Running head: ASSIGNMENT 7.

Anna Kujawski
PPE: 310: Healthy Literacy For Schools
Assignment 7.1
Arizona State University
October 11, 2015

Running head: ASSIGNMENT 7.1

Teacher(s):

Subject:

Ms. Anna

Math

Standard(s):

S4C2a:
Recognizes Basic two-dimensional shapes

Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?

Objective: SWBAT identify the shape they are standing by doing the correct
action.
Sub Objectives:
SWBAT identify circle
SWBAT identify square
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment (if applicable).

Provide exemplar student responses with the level of detail you expect to see.

100% SWBAT identify the shape they are standing 2 out of 3 times.

Safety Management Strategy:

What precautions will be used to ensure student safety?

What classroom management strategies will be used to promote on-task behaviors?
How will students be redirected for unwanted behaviors?

I will make sure shapes are spread out in an area free from anything to trip
over.
During the activity I will walk around to observe and monitor behavior.

Running head: ASSIGNMENT 7.1

If I see the students arent on-task I will remind the students to stay safe.
You are not being safe. You are telling me that you can not complete this
activity.
Discuss safety by saying, I want all of us to stay safe when we are doing
this game. We need to make sure we are using our inside walking feet when
the music is playing. When we are walking around we need to make sure our
hands stay by our sides. We want to make sure everyone stays safe.

Differentiation/Modification:

What accommodations/modifications will you include for student with cognitive

delay?
What accommodations/modifications will you include for student with physical
handicap?

Students who have a cognitive delay will be paired up with an aide to

provide more individualized attention
Students who have a physical handicap will be given shape cut out. They will
be instructed to clap while the song is playing and hold up the correct shape
when the song stops.
Key Vocabulary:

Materials:

Shape cutouts, song

Shapes, Circle, square

Opening (state objectives, connect to previous learning, and make relevant to real life):

How will you

How will you
How will you
How will you
students?

activate student interest?

connect to past learning?
present the objective in an engaging and student-friendly way?
communicate its importance and make the content relevant to your

Today we are going to be playing a game with shapes! We see shapes

everywhere! The wish you well board is a circle, a stop sign is octagon, and
the white board is a rectangle. This game will help us to know the names of
these shapes.
During Instructional Input Teacher Will:

During Instructional Input Student Will:

Running head: ASSIGNMENT 7.1

How will you model, explain and/or

demonstrate all knowledge/skills
required of the objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could teach it?

I will make sure shape cutouts are

placed in a circle in an area in the
room free from any place students
can trip.

What will students be doing to actively

capture and process the new material?
How will students be engaged?

Students will participate by listening

and answering various questions
asked.

Introduce circle and square by

holding up cut outs of the shapes.
The circle is round it had no sides.
The square has four sides that are
all the same.
Introduce lesson by saying, Today
we are going to play a shape game.
We are going to be walking around
the shapes. When I stop the music
you are going to reach down and
touch your toes if you are standing
on blue circle. If you are standing
on red square you are going to
jump up high (model walking and
actions).

During Guided Practice Teacher Will:

How will you ensure that all
students have multiple
opportunities to practice new
content and skills?
What types of questions can you
ask students as you are observing
them practice?

During Guided Practice Student Will:

How will students practice all
knowledge/skills required of the
objective, with your support, such that
they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student

Running head: ASSIGNMENT 7.1

How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this
section so that another person
could facilitate this practice?

Model activity again by walking

around the shapes and stopping
when the music stops. Each time I
stop on a shape I will ask the class,
what shape am I standing on?
Should I jump up high? Or should I
touch my toes?
During Independent Practice Teacher
Will:
How will you plan to coach and
correct during this practice?
How will you provide opportunities
for remediation and extension?
How will you clearly state and
model academic and behavioral
expectations?
Did you provide enough detail so
that another person could facilitate
the practice?

Monitor activity by walking around

and instructing my students when
needed.

interaction?
How are students practicing in ways
that align to independent practice?

Students will participate by listening

and answering the questions asked.

During Independent Practice Student Will:

How will students independently

practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in
ways that align to assessment?
How are students using selfassessment to guide their own
learning?
How are you supporting students giving
feedback to one another?

Walk around the shapes in a safe

manner. When the music stops the
students will do the correct action
associated with the shape they are
standing.

