1. Darrell L. Frasier
Physical Education Pre-K through Adult
Daniels Elementary School
Grades: Pre-K/K/1st
Physical Education
Mentor Teacher: Deidra Pate
Concord University
University Supervisor: Dr. Mike Miller
November 16, 2015
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Table of Contents
Contextual Factors........................................................................................................................ 4
Learning Goals .............................................................................................................................. 9
Assessment Plan .......................................................................................................................... 15
Design for Instruction................................................................................................................. 22
Instructional Decision-Making .................................................................................................. 39
Analysis of Student Learning..................................................................................................... 42
Reflection and Self-Evaluation .................................................................................................. 56
4. 4
Contextual Factors
Daniels Elementary School is located in Daniels, Raleigh County, West Virginia.
Daniels is in the southern region of West Virginia and has a population of approximately 1,881
people. 60.2% of the population of Daniels is comprised of families with children. The majority
of people in Daniels are Caucasian, approximately 96.8%, with 86% having a high school
diploma or higher education. The median income is $45,752.00. Unemployment in the area
exceeds state and national averages with a rate around 7.7%, but is expected to fall in the
upcoming years. The percentage of residents living in poverty is 10.9%. The region experienced
healthy job growth between early 2010 and early 2012, but has since lost more than 2,400 jobs,
many of which were in the coal industry along with several other key industries. The Daniels
Community is very supportive of their schools, and parental involvement is high at Daniels
Elementary School.
The school district is comprised of 29 schools, including four high schools, five middle
schools, 19 elementary schools and one career-technical center. Daniels Elementary School has
the largest elementary school student body size in the Raleigh County School District with 646
students. The student/teacher ratio is 21:1. The grade span is Pre-K through 5th grade. Daniels
is approximately 97% Caucasian, 2% African American, and 1% all other minorities.
Approximately, 40% of the students at Daniels Elementary receive a free or reduced lunch rate.
There are 64 faculty and staff members at Daniels Elementary. There are 43 full time faculty and
21 other staff members. Their mission statement is, “Every Child….Every Chance….Every
Day!” The administration at the school has an open door policy, which contributes to the spirit
of cooperation, and progress that the school is striving to reach. All staff recognizes that
5. 5
knowledge of content is absolutely necessary for good teaching, while combined with a variety
of instructional resources. The teachers at Daniels Elementary meet weekly in common
professional learning communities. This ensures that every teacher on each grade level is
striving to reach a balanced instructional assessment program designed to assist students to
achieve mastery of the content. Teachers at Daniels Elementary stay connected through the
Engrade Computer Program, where all attendance is taken, daily announcements are made and
all grades are recorded. The classrooms themselves at Daniels Elementary are somewhat
spacious but space is very limited. The school is fairly new and they have already outgrown it.
They have two physical education teachers but one has to use the cafeteria for class.
The cafeteria is the room that I am doing my student teaching in. They have put tape on the
cafeteria floor so that it resembles a gymnasium, which helps organize activities. There are TV’s
in the cafeteria, which enable us to use the Apple TV and iPads in our lessons. The cafeteria is
adjacent to the gymnasium so we have access to the equipment room. I teach a total of 12
different classes. My schedule is as follows:
Monday – Wednesday: 2- Pre-K Classes, 2- Kindergarten classes, 2-1st grade classes
Tuesday-Thursday: same schedule
Friday – Alternates with above classes. Every other Friday
As you can tell, classroom environment will definitely effect my planning in this class due to the
lack of teaching tools in the cafeteria.
The class I have chosen to do my work sample on is one of my Kindergarten classes in
the Monday-Wednesday group. The age range is between 5 and 6 years of age. The class
consists of 14 students, 8 boys and 6 girls. There is only one student with an IEP and it is for
physical impairment. This student is in a wheelchair most of the time and with the assistance of
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an aid he can use a walker. I have students with various needs and from various learning
backgrounds. Many of these factors will have implications on my instructional planning for this
unit. For many of my students this is their first classroom experience. You can see the social
differences in the students that have attended some form of organized classroom environment.
With this age group I have had to take into consideration the social and emotional aspects as they
begin to learn how to follow classroom rules, routines and transitions. They are just beginning to
develop relationships with other classmates and teachers. They are on different levels of
physical development also. At this early stage they are becoming more coordinated but still lack
some of the basic skills for the activities in class. This is also a crucial time for cognitive and
language development. Even within the physical education classroom these factors have to be
taken into consideration. Classroom management will be the biggest factor for this kindergarten
class. As the school year progresses, hopefully so will their ability to follow instruction. It will
be important for me to assess the students on a regular basis to monitor their understanding of the
material. I will continue to learn more about the contextual factors and how they affect my
students and their learning.
Within the classroom both the teacher and the student are engaged in the learning
process. In order for me to be a better teacher, I try to involve the students in the process so I can
ensure that my instructional goals can be better met. Every lesson has key concepts that are
important for achieving the final goals. One instructional implication that I feel will work with
my class is to use active engagement student-centered curriculum. Within my content area this is
almost always a must. At the kindergarten level students are being taught a variety of skills no
matter what subject matter they are engaged in. They are actively involved in their own learning,
they begin to think about their learning, and assume responsibilities they are not used to.
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Another implication based on the contextual factors will be differentiated instruction. I have
noticed my students have various stages of development, influenced by both inherited and
environmental factors. In any lesson, the following factors will have to be taken into
consideration: the student’s inherited abilities, stages of development, individual differences,
capabilities, experiences, and environmental conditions. I have learned young individuals learn a
lot from their peers and the adults they interact with. It will be important for me to model
appropriate behavior and procedures to have a successful classroom. I will use many different
instructional approaches in order to reach the goals of every class. I will continuously monitor
results, check for understanding and provide continual assessments. There is no one set of
teaching strategies and curriculum that will meet the needs of all of my students.
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Learning Goals
For my teacher work sample I’m going to be doing my unit on the game “Sharks and Minnows”.
I’m going to have three learning goals for my students to accomplish by the end of my unit. The students
will be able to:
1. learn movement concepts and pathways while participating in games.
2. learn the rules of the game.
