Subject Area: Physical Education Lesson Title: Introduction Personal Fitness
Length of Time: 45 minutes Date(s): May 20, 2017.
Are Diverse Students Present? Yes # of LEP/ELL Students: 45
Unit Title: Personal Fitness Instructional Components Grade Level(s): High School Grade 9 to 12.
Marzano strategy used: Instructional Strategy Time Frame: 11.00-11.45 A.M
Goal: To develop a long-term and positive attitude among students towards attaining physical activeness.
Materials required: Teacher Edition, Student Textbook, and ancillary materials including personal fitness poster, Teacher CD, personal fitness CD, color transparencies, and student CD.
Additional Instructional Strategies Embedded in Lesson
The core aim of personal fitness instructional components is to help the teacher in the organization and teaching of a personal fitness course. The type of the semantic that has been selected for this lesson is the pragmatic type since it involves the study of the way the context of personal fitness affects the meaning of various vocabularies used (Thompson, 2007). The lesson plan will start by the development of the background knowledge regarding the topic of personal fitness. In this case, the instructor will provide a summary of the topic he or she is teaching by highlighting the key areas of the subject. An advanced organizer will require the students to take notes as the teacher uses a lecture method in teaching that subject. The objectives set for this lesson to the students will be formulated based on the topic selected. This aspect will require generation and testing of the hypothesis that the students who practise personal fitness are physically healthy. Some hints on what the students need to learn will be jotted down by the teacher by use of non-linguistic representation. It will also be important to define the vocabularies used in the topic and show the students how to apply them in a class setting based on their similarities and differences. Another component of the lesson plan will be the corporative type of learning where the teacher will need to the corporation of the students, and this would be measured based on how students will handle their homework or practice during the personal fitness classes (Wolfe, 2006). Additionally, students will be required to ask questions and the teacher will ask questions which will be discussed in class. In this case, the descriptive feedback will be provided by both instructor and the students.
The Semantic Lesson Plan
Opening
As an instructor, I will connect with the prior experience or knowledge by reviewing the literature of the previous studies on the topic to be taught.
Instructional Strategies
The students will be provided with the ESOL guidelines for homework assignments and written work. Also, ESL and ESOL students will be allowed to use bilingual dictionaries to search for vocabularies and make their comparisons, which they will, in turn, link to the topic they are learning. The students should be allowed by the instructor to accomplish their assignments. It is also necessary for the ESE and ESOL instructor to come up with a daily routine in his or her classroom and as well make preparations for the learners for any changes. Most importantly, it rests with an instructor to create a warm and caring climate that brings a sense of comfort to the learners.
Independent Work
For ESL and ESOL students who wish to work independently, teachers need to take advantage of the curriculum aid for teaching concerning the personal fitness that enhances healthy lifestyle.
Methods
There is a necessity to monitor the behavior as well as the progress of the students in the course of the independent work and instructions. In the context of behavior observation, the instructor needs to monitor if the student arrives in class on time, completes the homework on time, has respect for teachers and his or her peers, demonstrate the level of concern for learning, and show appropriate character traits.
Proactive Classroom Management
In the lesson plan, the instructor needs to consider how to manage the classroom activities in an effective manner. First, he or she will teach expectations since students come in the classrooms with willingness and readiness to learn. Secondly, it is important to select vivid, proportional, logical, and concise consequences (Greer, 2016). Thirdly, the teacher will need avoid self-indulgent behavior whereby he needs to push aside any behavior arising among the students and tackle latter to avoid drawing the attention of the students to it rather than learning. Additionally, the instructor is expected to build relationships that encourage student’s participation while giving instructions. Moreover, there is also a necessity of the educator to remove any student who wants to seek audience from others during the lesson so as to ensure others concentrate on what he or she is teaching. At times, it is needful for the instructor to entertain the students in the classroom with engaging lessons as well as activities so as to keep them alert throughout the lesson.
How to Assessment of Learning
The instructor can know if the students met the objectives through creation of exams, assessing group work, creation of assignments, use of concept tests, creation and use of rubrics, use of classroom assessment approaches, and use of concepr maps. If the students can demonstrate long-term and positive attitute among students towards attaining physical activeness based on these criteria, then they will have successfully fulfilled the objectives. However, the instructor can know if he or she was successful or not based on the students level of understanding of the topic taught. If the students can handle assignments, practicals, and exams without any difficulty, it is then evident the teacher was successful in providing the instructions, and if have any difficulties, it is possible that they did not understant the study and need to be retaught. Another evidence for the teacher’s success in his or her teaching is by observing students asking relevant questions regarding the topic taught and also applying the tactics taught concerning personal fitness in practice.
Closure
The ESL and ESOL teacher need to know when and how to end his or her lesson. Prior to ending the lesson, the instructor needs to give the students some review of the activities learnt in class so as to see their progress in the lesson they have been taught (Pesce, n.d). Secondly, it is also crucial for the teacher to a few learners and ask to say something concerning what they have learned during the lesson, and even those things they previously learned based on the same topic. Furthermore, an instructor may also have a performance activity like a role play and allow other students to give feedback or opion on the performance of their classmates. It is also good for the teacher to tide up the desks or any section of the classroom where they have conducted the personal fitness practicals before they leave the classroom for the next lesson. Lastly, it demands courtesy for the teacher to say goodbye to the ESL students when leaving the classroom. The perfect way to do this can be by singing a goodbye song or using a goodbye puppet. In this case, the puppet may pose questions to them concerning what they have learnt on that day and as well offer them a short review of the lesson. The students depicted their understanding of the topic through tackling the assignments without any problem, treating teachers and peers with respect, and higher scores or performance in the exams and tests given to them. Use of ancillary materials, teacher editor and stutend textbooks made the lesson to go well beside’s the teachers contribution to this success.
Reflection
The lesson was effective since most of the students grasped the study and the way the context affected the meaning of personal fitness. The strategy used deepened the understanding of the students by giving them practical aspects of personal fitness (Thompson, 2007). The challenges faced in class include uncooperative students and some students longer to understand the study among others. I learned that students understand faster when they are involved in engaging activities and lessons, and this would be useful in the offing. Based on the challenges faced during the lesson, the question I have would be that “Is there a way that a teacher can use to make all the learners to understand the topic at the same level?” I found it helpful to collaborate with a colleague who helped me how to allocate time for every activity of the lesson plan.
References
Greer, K. (2016). 7 proactive classroom management strategies. Retrieved from https://feedthemind.eventsmart.com/2016/02/24/7-classroom-management-strategies/
Pesce, C. (n.d). 7 best ways to end a lesson. Retrieved from http://busyteacher.org/3370-7-best-ways-to-end-a-lesson.html
Thompson, J.G. (2007). First year teacher’s survival guide: ready-to-use strategies, tools & activities for meeting the challenges of each school day (j-b ed:survival guides). San Francisco: Jossey-Bass.
Wolfe, S. (2006). Your best year yet! A guide to purposeful planning and effective classroom organization (teaching strategies). New York, NY: Teaching Strategies.