Closing/Student Reflection/Real-life Connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

Today we talked about shapes! Can you tell me one shape we learned about
today? What shapes do you see around the room? I see

Running head: ASSIGNMENT 7.1

Reflection of Physical Activity

Overall I believe the lesson as a whole went well. During both the
instructional input and independent practice sections in the lesson the
students were on task and eager to participate. The students seemed to
really enjoy the physical activity part of the lesson. I had a variety of
students, after the activity was finished, play the game during free choice
centers.
If I were to do this activity again I would laminate the shapes and then
tape them down. I believe this will eliminate the shapes moving around as
much when the students walked over them. I would also create a free choice
center that focused on shapes so the students would have more exposer in
different context areas. I realized that just this activity alone is not enough
experience with these shapes. Even though my students did not need the

Running head: ASSIGNMENT 7.1

physical and cognitive modifications, next time I will introduce them and let
them know that they are options they might use.
After this lesson my mentor discussed with me that she really enjoyed
this activity. She stated that she wasn't sure how the students would react
when they were instructed to stand up and walk in a circle, but they did a
surprisingly good job. Because of this successful lesson, she discussed with
me that she will definitely try to incorporate more physical activity into her
daily lessons.
Because the rules and expectations were stated and restated before
the activity began, I believe the students had a good understanding of what
was expected of them. There were not too many behavior issues that took
place during the activity. I had some students jump instead of walk which,
when it happened was minor enough for me to overlook.
The nature of this activity allowed me to stand up and move with the
students. This allowed me to see the shapes the students were on and how
to individually instruct them. I was also able to guide specific students that
were unsure of what to do.
During this activity I did not verbally say aloud the students names as
much as I would have liked. I believe that if I were to have stated their name
accompanied by a positive phrase, Noah you are touching your toes
because you are standing on blue circle. That shows me you know what a
circle looks like the lesson would have had a stronger connection.

Running head: ASSIGNMENT 7.1

Video link:
https://youtu.be/BlF_tmjuetM

Running head: ASSIGNMENT 7.1

PPE 310 Evaluation Rubric for Modification of a SamplePhysical Activity Break

Criteria
Modification
of Sample
Physical
Activity
Break

SCORE:
x2

Exemplary (5)

Proficient (3)

Instructional plans include:

Instructional plans include:

Instructional plans include:

All modifications are grade/subject

appropriate.
Safety issues for physical activity
break are well thought out and
described in detail and highlighted
appropriately.
Classroom management techniques
for a physical activity break are
clearly defined and highlighted
appropriately.
There is evidence that the plan
provides regular opportunities to
accommodate students with physical
and cognitive disabilities in the
physical activity break and are
highlighted appropriately.

Most modifications are grade/subject

appropriate.
Safety issues for physical activity
break are somewhat well thought out
and described in detail and not
highlighted appropriately.
Classroom management techniques
for a physical activity break are
somewhat defined
There is evidence that the plan
provides some opportunities to
accommodate students with physical
and cognitive disabilities in the
physical activity break, or only
address one type of disability

Self-reflection was well thought out

and included at least 5 specific
examples from the teaching
experience on: managing classroom
behavior, teacher movement,
response latency, using student
names, and providing positive praise
Self-reflection was the appropriate
length for the assignment (1-2
pages)
Document was saved with last
name, course # and assignment
number
Rubric was attached at the end of
the assignment.
Assignment was written in third
person, APA, including title page

Self-reflection was somewhat thought

out and included 3 specific examples
from the teaching experience on:
managing classroom behavior, teacher
movement, response latency, using
student names, and providing positive
praise
Self-reflection was the appropriate
length for the assignment (1-2 pages)
Document was saved with only 1 or 2
of the following criteria last name,
course # and assignment number
Rubric was attached but not at the end
of the assignment.
Assignment was in a question and
answer format, in APA and included a
title page

SelfReflection

SCORE:
x2

Needs Improvement (1)

Few modifications are grade/subject

appropriate.
Plan activities include vague or no
descriptions for safety concerns for
performing a physical activity break
Classroom management techniques for a
physical activity break are vague
There is little evidence that the plan
provides some opportunities to
accommodate individual student needs
in the physical activity break
The aforementioned information was not
highlighted appropriately.

Self-reflection was not well thought out

and did not include less than 3 specific
examples from the teaching experience
on
Self-reflection was too short for the
assignment
Document was not saved with last name,
course # and assignment number
Rubric was not attached at the end of the
assignment.
Assignment was in a question and
answer format, was not in correct APA
and didnt include a title page