3. demonstrate appropriate interactions with others and space while playing the game.
The first learning goal is learning movement concepts and pathways while participating in games.
The Essential Question for this learning goal is: How do walking, running and leaping at different levels,
pathways and directions help us? With this age level, sometimes the best way to teach new skills is
through games. Most students will not be familiar with organized play because they are too young to
have participated in any type of sports. Keeping things basic and simple will be the best approach with
this lesson.
The second learning goal is actually learning the rules of the game. The Essential Question for
this learning is: Why is safety important while walking, running and leaping at different levels, pathways
and directions? I will first explain the rules of the game for the auditory learners in the class. I will then
demonstrate how to play the game for the visual learners. They will then proceed with independent
practice for those that are better at hands on learning.
The third learning goal is demonstrating appropriate interactions with others and space while
playing the game. The Essential Question for this learning goal is: Why are personal space and
classroom interactions important? Teamwork is something that students will always be able to use
throughout their lives. Being able to help the students work together is really important. The hardest
thing I will have to deal with is keeping everyone’s attention and keeping them on track with the goals of
the games. At this age they like to create their own form of play.
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These learning goals were created using the 21st
Century Wellness PreK-4 Content Standards and
Objectives for West Virginia Schools. The following standards relate to all three of my learning goals:
Kindergarten Wellness Content Standards and Objectives
WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers,school nurses).
WE.K.4.01 Display appropriate communication and decision making skills.
WE.K.4.02 Demonstrate appropriate interactions with others.
WE.K.5.01 Create a beginning movement vocabulary for body and spatial awareness (e.g.,
general/self-space,directionality, levels).
WE.K.5.02 Perform locomotor movements of running, hopping, jumping, galloping, and sliding.
WE.K.6.02 Apply basic movement concepts of self and shared space.
WE.K.6.03 Identify one’s relationship (e.g.,out, in, over, under, and through) with an object or a
person.
21st Century Learning Skills and Technology Tools Content Standards and Objectives
for West Virginia Schools
21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or imaginary
experiences, clearly and effectively through oral, written, or multimedia communication.
21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts interact with
one another.
21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to solve problems
and demonstrates learning by explaining how they solved the problem.
21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation to reach
unexpected answers. Student makes unusual associations and provides a variety of solutions to
problems.
21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the goals of
others, and works cooperatively and productively with others in small groups.
21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is accepting of others
in work and play groups, and shows regard for peers and adults within the school by keeping
work, play and public areas clean and organized.
21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal skills to
move others toward the goal.
21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance, frames
appropriate questions related to the goal, considers possible courses of action, selects a plan of
action and completes the project.
The learning goals and essential questions are related to the following three domains: Psychomotor,
Cognitive, and Affective. Since my subject area is Physical Education, the activities will focus more on
the psychomotor domain than the others.
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Psychomotor Domain
LG 1/EQ 1 relates to the psychomotor domain. They will learn the steps to play the game and
they movements necessary to make it successful.
LG 3/EQ 3 relates to the psychomotor domain in that students will be learning and demonstrating
appropriate interactions with others and space while playing the game.
Cognitive Domain
LG 1/EQ 1 relates to the cognitive domain because the students are learning and hopefully
retaining information pertaining to the game.
LG 2/EQ 2 focuses on the cognitive domain because they have to know the rules in order to play
the game. As I been teaching I’ve watched the students and they don’t think about the rules all the time
LG 3/EQ 3 also falls under the cognitive domain because they have to think about their actions
and make decisions on what is considered appropriate behavior.
Affective Domain
LG 3/EQ 3 goes with the affective domain. Under this learning goal they will demonstrate
appropriate interactions with others and space while playing the game. They will learn communication
and organizational skills along with teamwork.
When looking at the learning goals and thinking of the lesson as a whole, each learning goal has
the possibility of fitting into each of the domains. But if you look at the individual learning
goals/essential questions, I feelthat I have placed each one within the proper domains.
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I tried to keep my learning goals specific and concise as a way to help keep myself and the
students focused and on target. I was carefulwhen choosing what to focus on in my unit to help make it
the most positive learning experience as I can for all of my students. I feel the learning goals are
appropriate for my class and age level. During my placement, I have been able to evaluate the students
with the help of my cooperating teacher in order to design appropriate activities for this age group. I have
been able to adjust my lessons and have come to the conclusion that a large amount of instruction has to
be avoided in order to not overload the students. Simple and to the point instruction is the best approach
with this age group.
See Table Below
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Learning Goal/
Essential Question
What students should
knowand be able to
do
Alignment with WV CSO, 21st
Skill, Technology Tool
Alignment with Cognitive,
Affective, and Psychomotor
Domains
LG 1: Learn
movement concepts
and pathways while
participating in
games.
EQ: How do
walking, running
and leaping at
different levels,
pathways and
directions help us?
They should know how
to walk, run and leap at
different levels and
pathways in order to
play the game
WE.K.5.02
WE.K.6.02
21C.O.PK-2.2.LS4
21C.O.PK-2.3.LS5
21C.O.PK-2.3.LS6
Psychomotor:
Imitation
Manipulation
Develop Precision
Articulation
Naturalization
LG 2: Learn the
rules of the game.
EQ: Why is safety
important while
walking, running
and leaping at
different levels,
pathways and
directions?
They should know how
to play the game and
how following the rules
helps everyone stay
safe.
WE.K.2.01
WE.K.5.01
WE.K.6.03
21C.O.PK-2.1.LS3
21C.O.PK-2.2.LS2
21C.O.PK-2.2.LS3
Cognitive:
Recall
Understand
Apply
Analyze
Synthesize
Evaluate
LG 3: Demonstrate
appropriate
interactions with
others and space
while playing the
game.
EQ: Why are
personal space and
classroom
interactions
important?
They should know how
to interact with peers
and maintain adequate
space while playing the
game.
WE.K.4.01
WE.K.4.02
21C.O.PK-2.3.LS1
21C.O.PK-2.3.LS4
Affective:
Receive
Respond
Value
Organize
Internalize value system
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Assessment Plan
Learning Goal/
Essential
Question
Assessments Format Adaptations
LG 1: Learn
movement
concepts and
pathways while
participating in
games.
