_ Supervisor. W Suiter ance Content Area & Grade Level, PE Grade 3 Lesson Duration: 30min Observation #: 12345 Lon or Short Observation (circle Az Post-Observation Date & Time: Instructions: Provide formative ratings for the candidate on each of the indicators using the Performance Definitions In the Framework for Teaching rubric (The Danielson Group). For ratings of Distinguished (0), Unsatisfactory (U) oF Not Observed (NO), a rationale must be ineluded | For ratings of Unsatisfactory (U), clear recommendations for growth must bein the SUGGESTIONS section on page 2, Write a description of | the lesson context including any extenuating circumstances. In the SUGGESTIONS section, indicate any specific suggestions that should be addressed prior to or during the next observation, which should include those related to ratings of NO. ‘= __| 18 Knowedgec Content and Peeaeo5/ 2 [He owedge of Stdenis —T + § 3 [ic tnsrcionar outcomes 7 EB [ratmomeaeorneoues 7 3 J |e Designing Coherentinsiacion D & 2 ‘Af. Designing Student Assessment. 8 2a. Creating an environment of rexpeal appar D__ Pa Greatjob of sing student namesin comvertaton and B | ao tnabating ctr Torieaing emcee 2 2c, Managing classroom procedures P § zZ 2d. Managing student behavior e EE [a ocpnanepratnce nO é3 3a, Communicating with students D Based EE |e kreasing students inlearing ° 3 3d, Using assessment in instruction 8 3 +e. Demonstrating flexibility/responsiveness P © | Prosram specific Enaronment/nsracon ndiator a Reflecting on eaching 4B Maintaining accurate records NA : 3 [he communicating wit omar NA B 2 —_| te Poricpatngina professonal community P e 2 46. Growing and developing professionally ? é Showing profesioalom 7 Program-pediicProfessonalindkatorsCandidate: Grown, —Date:_4/12/2021_ ‘The Delanco school district remains virtual, so lesson was on Zoom. 13 students were present virtually. 8:42 _ T greeted students as they logged into the class. As students entered, T engaged them in conversation. Additionally, students were encouraged to grab a volleyball or substitute (rolled up paper/towels) before class started 8:45 Ted the students through a series of warm up stretches, calisthenics, and locomotor skills*. T provided both general and personal feedback. 8:50 T introduced the skill of underhand (volleyball) serving. T introduced and modeled the skill cues one at a time and had the students mimic the action. ** 8:53 T instructed the students to grab their ball, and demonstrated the transfer of the skill cues to actually hitting the ball. Feedback*** was provided individually as students were observed demonstrating the skill 8:56 The next step of the skill progression involved striking the ball in the direction of and over the net. Students were encouraged to use a chair/couch/table as a barrier. Students practiced as T observed their performances. 8:59 The concluding activity incorporated the concept of accuracy with the serve. Students were encouraged to find a trash can/clothes basket/etc to use as a target. Students were reminded that accuracy involved both hitting the ball straight and with the proper amount of force. After a student made a “basket”, they were told to take three steps backward and continue the challenge. 9:04 Since there was some time remaining****, T previewed the skill of bumping that would be introduced in the next class session. T discussed the basic skill***** and reason for the skill. 9:07 Talso briefly introduced the skill of setting. 9:09 _T directed the students to place their ball on the floor, and asked the students to share one of the underhand serve skill cues. EEE SS SE SS eee Another good lesson. sit was good that you are reinforcing locomotor skill. Your plans and instructions had the students hopping, Many of your students were “jumping” (two foot take off/two foot landing) instead of “hopping” (one foot take off/landing on the same foot). It is important to make the distinction so there is no confusion when transferring these locomotor skills to specialized sports skills later on. **Good job of modeling and explain the skils. Consider the use of some visual aids (pictures/cue list) in the background to reinforce the skills elements ‘"**As mentioned in our debrief, you do a great job with your general and personal feedback. Begin working on incorporating specific skill cue feedback as well. ‘+4*The students were a bit overwhelmed by the sudden exposure to two new skills you introduced to fil the extra time at the end of the period. While this was better than wasting instructional time, consider having additional activities in your plan that you can get to if you have time. It’s always better to over plan. ‘##8¢There was some confusion about “dominant hand”. This is another concept that is critical when transferring it to specialized sports skill. Important enough to stop the lesson to correct the error. ee Comment on Positive Aspects: elt prepared to teach the content of the lesson and was able to provide differentiation for each activity. For the students that were participating, they seemed to truly understand and learn the skill throughout the lesson Comment on Areas for Improvement: have to work on estimating time more effectively. | found myself with extra class time at the end of the lesson and tried to use this as a preview to the next lesson (bump & set). This ended up confusing the ‘students and took away from the main lesson. | also need to provide more specific feedback to individual sualents.RoeSs=_ 4/12/2021 ‘s Signature. - “Candiage “Date‘You may complete this form or submit an anecdotal reflection that incorporates th elements on the form. Lesson Reflection Candidate: Jacob Brown Collaborating Teacher: Peter Muscarnera Lesson Topic: Undeshand Vollevball Serve Date of Lesson: $/12/21 Tesson Plan Sufficient (useable) & Complete, Objectives clear, Time estimate appropriate, Class Organization, teaching methods & equipment use well-planned [had previously asked the students to prepare equipment for class such as a vollevball or something that a ng. atthe students would be learning the underhand volleyball serve skill, Everything was well planned until the end where | found myself with about S extra minutes, Personal Qualifications: Knowledge of subject, mmunication with students, grammar & language, enthusiasm, appearance ong knowledg a s strike the ball, holding the ball out with the no dominant hand, and following through. | wore the Rowan ‘HPE Polo, Instruction: ‘Students are motivated & challenged, Directions clear, Teacher uses appropriate safety Precautions, feedback & discipline Mos! of the students were motivated by learning a new skill, They were challenged with the learning tasks i f the exceeded the activ nal goal, {als nts not Lor Instructional Strategies: ‘Variety of instructional methods, visual aids & demonstrations appropriately used, students are involved & active in instructional metho 1vas demonstration and then observed the students after. Lwould ‘external visual aids other than myself demonstrating, 90% of students were involv vs the cutie lesson, Some students were not on camera or bad their camera tured off, Organization: ‘Well thought out & flows smoothly, Equipment & space used effectively, not too much teacher talk, lesson closure completed smoothly Lallowed students the opportunity to ask questions throughout the Lesson and also asked for them to recite warm-up, to lea ng th I g i get ha ‘application task. ‘Comment on Positive Aspects: [Lfelt prepared to teach the content of the lesson and was able to provide differentiation for each activi Eor the students that were participating, they seemed to truly understand and Jearn the skill throughout the lesson ‘Comment on Areas for Improvement ve to wor ing time. ively, | found myself with extra class time at ft Jesson and iried to use this as a preview to the next lesson (bump & set), This ended up confusing thei i , students, Brief anecdotal review of the lesson: with w then introduc: 1 jective, learnin; performing the underhand volleyball serve, I then demonstrated with out the ball and observed the students practic jing the serve with a ball, Then had students simulate the proper force needed to hit the ball over a net-like obstacle. Then had the students practice a T Feta WatLesson Plan | Teacher Candidate: Jacob Brown | School: Joan M. Pearson _| Date: 4/12/21 10f5 Elementary School Title of Unit: Volleyball Length of Class: 30min | Gradeeveliordy [Central Focus of Unit: The focus of this unit is on all aspects surrounding volleyball [This includes the rules, skill cues, and alternative games that involve volleyball JLesson focus: This lesson will primarily focus on learning the underhand serve in lleyball. Class: 36 students will only be able to use their ballimplement as instructed. Students are expected to have an iccessible workout area free of any obstacles or breakable object as possible. internet access, ZOOM compatible device, volleyball, or implement replicating volleyball, basket or bucket. jational PE Standards and Learning Outcomes Addressed: ‘ombines locomotor and manipulative skills in a variety of small-sided practice tasks/games environments. (S1.E1.5b) fecognizes the type of throw, volley or striking action needed for different games and sports situations. (S2.E5.5c) ‘pplies the concepts of direction and force to strike an object with a longhandled implement. ($2.£3.5b) jational Health Standards and Performance Indicators Addressed: A |J HPE Student Learning Standards and Cumulative Progress Indicators Addressed: 2.2.5. MSC. 1: Demonstrate body management skills and control when moving in relation to others, objects, ind boundaries in personal and general space (e.g., coordination, balance, flexibility, agility). 2.5,MSC.3: Demonstrate and perform movement skills with developmentally appropriate control in isolated settings (e.g., skill practice) and applied settings (e.g., games, sports, dance, recreational activities), .2.5.MSC.5: Correct movement skills and analyze concepts in response to external feedback and elf-evaluation with understanding and demonstrating how the change improves performance 2.2.5.LF.4: Perform and increase the range of motion in dynamic stretching and breathing exercises (e.g. Jtynamic cardiovascular warm-up exercises, martial arts, aerobics. yoga). Domain Lesson Outcomes/Objectives 5 Psychomotor | Students will be able to perform an underhand serve Checklist | with a votieyball ‘Affective | Students will be able to evaluate the benefits of net ‘Student Feedback during closure james for personal health and enjoyment. Cognitive | Students will be able to explain how to perform an Teacher Observation: Checklist underhand serve effectivel Function: Students will be able to describe the steps in performing an underhand serve. Vocabulary: Underhand serve, serve de | Syntax: Students will be able to use the mic [checklist to analyze the order of skill cues to Lan perform the underhand serve. ge | Discourse: