by also including challenges if they were capable. Throughout the
three lessons, the students were working in groups, partnerships or independently and had to
wait their turn, follow instructions, respect personal space, and share equipment. This
demonstrates the affective domain, and by allowing the students to expand their participation
within groups and with their peers, it allowed for the students to grow socially. For the cognitive
domain, the students needed to know the cues that were talked about each class, and every
class we added one. By the end of the three lessons, they had to demonstrate three, and they
also needed to give examples of physical activity they could do outside of class. This expanded
their knowledge of how to stay healthy, as well as giving them ideas to do at home with their
family, friends, or independently.]
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[For every transition in between discussions or tasks, the students were prompted to get up and
follow instructions based on something that pertained to them. For example, I could say go put
your soccer ball back in the bin if you are wearing yellow. This allows for only a small number of
students to get up at once and prevents collisions. This also allows for less time to be used
during transitions because not everyone is trying to get equipment at once. For each activity, the
students were spread out and maintaining personal space regardless if they were working in
pairs, groups or independently. Also, for every task if the students were not kicking a target or
passing to a partner, there were objects and spaces in the gym they had to stay in or go to, so
the space was structured.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[My students have not been introduced much to kicking because they are in kindergarten. They
will know basic movement patterns like running or jumping but will not have the knowledge of
the kicking critical elements. They are still learning what makes “a good kick”, and what steps
involve a kick. That is why for the three lessons I have tried to make each one focus on a major
critical element of kicking so they can really practice their skills, because for most this will be
their first time kicking.]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[I know that my students come from a low socioeconomical area, and they have poverty issues.
I also know that they have free and reduced lunch options because of their economic statues
Physical Education
and do not come from the best areas. Because of this, I tried to make my lessons exciting and
engaging because they might not have the equipment or resources outside of school to play
sports or games at home. The lessons I created have all different types of games involving
partner work, group work, and individual work using different equipment that is new and
exciting.]
3. Supporting Students’ Physical Education Learning
Respond to prompts 3a–c below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students’ prior academic learning, their assets, and
research/theory.
[Because my students have limited access to equipment and opportunities, and because they
are just being introduced to the skill, I chose a variety of activities to enhance their knowledge
and make the lessons exciting for them. I included games that involved individual work, games
that were in partnerships, and games that involved a group of students. Each task had the
modification of completing it in the way I addressed it, in an easier way, or in a harder way to
give the students a challenge. Each task included cues for the students to focus on, and CFU’s
so they remembered specific elements about kicking to demonstrate during the drill. Also, each
task includes the movement concepts because it involved space awareness, effort and
relationships for each activity the students were participating in.]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[My tasks and instructional materials are appropriate for different groups of students because
they address all different learning styles. For example, when I ask CFU’s or talk to the students
in a group setting, that directly targets the auditory learners. If I use task cards in my lesson with
the exercise name and a picture describing how to complete the task, that targets the visual
learners. By doing the task, it targets the kinesthetic learners. For each task the students
participated in, I had a challenge and also an easier way of completing the task as well. All
students are at different levels, so providing adaptations and modifications is very important to
make sure each student is benefitting from the lesson.]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[One big common error students will have with kicking at a young age like kindergarten is
kicking with the front part of their foot, or the toes, instead of using their shoelaces. I can
address this error by giving a demonstration and having the students point to where on their foot
the ball should contact. I can use visual aids, my own sneaker and my voice to teach the
students where the ball should contact their foot, so it addresses all learning styles. Once the
students know where the ball should contact, they can also demonstrate kicking themselves so I
Physical Education
can observe and address any errors in the beginning of my three lessons. By going over this
during the first lesson I teach, it will hopefully decrease the amount of errors I will see when
students are participating. It is easier to change their kicking habits within the first lesson rather
than the third, when they have been continuing the same routine for every activity over and over
again.]
4. Supporting Physical Education Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.
Analyze Compare Evaluate Sequence Signal Summarize

[One language function my students used was sequence. Because of their age, I tried to focus
in on one cue for each lesson and then by the end of the three lessons they would be able to
combine multiple cues to perform a kick. The first lesson plan focused on “shoelaces”, the
second lesson plan focused on “eyes on target” and the third lesson plan focused on “follow
through”. By the end of my third lesson plan, my goal was to assess students to see if they
could demonstrate those three cues while kicking during a drill. Using a sequential method is
easier for younger students because they can build on top of what they already know instead of
trying to focus on all of the critical elements within one day of learning.]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[In my third lesson plan on April 17, the second activity that the students were participating in
was partner passing. The description of the drill is as follows: The students will be passing back
and forth, focusing on using their shoelaces, looking at their target and following through. Each
partnership will have one ball. First, we will go at a normal speed and assess the students
based on the critical elements they are performing. Then, we will have a competition to see who
can get the most passes without losing the ball in 30 seconds. Not only were the students able
to focus on the 3 main cues they were taught, they also eventually had fun and competed with
and against each other to challenge themselves.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
 Vocabulary
 Plus at least one of the following:
 Syntax
 Discourse
[Students use their vocabulary and discourse during the partner passing task because not only
are they reminded of the cues and are repeating them, but because they also fill out a “take
home exit slip” involving the cues that were taught and which ones are needed while kicking.
The associated language demands that were included in this task were “shoelaces, “eyes on
Physical Education
target” and “follow through”. Shoelaces, meaning that is the part of the shoe the students should
use to contact the object they are kicking. Eyes on target, meaning their eyes are on the target
they want to kick the object to. And follow through, meaning the students will follow through with
the foot they kicked the object with.]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
 Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[For each of my lesson plans I included instructional supports that had not only the activity the
students were completing, but pictures as a visual aid. For example, my fitness activity included
squats, jumping jacks and line jumps, and on each card not only was the name of the exercise
listed, but pictures to demonstrate how to do the activity. Throughout the lessons, I reminded
students of specific cues such as “shoelaces”, “follow through” and “eyes up” so they could think
about the elements that require you to kick something and remember that when they were
participating in activities. This all goes under the categories of vocabulary and discourse. The
students had “take home exit slips” where they had to circle cues/ pictures of what we talked
about in class relating to kicking. The academic language we used was either addressed
through CFU’s, the exit slip or on cards so the students could visually see them during the
activities.]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct
evidence of students’ development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[By using the assessments I created, you will see evidence of student learning based on their
improvement or performance throughout the three lessons. By using checklists, I can easily
observe the students throughout the tasks and check off if they are performing the elements of
kicking correctly. If they are not, they do not get a check within that category and that is
something I can help them focus on the next lesson. The checklists directly come from the cues
and critical elements that were taught during the class. For the affective domain, the
kindergarteners will be circling if their emotions about the class and how they felt. They will also
say their favorite part of the class and if they liked the activities. This will be helpful for myself to
see if the students are enjoying the class but also if they are learning at the same time. At this
age, it is very important that the students are having fun while also learning new skills.]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[My assessments for the students to fill out consist of simple questions and pictures to circle.
This is presented on an exit slip which is homework, so the students have as much time at
home as they need to complete it. It focuses on the main key points we talked about in class,
and mainly is about how the student felt during class and if they liked the activities we did. It
Physical Education
also mainly consists of drawing pictures about physical education and activities they enjoy. This
design of the exit slip allows for students to take as much time instead of being rushed at the
end of class, it allows for students to draw instead of writing at their young age, and it allows
them to look at pictures instead of reading every question.]

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Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Analyze Compare Evaluate Sequence Signal Summarize

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