EQ: How do
walking, running
and leaping at
different levels,
pathways and
directions help
us?
Diagnostic: Pre-test Performance based scoring
rubric
Extended time
Assistance of teacher aide
when needed
Modified Lessons
LG 2: Learn the
rules of the game.
EQ: Why is
safety important
while walking,
running and
leaping at
different levels,
pathways and
directions?
Formative:
Observation
Teacher observation
Extended time
Assistance of teacher aide
when needed
Modified Lessons
LG 3:
Demonstrate
appropriate
interactions with
others and space
while playing the
game.
EQ: Why are
personal space
and classroom
interactions
important?
Summative: Post-
test
Performance based scoring
rubric
Extended time
Assistance of teacher aide
when needed
Modified Lessons
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Sharks & Minnows Pre-Assessment Rubric
Scale: 3 Demonstrates all 3 cues all the time
2 Demonstrates 2 cues all the time
1 Demonstrates 1 cue all the time
0 Cannot demonstrate any of the cues.
Total maximum score per student = 9
Sharks & Minnows
Performance Rubric
LG #1
Motor Development
CSO K.5.02
CSO K.6.02
21C.O.PK-2.2.LS4
21C.O.PK-2.3.LS5
21C.O.PK-2.3.LS6
LG #2
Cognitive Development
CSO K.2.01
CSO K.5.01
CSO K.6.03
21C.O.PK-2.1.LS3
21C.O.PK-2.2.LS2
21C.O.PK-2.2.LS3
LG #3
Affective
Development
CSO K.4.01
CSO K.4.02
21C.O.PK-
2.3.LS1
21C.O.PK-
2.3.LS4
Students:
1-B
2-B
3-B
4-B
5-B
6-B
7-B
8-B
9-G
10-G
11-G
12-G
13-G
14-G
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Sharks & Minnows Post-Assessment Rubric
Sharks &
Minnows
Performance
Rubric
LG #1
Motor Development
CSO K.5.02
CSO K.6.02
21C.O.PK-2.2.LS4
21C.O.PK-2.3.LS5
21C.O.PK-2.3.LS6
LG #2
Cognitive
Development
CSO K.2.01
CSO K.5.01
CSO K.6.03
21C.O.PK-2.1.LS3
21C.O.PK-2.2.LS2
21C.O.PK-2.2.LS3
LG #3
Affective
Development
CSO K.4.01
CSO K.4.02
21C.O.PK-2.3.LS1
21C.O.PK-2.3.LS4
Students:
1-B
2-B
3-B
4-B
5-B
6-B
7-B
8-B
9-G
10-G
11-G
12-G
13-G
14-G
Scale: 3 Demonstrates all 3 cues all the time
2 Demonstrates 2 cues all the time
1 Demonstrates 1 cue all the time
0 Cannot demonstrate any of the cues.
Total maximum score per student = 9.
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My assessment plan was designed to review the current skill levels of the students and
see what needed to be improved on in the class. When I gave the students the pre-assessment my
results were basically what I expected. Some students had the basic skills necessary, some did
well for their first time being introduced to the game, and some students didn’t possess much
skill or knowledge of what to do. My pre-assessment had all of my learning goals and essential
questions that I wanted my students to gain from my unit of teaching. So through the unit I
emphasized the learning goals that the students struggled with the most. My Pre and Post
rubrics are identical, this way I can directly measure the students' growth on each question and
learning goal being addressed. This will also make it easy for me to compare the results of the
pre-and post-test and determine how much growth each student had for all three learning goals.
These assessment rubrics will help them and myself learn to reach the learning goals that I set.
Throughout the unit I will be using these rubrics to check on student progress and be sure to
communicate the results to the students to show them how they are doing and what they need to
improve on. My rubric has three categories to score the students on. A score of 3 demonstrates
all 3 cues were met all the time; a 2 demonstrates 2 cues met all the time; 1 demonstrates 1 cue
met all the time; and a 0 means they cannot demonstrate any of the cues. The rubric will have a
total maximum score per student of 9.
My first learning goal is based on the psychomotor domain, and focused on learning
movement concepts and pathways while participating in games. I will demonstrate the correct
way to play the game then have the students mirror my actions. They will then play the initial
game so that I may do the pre-assessment rubric.
19. 19
The second learning goal deals with the cognitive domain and learning the rules of the
game. To make sure the students understand the rules of the game I will check for understanding
frequently. My assessment for this goal will be observation to make sure everyone is
understanding the rules and playing correctly.
The third learning goal is based on affective domain and students will be demonstrating
appropriate interactions with others and space while playing the game. This is where I want the
students to learn how to communicate and use teamwork to be successful. Teamwork and
communication are skills that students need to in daily life. I will be reminding the students of
the importance of communications and teamwork in order to achieve the goals.
When I gave the post-assessment at the end of the unit, the majority of the class did a
much better job than they did on the pre-assessment. After seeing the results, I felt that my
instruction was successful and the students were learning the needed skills set forth in my
learning goals. My assessments will be my main process of gathering information about student
achievement to help me make informed instructional decisions. When you think about
assessments of and for learning, the main question is what comes next in the learning process?
The decision makers for this question will be the students and myself. The information I gather
tells me where the student is now in the process of learning and what I need to do to help
progress their learning to master each learning goal. I want my assessments to become more
than a one-time event that happens at the end of teaching. I want them to become a part of the
learning process by keeping myself and the students aware of where they are and what needs to
be done to help reach my learning goals.
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As far as modifications go, there is only one student within this class that has an IEP.
This student is in a wheelchair so we used modifications for him such as help from his teacher
aide and smaller playing area. He has limitations in flexibility, muscle strength and endurance.
The only other problem that I have noticed within this group of students is the time factor and
being able to focus. Some students seem to struggle more than others and need additional time
and explanation.
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Design for Instruction
Timeline LG/EQ CSO Specific Lesson
Topic
Learning
Activity
Assessment
Day 1 LG 1: Learn
movement
concepts and
pathways while
participating in
games.