Students will be able to analyze the enefits of volleyball Ways Students Use Language: LESSON DESCRIPTION 2ainstructions. will await further instructions. [Description of introduction activity: Good morning everyone. Today we will be Continuing our unit with volleyball and learning how to serve. Does anyone remember what we went over last class? Yes, we learned the rules and the two hits used in volleyball the set and bump. Specifically, we will be learning the underhand serve. | will first demonstrate the underhand and hand placement of the underhand serve, then you will try on your own. | will also provide a rubric for you to use to make sure you are completing each step correctly. Before we begin | also want to make sure that itis understood that nobody is to use the ball or any equipment unless instructed to. Are there any other questions before we begin? [Description of instant activity: Students will prepare their workout areas and begin the warmups for class. The warmups are as follows each for 10 counts: Butterfly, one leg in/out, situps, pushups, mountain climbers, straight-down stretch, jumping-jacks, skipping, galloping, hopping, marching and high knees. [Transition to next task: Students will use this time to hydrate and await further |Transition to next task: Students will not need any equipment for the next task and [Learning task, demonstrations & [Skill cues: Feedback’ blass organization: First we will Fist with arn how to perform the |dominant hand ‘Observe inderhand serve. The most } Ball in front tudent form important step in serving is how [with Wu use your hands. You will —_|non-dominant nt to make a fist with your hand jominant hand, can everyone | Swing back ike a fist please? When you —_ dominant hand \ctually serve you will be striking | Make contact ball with the wrist and fat part |with ball your thumb. You will then be Follow through| jolding the ball with your 1on-dominant hand out in front of you. Then swing your Jominant hand in a fist, make contact with the ball, and follow through. Do you have any juestions before you try this on jour own? First without the ball, attempt to perform the skill cues times. Transition to next task: Students ill now gather their volleyball Implement and await further Instructions. Learning task, demonstrations & [Skill cues: Feedback: lass organization: Now that we | Fist with ave learned how to perform the yminant hand Observe ill cues of the underhand Ballin front fbtudent form rve, we will attempt with the withall this time. This is not atest Jnon-dominant [easier Have for how hard, far, or accurate the |nand tudents attempt serve is. Itis to practice the ‘Swing back _ [only 3 times jotion and getting used to dominant hand tually hitting the ball with an | Make contact Harder: Have inderhand serve. When | say th ball [students attempt 5 10, you will attempt to Follow through imes and if they inderhand serve the ball on your feel comfortable wn 5 times, Ready, set, go. fallow them to keep| practicing if time Transition to next task: Students Jpermits in this itl await for further instructions. sk. Learning Task] Learning task, demonstrations & [Skill cues: Differentiated ‘eedback: aoe lass organization: In this task | Fist with _ instruction: . }ve will be attempting to serve dominant hand Observe jhe ball over the net or Ball in front Easier: Have —_student form fomething resembling a net. ith students pair up : IThis is to lear the movement —_|non-dominant and practice : nd force required to make the hand serving back and all move over the net and begin | Swing back forth to each other volley. If you are at home, try dominant hand |without a net erving the ball over a couch or {Make contact ;omething tall ith ball Harder: Have € Follow through students serve 3 Transition to next task: Students | Produce mes in a row. il await further instructions. enough force to Jserve ball over net _| Application] Explanation, demonstrations & [Skill cues: [Differentiated Feedback: Task; lass organization: For our Fist with instruction: hallenge/game we will be taking {dominant hand Observe he underhand serve and testing [Ball in front Easier: Attempt __btudent form i ur accuracy. Set up a basket or with feach target until ucket in a fixed position Jron-dominant you make it [Attempt to serve the ball into the frand ucket at varying distances, Swing back Harder: Hit each Everytime you make the ball into {dominant hand ftarget twice until he bucket take 3 steps back. | Make contact {you move on to [Attempt this until you are 12 ith ball he next one steps back and start over. Follow through Use wrist to Transition to closing: Students aim the ball to il start to get their class space [certain spots pack together and leave lleyball implement on the ound and will await for closure fad review. Description of closing activity: Great job today everyone. Now before we dismiss for the day, can anyone tell me what we learned today? Yes, the underhand serve. Can fonene please tell me the skill cues for the underhand serve? Yes, dominant hand na fist, holding the ball out in front of you with your non-dominant hand, swing back jominant hand in a fist, make contact with the ball, and follow through. By showing a| thumbs up for you understand, thumb in the middle for not sure, and a thumb down 9 not at all, show me how well prepared you feel with performing an underhandserve. Now by simply a thumbs up or thumbs down, show me if you enjoyed today’s ssson. Thank you and have a good day.