Letters Up and Down

Grades 1-4 Kristina Pantoja PED 266 01 Winter 2012

Explanation of Lesson Grades: 1st-4th Total Time: 30 minutes The main goal of this lesson is to incorporate grade-level words into a physical activity while having students participate in one introductory/tag activity and one tness activity. Physical Education Michigan Content Standards M.MS.0.0 demonstrate selected elements of mature form of locomotor skills of walk, run, leap, slide, gallop, hop, and skip in isolated settings. K.MC.0.0 identify all space awareness movement concepts for location (e.g., self-space and general space). K.MC.0.0 identify all space awareness movement concepts for directions (e.g., up/down, forward/backward, and right/left). K.MS.0.0 identify all the critical elements of the following locomotor skills: walk, run, leap, jump, skip, hop, gallop, slide, and chase. A.AN.0.0 achieve moderate levels of physical activity that cause increased heart rate, breathing rate, perspiration, etc. (e.g., running, galloping, and hopping). English/Language Arts Michigan Content Standards Kindergarten: R.WS.00.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet. First Grade: R.WS.01.05 automatically recognize frequently encountered words in and out of context with the number of words that can be read uently increasing steadily across the school year. W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families. Grades 1-3: Work on 220 Dolch basic sight words and 95 common nouns for mastery for next grade-level Assessment Rubric Student Name & Number Spelling Accuracy Effort

Roughly half of the words listed during 0- did not participate activity should be spelled correctly. 1- participated after being spoken to 2- did not give best effort 3- showed best effort

Introduction to Students
(1 minute)

Great stretching class! I can tell you are all ready for todays activity. Today we are going to be spelling words together while we participate in a physical activity. We will focus on many words that are on this weeks spelling list so you can master the test on Friday. Dont worry if spelling is not your strong suit, we will have plenty of opportunities today to work on spelling while jumping. It may help you remember the rhythm and structure of specic words. To begin our lesson, we are going to warm up with a couple rounds of blob tag! Get ready to move!

Introductory/Tag Activity Instructional Plan Name of activity: Blob Tag Time Needed: 10 minutes Objective: TSW demonstrate an understanding of blob tag by correctly playing the game according to the given rules explained by the instructor. Cognitive: TSW understand the rules of blob tag. Affective: TSW cooperatively interact with other students, showing them respect and fairness. Psychomotor: TSW will give their best effort while properly playing the game according to the rules given. Equipment: Foam noodles (optional) Instructions: Select 1 or 2 students to begin the blob ("its").The rest of the players will scatter about the playing area.On the signal, the "it" or future blob will attempt to tag the other players.A player getting tagged, must join (literally, they must join a hand) the "it" and continue developing the blob.These 2 players must now stay joined and attempt to tag other players.As more players get tagged, they must add onto the outside of the blob.So, at any one time, the blob will only have two hands available for tagging (one on each end). The more players that get tagged, the larger the blob grows. The object of the game is to be the last player captured by the blob. Following are some rules to follow: 1. Only the end players of the BLOB can tag others. 2.The blob must remain connected to tag others. 3. You MAY give a noodle to each free hand of the blob to aid in tagging. Safety Issues to Consider: Students running in to one another, shoes untied, running into walls, getting too aggressive. Evidence of Learning: If the students are following the given set of rules to play the game (i.e: once they get tagged, joining the blob.)