EQ: How do
walking, running
and leaping at
different levels,
pathways and
directions help us?
CSO K.5.02
CSO K.6.02
21C.O.PK-2.2.LS4
21C.O.PK-2.3.LS5
21C.O.PK-2.3.LS6
Introduction to
movement
concepts such as
walking, running
and leaping at
different levels
so I can assess
what level they
are on
This lesson will
be guided
practice for the
purpose of pre-
assessment
Pre-assessment
Performance
based scoring
rubric
Day 2 LG 2: Learn the
rules of the game.
EQ: Why is safety
important while
walking, running
and leaping at
different levels,
pathways and
directions?
CSO K.2.01
CSO K.5.01
CSO K.6.03
21C.O.PK-2.1.LS3
21C.O.PK-2.2.LS2
21C.O.PK-2.2.LS3
Teaching the
rules of the game
This lesson will
be building from
day one and
teaching the
proper rules of
the game. Put
all the students
in their own
personal space
and play the
noodle game.
Formative
Assessment
Teacher
observation
Day 3 LG 3:
Demonstrate
appropriate
interactions with
others and space
while playing the
game.
EQ: Why are
personal space
and classroom
interactions
important?
CSO K.4.01
CSO K.4.02
21C.O.PK-2.3.LS1
21C.O.PK-2.3.LS4
Playing the game
Sharks and
Minnows
This lesson will
involve the
students actually
playing the
game Sharks
and minnows
Summative
Assessment
Post-assessment
Performance
based scoring
rubric
23. 23
Grade Level: K
Subject: Physical Education (Sharks and Minnows)
Dates of Unit Instruction: Day 1
WV CSOs/VA SOLs:
WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).
WE.K.4.01 Display appropriate communication and decision making skills.
WE.K.4.02 Demonstrate appropriate interactions with others.
WE.K.5.01 Create a beginning movement vocabulary for body and spatial
awareness (e.g., general/self-space, directionality, levels).
WE.K.5.02 Perform locomotor movements of running, hopping, jumping,
galloping, and sliding.
WE.K.6.02 Apply basic movement concepts of self and shared space.
WE.K.6.03 Identify one’s relationship (e.g., out, in, over, under, and through) with
an object or a person.
21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or
imaginary experiences, clearly and effectively through oral, written, or multimedia
communication.
21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts
interact with one another.
21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to
solve problems and demonstrates learning by explaining how they solved the
24. 24
problem.
21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation
to reach unexpected answers. Student makes unusual associations and provides a
variety of solutions to problems.
21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the
goals of others, and works cooperatively and productively with others in small
groups.
21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is
accepting of others in work and play groups, and shows regard for peers and
adults within the school by keeping work, play and public areas clean and
organized.
21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal
skills to move others toward the goal.
21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance,
frames appropriate questions related to the goal, considers possible courses of
action, selects a plan of action and completes the project.
Overarching Big Ideas/Enduring Understandings:
Motor skills/Personal Space/Pathways
Essential Questions:
What would it be like to be a shark in a swimming pool with a bunch of minnows
and how could you avoid the shark?
25. 25
Specific Lesson Objectives for the Lesson:
Students will learn movement concepts and pathways while participating in
games.
Students will learn the rules of the game.
Students will demonstrate appropriate interactions with others and space while
playing the game.
StudentsWill KNOW: Howtoplaysharksand minnows.
StudentsWill UNDERSTAND: The rulesof sharksandminnows.
StudentsWill Be Able ToDO: Participate inthe game while applyingappropriatebehaviorwithothersandspace.
Lesson Procedure:
AnticipatorySetAskwhatitwouldbe like tobe a sharkina swimmingpool withminnows.
Instructional ApproachExplainanddemonstrate the rulesof the game.
GuidedPractice Breakintosmall groupsto practice the game.
IndependentPractice putall minnowsinthe pool with3sharksand letthemplay.
Closure Discussthe strategiesused,how theywere appliedduringthe game,andhow theyrelate today-to-daylife.
Reflection IdentifySEstudentsandknowtheirrequirementsanddon’ttalkoverstudents.Commandvoiceisgood,
but notoverstudents.Stopspeakinguntil theystopspeaking.
Materials/Resources/Technology:
3 jerseys
Basketball court
26. 26
Assessment:
Formative Duringguidedandindependentpractice make onthe spotcorrectionsandtake anecdotal notes.
Summative Askdirectquestionsduringthe closure toensure studentsunderstoodthe conceptof utilizingstrategies
as well asthe rulesof the game and rubric.
Grade Level: K
Subject: Physical Education (Noodle Game)
Dates of Unit Instruction: Day 2
WV CSOs/VA SOLs:
WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).
WE.K.4.01 Display appropriate communication and decision making skills.
WE.K.4.02 Demonstrate appropriate interactions with others.
WE.K.5.01 Create a beginning movement vocabulary for body and spatial
awareness (e.g., general/self-space, directionality, levels).
WE.K.5.02 Perform locomotor movements of running, hopping, jumping,
galloping, and sliding.
WE.K.6.02 Apply basic movement concepts of self and shared space.
27. 27
WE.K.6.03 Identify one’s relationship (e.g., out, in, over, under, and through) with
an object or a person.
21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or
imaginary experiences, clearly and effectively through oral, written, or multimedia
communication.
21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts
interact with one another.
21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to
solve problems and demonstrates learning by explaining how they solved the
problem.
21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation
to reach unexpected answers. Student makes unusual associations and provides a
variety of solutions to problems.
21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the
goals of others, and works cooperatively and productively with others in small
groups.
21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is
accepting of others in work and play groups, and shows regard for peers and
adults within the school by keeping work, play and public areas clean and
organized.
21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal
skills to move others toward the goal.
21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance,
frames appropriate questions related to the goal, considers possible courses of
action, selects a plan of action and completes the project.
Overarching Big Ideas/Enduring Understandings:
28. 28
Motor skills/Personal Space/Pathways/Directions/Levels
Essential Questions:
Why is it important to know pathways, levels and directions? Does following
directions closely help provide a safe learning environment?
