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(p. 203)\u003Cbr>Publisher: Warner Bros. Publications U.S. Inc.\u003Cbr>Date of Publication: 2000 |\n| --- |\n| District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.\u003Cbr>We are expected to have students learn new skills, whether it’s for a game, motor, or for life. We will keep the students full of zip throughout the class period. Students will learn concepts related to the topics and as teachers, we will use a variety of instructional strategies to meet the needs of our students. |\n| Amount of time devoted each day or week in your classroom to the content or topic of your instruction.\u003Cbr>The physical education program teaches 20 minute lessons. We devote 3-4 weeks to a given unit. |\n| Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.\u003Cbr>Our class is integrated, so there will be no ability grouping/ |\n| List any other special features of your school or classroom that will affect the teaching of this lesson.\u003Cbr>We are given an aid or a paraprofessional as needed in the gym. |\n\nINFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS  \n\n| Total \\# of students 26  \\# of Males  13  \\# of Females  13  |  |  |\n| --- | --- | --- |\n| Special Needs Students: Category | Number of Students | Accommodations and/or pertinent IEP Objectives |\n| Students with IEPs | 0 | N/A |\n| English Language Learners | 1 | Student will be able to witness activities being demonstrated beforehand to have a better comprehension of the task and skills at hand |\n| Gifted and Talented | 1 | Student will be in a flexible group; depending on the activity and/or skill |\n| 504 | 1 | Instruction for the Student (who is visually impaired) will include audio and visual cues. Descriptiveswill be used throughout the entire lesson. |\n| Autism or other special needs (Emotional-Behavioral Disorders) | 1 | Student with a behavioral disorder may be given 1 on 1 assistance from their aid or paraprofessional. In some cases, they may need a break from the activity or the class. |\n| Use information here to complete the “Differentiated Instruction” and “Classroom Management”prompt within actual lesson plan. |  |  |\n\nINFORMATION ABOUT THE LESSON  \n\n| Content Strand – Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards\u003Cbr>Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. |  |  |\n| --- | --- | --- |\n| Enduring Understanding and/or Essential Question\u003Cbr>The main purpose of our lesson is to teach the basics of non-locomotor skills to kindergarten and first grade students. We will review non-locomotor skills such as  spatial awareness, bending, twisting, stretching, and turning. They will be able to demonstrate a non-locomotor skill when given specific cues.  |  |  |\n| GLE and Symbolic Notation\u003Cbr>WIS PE 5:1:B1 Shows cooperation and fair play for others by helping, sharing, and taking turns.\u003Cbr>WIS PE5:1:B2 Participates in a variety of cooperative activities | DOK = Depth of Knowledge\u003Cbr>Standard 5 WIS PE 5:1:B1: 1-2\u003Cbr>Standard 5 WIS PE5:1:B2: 1 |  |\n| Student Learning Outcomes\u003Cbr>Psychomotor: Practicing the non-locomotor skills\u003Cbr>Cognitive: Learning what non-locomotor means\u003Cbr> Affective: Sportsmanship, playing fair and giving aid to students when appropriate; Be respectful  |  |  |\n| Academic Language – locomotor, non-locomotor |  |  |\n| Content specific terms:\u003Cbr>Swaying, bending, twisting, ect. |  | Process terms:\u003Cbr>Alternating leaders |\n| Prior Learning/Prior","cbCaitily5ObrLfl","https://ap.wps.com/l/cbCaitily5ObrLfl","pdf",770647,9,"English","# Lesson Title and Unit Overview\n## Grade Level and Date Taught\n# Instructional References and Planning Expectations\n## Time Allocation and Grouping\n## Classroom Support Features\n# Student Learning Needs\n## Student Counts and Support Types\n## Accommodations and IEP/504 Considerations\n# Lesson Standards and Learning Outcomes\n## Content Standards and Enduring Understanding\n## GLE/Symbolic Notation and DOK\n## Student Learning Outcomes (Psychomotor/Cognitive/Affective)\n# Instructional Language and Prior Learning\n## Academic Language and Terms\n## Prior Learning and Misconceptions\n# Pre-Assessment and Objectives\n## Assessment Before the Lesson\n## Skill Development and Warm-Up Application","[{\"question\":\"What non-locomotor skills are students expected to learn and demonstrate?\",\"answer\":\"Students focus on spatial awareness, bending, twisting, stretching, and turning. They demonstrate each non-locomotor skill when given specific cues.\"},{\"question\":\"How does the plan address learners with different needs?\",\"answer\":\"It provides accommodations for English Language Learners, 504 support (including audio and visual cues), and students with autism or behavioral needs (including 1-on-1 assistance and possible breaks). Gifted learners participate in flexible grouping.\"},{\"question\":\"How is learning assessed before the lesson?\",\"answer\":\"Pre-assessment gathers information about student knowledge. Students acknowledge the difference between locomotor and non-locomotor skills and may be asked to demonstrate a non-locomotor skill.\"}]","UW-Platteville HPE Program Physical Education Lesson Plan Template - Lesson Title - Non-Locomotor Skills - Spatial Awareness, Bending, Twisting, Stretching, Turning Unit Non-Locomotor Day - 10 | PDF",1790138171]