Fitness Activity Instructional Plan Objective:TSW demonstrate their ability to mimic their peers movements and controlling their own bodies, in addition to following the teachers instructions. Time Needed: 5-10 minutes Cognitive: TSW demonstrate the cognitive area of understanding by comprehending the directions of which students turn it is how to follow the directions (ex: understanding terminology) that their partner is giving. Affective: TSW be able to take turns effectively with their partner and will follow the partners directions. Psychomotor: TSW improve their gross motor skills in this activity. Equipment: Clock/timer/stopwatch, a line on the oor Instructions: Instruct students to nd a partner, and to stand on either side of the line. Then, students will each be instructed to put out their arms to make sure that they cannot touch anyone next to them. If they can, they will be asked to spread out. Students will be instructed to take one big step back from the line, so they are about three feet away from their partner. The instructor will then assign one side of the line the number 1 and the other number 2. Side number one will go rst and they will have one minute to do an activity in place. For example, acceptable activities would be: jumping jacks, jumping on one foot, skipping in place. Their partner (side number 2) will have to mirror them exactly for that one minute. Then, when the instructor tells them to switch, the other person in the partnership will get to decide the activity while the other mirrors. Repeat the activity again, for a total of 4 minutes. Safety Issues to Consider: Personal space. Teacher will have to space students throughout the room so they have enough room to move (for example, enough space for jumping jacks) without hitting each other. Similarly, the teacher will need to make sure the students are standing about three feet away from their partner in order to maintain each students safety, too. Evidence of Learning: While observing, the teacher will be able to tell if the students are learning by watching each students interaction with their partner. If the student is mirroring their partners actions, they are learning. If they are doing the opposite of what their partner is doing, doing something else entirely, or not participating, they will need to be redirected.

Anticipatory Set to Main Lesson Have the laminated stack of pictures in your hands while you slowly go through each one with the students to see if they have difculty distinguishing exactly what the picture is showing. (Include relevant spelling words in the stack.) Ask the students how familiar they are with each of the words, especially the spelling words for the current week. Ask them if they think doing something physical like jumping will help them memorize how to spell some of the words. Why? How? Ask a few students who are willing to share and tell students to keep their thoughts in their head about how doing a physical activity while spelling could help them remember how to spell words.

Exploratory Lesson Instructional Plan (Main lesson) Name of Activity: Letters UP & DOWN Time Needed: 15 minutes Objective: TSW demonstrate an understanding of the instructed game, how to write letters in the alphabet, and/or spell common nouns or verbs by playing the game according to the rules explained by the instructor, being shown a photo of a specic letter of the alphabet and/or a photo of a common noun (animals) or verb and jumping one jump for each letter. Cognitive: TSW will understand the rules of Letters Up and Down as well as understand how to spell a common grade-level noun or verb. Affective: TSW cooperatively interact with other students, showing them respect and fairness throughout the game. Psychomotor: TSW will give their best effort while properly playing the game according to the rules given. Equipment: Laminated letters of the alphabet printed one letter per page or laminated photos of animals or other common nouns or verbs for students to spell. Safety Issues: Students jumping into one another, students jumping too close to the wall or another hard object. Instructions: When the music starts, the students move around the gym doing the locomotor movement specied by the teacher. When the music stops, students freeze and look and listen to the teacher. The teacher calls out a letter of the alphabet while holding up the corresponding paper that reads the same. The students are to immediately start jumping in place while saying the alphabet. One jump corresponds to one letter starting with "A" and ending with whatever letter the teacher called out. For example, if the letter shown and said was "K," then the students would jump and count out 11 letters until they got to "K." Once they reach the letter, they sit down to show they are done. When everyone is sitting, the teacher knows to announce the next locomotor pattern and the activity continues with new letters being displayed. This activity can be a warm-up or can be played as long as the teacher sees t. Variations: (1) Instead of reciting the alphabet, 1st and 2nd graders could combine letters to spell words. *WILL ONLY USE THIS VARIATION IN THE LESSON. (2) Instead of sitting, have students work on balance skills. For example, balance on two body parts, one leg, stomach, etc. Evidence of Learning: If the students are jumping the appropriate amount of times according to the specic common grade-level noun or verb. Lesson Closure: To close the lesson, I will ask students if they feel more condent about spelling and if they feel as if doing a physical acitivity like jumping while spelling helped them remember how to spell better.

I will ask then students to hop to the door to get a drink while spelling their rst name. References Alissa Kozuliss Fitness Lesson Plan found on Blackboard Blob Tag (n.d.). In Mr. Gym. Retrieved January 24, 2012, from http://mrgym.com/Tag/BlobTag.htm Burkhardt, J. (2009, October 1). Letters UP and DOWN. In PE Central. Retrieved February 3, 2012,
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