Specific Lesson Objectives for the Lesson:
Students will learn movement concepts, directions, levels and pathways while
participating in a game.
Students will learn the rules of the game.
Students will demonstrate appropriate interactions with others and space while
playing the game.
StudentsWill KNOW: Howtoplaythe noodle game.
StudentsWill UNDERSTAND: The rulesof the noodle game.
StudentsWill Be Able ToDO: Participate inthe game while applyingappropriatebehaviorwithothersandspace.
Lesson Procedure:
AnticipatorySet:Askwhyisitimportantto know pathways,levelsanddirections.
Instructional Approach:Explainanddemonstrate the rulesof the game.
GuidedPractice:Breakintosmall groupsto practice the game.
IndependentPractice:Putall the studentsintheirownpersonal space andplaythe noodle game.
Closure:Discussthe levels,pathwaysanddirectionsused, how theywere appliedduringthe game,andhowthey
relate today-to-daylife.
Reflection:IdentifySEstudentsandknowtheirrequirementsanddon’ttalkoverstudents.Commandvoice isgood,
29. 29
but notoverstudents.Stopspeakinguntil theystop speaking.
Materials/Resources/Technology:
1 noodle per student
Basketball court
Assessment:
Formative Duringguidedandindependentpractice make onthe spotcorrectionsandtake anecdotal notes.
Summative Askdirectquestionsduringthe closure toensure studentsunderstoodthe conceptof utilizingstrategies
as well asthe rulesof the game.
Grade Level: K
Subject: Physical Education (Sharks and Minnows)
Dates of Unit Instruction: Day 3
WV CSOs/VA SOLs:
WE.K.2.01 Identify healthcare/safety professionals (e.g., teachers, school nurses).
WE.K.4.01 Display appropriate communication and decision making skills.
WE.K.4.02 Demonstrate appropriate interactions with others.
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WE.K.5.01 Create a beginning movement vocabulary for body and spatial
awareness (e.g., general/self-space, directionality, levels).
WE.K.5.02 Perform locomotor movements of running, hopping, jumping,
galloping, and sliding.
WE.K.6.02 Apply basic movement concepts of self and shared space.
WE.K.6.03 Identify one’s relationship (e.g., out, in, over, under, and through) with
an object or a person.
21C.O.PK-2.1.LS3 Student articulates thoughts and ideas, representative of real or
imaginary experiences, clearly and effectively through oral, written, or multimedia
communication.
21C.O.PK-2.2.LS2 Student identifies parts of a system and explains how those parts
interact with one another.
21C.O.PK-2.2.LS3 Student engages in a problem solving process using objects to
solve problems and demonstrates learning by explaining how they solved the
problem.
21C.O.PK-2.2.LS4 Student engages in discovery, exploration, and experimentation
to reach unexpected answers. Student makes unusual associations and provides a
variety of solutions to problems.
21C.O.PK-2.3.LS1 Student manages negative emotions, aligns his/her goals to the
goals of others, and works cooperatively and productively with others in small
groups.
21C.O.PK-2.3.LS4 Student knows the difference between right and wrong, is
accepting of others in work and play groups, and shows regard for peers and
adults within the school by keeping work, play and public areas clean and
organized.
21C.O.PK-2.3.LS5 Student uses clearly defined teacher directions and interpersonal
skills to move others toward the goal.
21C.O.PK-2.3.LS6 Student focuses on a project goal, and with teacher guidance,
frames appropriate questions related to the goal, considers possible courses of
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action, selects a plan of action and completes the project.
Overarching Big Ideas/Enduring Understandings:
Motor skills/Personal Space/Pathways
Essential Questions:
What would it be like to be a shark in a swimming pool with a bunch of minnows
and how could you avoid the shark?
Specific Lesson Objectives for the Lesson:
Students will learn movement concepts and pathways while participating in
games.
Students will learn the rules of the game.
Students will demonstrate appropriate interactions with others and space while
playing the game.
StudentsWill KNOW: Howtoplaysharksand minnows.
StudentsWill UNDERSTAND: The rulesof sharksandminnows.
StudentsWill Be Able ToDO: Participate inthe game while applyingappropriatebehaviorwithothersandspace.
Lesson Procedure:
Anticipatory SetAskwhatitwouldbe like tobe a sharkina swimmingpool withminnows.
Instructional Approach Explainanddemonstrate the rulesof the game.
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GuidedPractice Breakintosmall groupsto practice the game.
IndependentPractice putall minnowsinthe pool with3sharksand letthemplay.
Closure Discussthe strategiesused,how theywere appliedduringthe game,andhow theyrelate today-to-daylife.
Reflection IdentifySEstudentsandknowtheirrequirementsanddon’t talkoverstudents.Commandvoiceisgood,
but notoverstudents.Stopspeakinguntil theystopspeaking.
Materials/Resources/Technology:
3 jerseys
Basketball court
Assessment:
Formative Duringguidedandindependentpractice make onthe spotcorrectionsandtake anecdotal notes.
Summative Askdirectquestionsduringthe closure toensure studentsunderstoodthe conceptof utilizingstrategies
as well asthe rulesof the game and rubric.
33. 33
Based on my findings after reviewing the contextual factors of Daniel, WV, Daniels
Elementary, and my collaboration with my supervising teacher, it was clear that most of my
students had already experienced some form of school environment or organized activities. They
had either attended a daycare/pre-school program or been involved in some type of youth sports.
This made is somewhat easier to approach my lesson on day one. Getting their attention and
controlling the questions were the main obstacles I faced. Every child also seemed to have a
story about the game and what we were trying to accomplish. Establishing a time for questions
during the end of the discussion worked best for me and kept the students focused on the lesson
until instruction was over. Most of our students were familiar with following rules and obeying
authority.
The age at which children reach milestones for physical development varies considerably.
The skill level was not that bad for this age group and they listened and observed pretty well.
Kindergarten students are still developing both their gross motor skills, which involve whole
body movement, and their fine motor skills, which involve the coordination of small muscle
movements. Having regular physical activity is important for young children. It begins
developing healthy habits that may stick with them later in life. It also builds strength and helps
kids develop healthy bodies, which in turn can contribute to better academic performance.
Regular physical activity also reduces the risk factors for obesity and diabetes, which is
becoming more common in our youth today.
The results of the pre-assessment were varied as I expected. The scores were mostly 1’s
and 2’s which means they demonstrated 1 or 2 of the concepts all of the time. I had a few 3’s in
each of the learning goals but these were mainly the more advanced students that have been
involved in organized sports before. The lowest scores were in the affective development area,
34. 34
which can be expected at this age level. Part of my lesson is to teach them how to deal with their
feelings and work together with other students. The Sharks and Minnows game is a good way to
help them with spatial awareness and how to cooperate with their classmates. The Cognitive
development area was mainly 2’s, which was not too bad. They seemed to comprehend and
remember what I had modeled for them and were able to apply it. The psychomotor domain had
more 3’s than the other domains and as I referred to earlier this was due to the particular students
being involved in organized sports or activities. Based on these results I can see that I will need
to focus most on Day 3, which involves the affective domain. Most of the students will pick up
quickly in the psychomotor domain with a couple of days of practice. The cognitive domain will
come easier for some than others. Hopefully through my varied instruction they will be able to
comprehend the rules of the game and be able to apply them on day 3.
My prior content knowledge and knowledge of pedagogy helped in my planning of the
unit. I decided that on Day 1 my lesson would involve guided practice with introduction to
movement concepts such as walking, running and leaping at different levels so I can assess what
level they are on. This would be my pre-assessment using the performance based scoring rubric.
Some effective demonstration methods I will use are:
1. Demonstrate the whole skill first, break it down, and then re-demonstrate it.
2. Some skills may need to be shown either in full speed or in their entirety.
3. Demonstrate the skill authentically. Use equipment if it will be required.
4. Demonstrate the skill in regular and slow speed.
5. Have the class follow along or use individual students to demonstrate.
6. As my rubric indicates, I will only give 1-3 cues at a time
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Day 2 would be teaching the rules of the game and playing the noodle game to reinforce
movement and balancing skills. This game will also set the stage for day 3 by making students
aware of personal space. My assessment for this day will be strictly observation while enforcing
the rules and correct procedures. Day 3 will be the actual game play day. This will be the day
that I will do the post-assessment using my performance based scoring rubric. It will be the
same rubric from day 1 so my data will be easily measurable.
In order to differentiate my instruction I will use different methods to deliver the
instruction needed to reach the learning goals. I will first give verbal instruction along with
modeling on Day 1 for the visual learners. The students will then do the movements with me
during my guided practice. Some of the students that have picked up on the correct procedures
will be placed in front for others to mirror. Small group instruction may be needed for those that
are struggling with the process. Day 2 will be building off of day 1 but will focus more on the
physical, hands on learner. Students will be participating in the noodle game and will grasp a
greater knowledge of what is needed to play the game. This day will be the best to work with
those that may need more time to learn. Day 3 will combine the movements learned in day 1 and
the rules learned in day 2 to do actual game play. By this time I will have addressed the students
who are having difficulty and addressed their needs individually. Day 3 will involve the post-
assessment using the performance based scoring rubric. I feel my lessons for my Unit have
followed a teaching process aligned with pedagogy.
In order to maximize teacher instruction and student learning, my supervising teacher and
I have taped off the cafeteria to resemble a gymnasium floor this way the playing area was well
defined. As I have previous stated, my instructional methods and learning processes will be
varied on each day. My daily schedule will be as follows:
36. 36
Schedule: (40 minute class period)
Monday Day 1
1-2 min. Bell Ringer
3-5 minutes warm up
5-10 min. Explanation and demonstration of sharks and minnows rules
20-29 minutes of game play (Pre-assessment/visual observation evaluation during this time)
2-3 minute cool down
Wednesday Day 2
1-2 min Bell Ringer
3-5 minutes warm up
3-5 min. explanation and demonstration of noodle game
25-31 minutes of practical exercise and personal practice of motor skills, pathways, directions
and levels
2-3 minutes cool down
Friday Day 3
1-2 min Bell Ringer
3-5 minutes warm up
3-5 minutes of explanation and demonstration of sharks and minnows rules
25-31 minutes of game play (Post-assessment/visual observation evaluation during this time)
2-3 minute cool down
As you can see the class periods are broken into varied instructional periods to keep
students engaged. On Day 2, during the noodle game, we will use the Apple TV in the room
to incorporate music along with Simon says portion of the game. Music seems to help some
students focus and improves their movement skills by incorporating the musical/rhythmic
aspects. The Apple TV along with the iPads may also be used to show instructional videos
on how the games are played. My goals and objectives are derived by the student needs
and in negotiation with the supervising teacher. I serve the role of guiding, monitoring,
37. 37
coaching, tutoring and facilitating. I am providing activities, opportunities, and
environments that encourage self-analysis, regulation of behaviors, self-reflection and self-
awareness. My students play the main role in the teaching and learning. I feel that the
learning situations, tasks and skills in my lessons are relevant and realistic to real world
activities.
For the one student with the IEP, I will be sure to demonstrate and model the activity for
him to best suite his needs. He may have to have a partner or the assistance of the aide for parts
of the activity. We will disregard any time limits for this student and give oral prompts when
needed. More space will also be allowed due to the use of the wheelchair. The playing area may
be shortened to help him and we can simplify the patterns the students take. This student will
also play a big factor in the Affective domain for the other students. They will have to be more
aware of his needs and differentiate between him and the other students. I will have to be sure to
demonstrate the appropriate way to play the game with him also.
39. 39
Instructional Decision-Making
Day 1 of my lesson involved the introduction to movement concepts such as walking,
running and leaping at different levels and pathways order to play the game Shark and Minnows.
I first modeled the movements for the students to show what was expected. Then I lead them
through a guided practice. On Day 2, as I reviewed the concepts from Day 1, I realized a lot of
the students either did not comprehend or did not remember what I had taught them on Day 1. I
had to take some time that I had allotted for the Noodle Game that day to make sure the concepts
for the Sharks and Minnows game were grasped. The Noodle Game was just an extra activity to
help reinforce their movement skills. I felt it was more relevant to cover the main unit idea than
to have more time on the extra activities. At the age I feel that repetition is a large part of
learning. I will have to constantly check for understanding and observe and enforce proper
activity.
Also on Day 2, during my formative assessment of teacher observation, I realized I had a
couple of students that just did not want to follow the rules and were doing whatever they wanted
to. I had to take time to pull these students aside and do some individual instruction while the
other students were engaged in the Noodle Game. Once they knew that we were going to have
to act properly and listen to instructions, I went over the correct movements with them and they
seemed to do a much better job. I again had to take time out and modify my lesson and time
frame to make adjustments based on student responses/behavior. I understand that behavior
problems may always occur no matter how organized or effective my teaching strategies are. I
will have to stay on top of these behavior issues and make sure they do not get out of hand.
40. 40
Reflecting on days 1 and 2, I felt that I may have had decreased instructional time due to
classroom management issues. We also had decreased student activity time and opportunities for
“off task” behaviors. On Day 3, I made the choice of doing small group instruction in stations
for our warm ups. The warms ups were the basic skills we had learned on day 1. This seemed to
go very well because the groups were smaller and they were concentrating on different
movements depending on which station they were at. They also learned skills from their peers
and not just the teacher. This also helped with the control of the classroom environment. I
didn’t have to keep the attention of the entire class and focus them on one skill. During my
observation I was able to pick out the students making the most progress and I assigned each
group a leader that was able to demonstrate the movement correctly. This strategy helped foster
teamwork and respect and gave the students ownership of the skill and responsibility for their
own learning. I felt this also helped build leadership skills for some of the students while
working cooperatively with their groups. The class sizes seem to be getting larger and larger in
the local schools. I don’t feel that teacher directed instruction is the only way for children to
learn academic content. Hands-on activities and small group instruction need to take place more
often in our school systems. The expectations of young students are growing and as more of
them attend preschools or participate in organized activities they come to kindergarten with
different learning and developmental needs than those that have not participate in these
programs.
I have realized that when I improved on my ability to make efficient use of lesson time
and manage students’ behavior with clear rules that are consistently enforced that my classroom
management was successful. These factors are necessary for effective teaching and a successful
learning environment.
45. 45
Analysis of Student Learning
Whole Class
By creating a table and graph of all of the students' progress for each learning goal, I was
able to determine which students met each learning goal with success. Looking at the class as a
whole I saw great improvement from the pre-test score to the post-test score. Every student
increased their score except for those that were already at 100% on their pre-test based on my
performance rubric. I only had one student score a 0% on my pre-test and that was the student
with the IEP. This student has been in a wheelchair due to injuries received at a young age. He
has spinal cord damage and limitations in his legs. He also has some minor brain damage
causing difficulty in the cognitive field and some behavior problems. But as you can see from
the chart we were able to make his modifications and he passed all three learning goals on the
post-test and increased his score 100%. Four students increased their scores by 33%, four
increased by 67, and six students had not increase because of already having a 100% from pre-
test. Based on this information I feel that my instruction was productive in improving their
progress towards the stated learning goals.
When looking at each of the learning goals it easy to determine which goals were easier
to reach for the students. For example, on learning goal number one focused on the psychomotor
domain and the students had an overall increase of 29% from pre to post test. Leaning goal
number two which focused on the cognitive domain was also very successful, with a 29%
increase. Learning goal 3 had the largest increase of 43%. I think this was due to the fact that I
am teaching Kindergarten and the Affective Domain is sometimes a new concept to grasp at this
age. This tells me that I was able to effectively communicate expectations to the students to help
them with organizational skills and teamwork.
46. 46
Overall I am very pleased with my lesson and the results. I feel that my learning
goals were age appropriate for this group and it was a positive learning experience for the
students and myself. Every student showed progress and passed the post-assessment.
C. Subgroup (LG #1)
Pre-Test Post-Test
Students (Boys) # Items # Correct Pre % Correct
#
Items
#
Correct Post % Correct % Difference
1 1 0 0% 1 1 100% 100%
2 1 1 100% 1 1 100% 0%
3 1 1 100% 1 1 100% 0%
4 1 1 100% 1 1 100% 0%
5 1 0 0% 1 1 100% 100%
6 1 0 0% 1 1 100% 100%
7 1 1 100% 1 1 100% 0%
8 1 1 100% 1 1 100% 0%
OVERALL 8 5 63% 8 8 100% 38%
D.
1 2 3 4 5 6 7 8 OVERALL
Pre % Correct 0% 100% 100% 100% 0% 0% 100% 100% 63%
Post % Correct 100% 100% 100% 100% 100% 100% 100% 100% 100%
% Difference 100% 0% 0% 0% 100% 100% 0% 0% 38%
-40%
-20%
0%
20%
40%
60%
80%
100%
PercentCorrect
Students
Sub-Group Pre-Test/Post-Test :
Learning Goal #4
48. 48
Subgroups
The two subgroups that I decided to compare were the boys and girls in my class. This
particular class had 14 students of which 8 were boys and 6 were girls. This was the easiest
subgroup for me to use with this class for several reasons; one being that I only had one student
with an IEP and the other is at this age group it is difficult to try to break the students into any
other subgroups. The learning goal that I chose for my comparison was LG #1 which dealt with
the psychomotor domain. My main reason for choosing LG #1 was I was interested to see which
gender if either learned new material at a faster or more efficient rate.
The girls scored better overall on the pre-test compared to the boys on learning
goal one. The results of my subgroup vs. non-subgroup showed me that girls performed
better in self-help skills, fine motor skills and general movement skills before starting the
unit. The subgroup (boys) went from 63% on the pre-test to 100% on the post-test while
the non-subgroup (girls) went from 83% on pre-test to 100% on post-test.
I noticed that the boys tend to be more boisterous and competitive, whereas girls
tend to be more social and collaborative. The girls would ask more questions and ask for
help while the boys seemed to want to handle things on their own. Of course, not all
children development at the same rate or fit into the above mentioned categories. When
discussing this with my observing teacher, she says kindergarten students seem to change
a lot from the beginning of the school year to the end. They start molding to their own
personalities and realizing where they fit in the school environment. This analysis helped
me to realize that I need to be aware of this in the future and be continually checking for
understanding, especially with those students who would rather struggle with the material
than raise their hand to ask a question.
49. 49
Individuals
When comparing the learning of two individual students, I decided to choose one female
student who does very well on her own and scored very well on the pre-test and one male student
who scored average on the pre-test but struggles in class. This would show how the unit met the
needs of a higher functioning student with higher learning capabilities and a lower functioning
student who struggles with learning new material. The female student is student #9 and the male
student is student #1. I chose LG #3 for my comparison because the affective domain seems to
be the most difficult for students in this age group. On the pre-test student #9 scored a 100%
where student #1 scored a 0%. On the post-test student #9 stayed the same at 100%, and student
#1 increased his score by 100%. Even though both students scored 100% on the post-test, this
information shows that student #1 showed greater improvement and learning throughout the unit.
The formative assessments throughout the unit were also on an equal basis. Student #1 required
more assistance and asked more questions than student #9 but they both seemed to grasp the
concepts very well in the end.
Both students achieved the learning goals at 100% on the post-test. I feel both students
were very successful at accomplishing each learning goal. Overall, I was more pleased with the
level of progress student #1 showed. Even though they both scored 100% on the post-test,
student #1 had a more significant increase of 100% overall compared to student #9 who was at
Student Pre-test (%) Post-test (%) Difference
#1 0% 100% 100%
#9 100% 100% 0%
50. 50
100% on pre-test. The data shows that even the lower ability learner in the class benefited from
and showed improvement throughout this unit.
56. 56
Reflectionand Self-Evaluation
Picking the most and least successful learning goals were difficult for me because all of
the students performed at 100% on all the learning goals by the end of the unit based on my
performance rubric. The learning goal I feel the students were most successful with was learning
goal number three. On the pre-test only 57% of the students performed this learning goal
correctly. This learning goal required higher level thinking skills and required the students to
deepen their understanding of the other learning goals. I think the fact that I realized they were
struggling after the first lesson and readdressed the concept really helped them. I also used real
life examples that reinforced the learning process. Most students did very well on their
formative assessments and once we incorporated the Noodle Game, I felt they had grasped most
of the concepts. I was very pleased to see that all students were at 100% for this learning goal on
the post-test. This learning goal dealt with the affective domain, which at this age level is the
hardest to accomplish. Most students are new to organized instruction and activities but I feel
that my unit has helped them with this and I have seen great improvement in this area.
The learning goal where I feel my students were least successful was learning goal
number two. This learning goal addressed the rules of the Sharks and Minnows game and the
cognitive domain. In kindergarten, repetition seems to be the best thing to enforce rules. I made
sure to constantly check for understanding and correct things as I did my formative assessment.
I really don’t have behavior issues with most of the students but they do have a hard time
focusing and listening the first time they are told to do something. Only 71% of the students
performed this learning goal correctly on the pre-test but by the end of the unit 100% of the
students had achieved the learning goal.
57. 57
The pre-test helped me realize right away that I would have to devote more instructional
time to this learning goal for my students. When developing my lesson plans I decided to include
a variety of instructional strategies. I knew that the more activities I could incorporate, the
higher the level of understanding they would have. I think using the small group instruction and
group leaders really helped with my instruction. The more my students are involved in the
lesson the more they will remember and apply in future lessons. Also, the more a skill is
reinforced and practiced in future lessons, the better the student will become with using that skill.
If I ever teach this unit again I will definitely make adaptations to the way I present the material
for this learning goal and the way I assess their understanding of it.
One professional learning goal that emerged while teaching this unit was the need for me
to use differentiated instruction. While teaching this unit I discovered that my students had a
variety of needs and that in order to meet all of their needs I needed to use a variety of strategies
such as visual, verbal and hands-on activities. From this experience I learned that I need to
always present content or material in more than one way to my students. Not all students will
learn something in the same way so I have to provide additional activities and materials that
supplement my lesson for those students who need extra help with understanding the concept.
By using variety in my teaching, students will be more involved in my lessons and become
active learners. I also plan to constantly be evaluating my student’s progress. If after a lesson
my students do poorly on their independent work that was assigned to evaluate their
understanding, the next day I will be able to present the lesson again using a different strategy or
tool. By always trying to find new ways to introduce material, I will keep my students more
engaged in the learning process and increase their level of understanding.
58. 58
Another professional learning goal that emerged throughout this unit was the need to use
a variety of methods to monitor student learning. I will have to be really creative in preparing my
lessons to add variety. I normally would not have thought about pre-testing the students, but I
plan to use it in the future. I found the pretest to be extremely useful while completing my
instructional planning. I was able to focus in on the areas where the students needed the most
help and instruction. I was also able to determine similarities in the student’s previous
knowledge and create lessons to help them build upon this knowledge and create a deeper
understanding of the material. I also learned that it is important to provide a variety of
assessments to determine student’s level of understanding of what is being taught. I plan to use
formative assessments throughout my units in the future because it is important to constantly
monitor a student’s level of understanding.
My professional development plans will consist of pursuing my Master’s Degree. This
will benefit me not only monetarily but will expand on my teaching knowledge. I have found by
speaking with several teachers currently in the school system that professional development
opportunities really do help. One that was mentioned that seems to really help is the APL
instructional skills and management workshop that all new teachers are attending in Raleigh
County. I would also like to gain additional knowledge on applying for technology grants for
my classrooms. I know my cooperating school, as well as many others, is in great need of
upgrading and acquiring technology. If we are expected to adhere to the 21st century learning
goals we need to at least have the equipment to do so with. I am also currently interested in
coaching and am assisting at the high school level during the spring and college level during the
summer. I want to continue to pursue coaching and attend numerous coaching clinics each year
to help accomplish this goal. I feel that I need to take the same approach in regards to my
59. 59
teaching and plan to attend conferences and clinics to help further my teaching abilities. Whether
I am teaching or coaching, the strategies and foundations to having a successful classroom and a
successful sports team is very closely related. I believe that improving my skills in one are will
only increase my abilities and skills in the other.
