Two unit plans are required for this class. Each unit will consist of five lesson plans with scope and sequence following one of the four Generic Levels of Skill Proficiency. Chapters Thirteen through Twenty-six can be used for these units. The lessons MUST come from The Children Moving book! No exceptions will be given.
This is a lesson plan, I have attached the Microsoft lesson plane template and the textbook below to do the lesson plane.
open the textbook and go to chapter 26 in the textbook, the chapter is about volleying and dribbling. use the dribble, control level. use the Microsoft lesson plan to answer each of the question.
first lesson plan should be on Dribbling and travelling
second lesson plan should be on Dribbling and looking
third lesson plan should be on Dribbling at different level
fourth lesson plan should be Moving switches.
use a different Microsoft lesson plan template for each.
Things to know about the lesson plan template _ TTW mean THE TEACHER WILL, TSW MEAN THE STUDENT WILL.
Leave the NASPE Standard(s), Lesson Plan Components. I will do them myself. The first attached is the lesson plan template example
Have attached the lesson plan template example so you will know how to do it. Text me if you are interested
Aniekeme Etim
PED 337 Lesson Plan
Subject and Generic Level: |
Physical Education, Pre-control |
Lesson Focus: |
Dribbling |
Lesson Plan Components |
George Graham, Shirley Holt/Hale, and Melissa Parker, McGraw-Hill, New York, NY, 2018.Children moving A Reflective Approach to Teaching Physical Education (10th ed,) |
NASPE Standard(s) |
Standard 1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2 The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3 The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4 The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction. |
Specific Learning Outcome(s) |
TSW will be able to dribble in their own space with good form TSW will be able to tell the teacher what part of the hand you dribble a ball with. TSW will be able to co-operate with others to wait for their turns |
Focus Statement or “I Can” Statement |
I can dribble the ball with my both hands I will give student each student specific feedback pertaining to skill development and improvement. I will move around the gym so that all students can be observed |
Academic Vocabulary (content specific) |
Playground balls, pinnies, cones. |
Procedures |
Get Ready to Learn |
· TTW warmup the student by giving them jogging · TTW jog for one minute to get the body warm up · TTW give the student some exercises like stretching · TSW fellow up the exercises to get their body warm |
|
Instruction |
|
· TTW show the student how to dribble in self-space with preferred hand demonstrating a mature pattern. · TTW dribbles using the dominant hand while walking in general space. · TSW play within them self-following the directions of the teacher. |
|
Guided Practice |
|
· TTW tell the student to get a ball and practice dribbling for a few minutes moving in and out of each other. · TSW dribble with finger pad, head looking up, dribble ball waist level, push ball towards the floor (don’t slap). · TTW tell the student to try dribble ball from one side of the gym to the other. · TTW demonstrate how to dribble the ball from side to side of the gym. · TSW will dribble the ball, each time the cross the gym they get one point. · TTW will correct them when dribbling wrongly |
|
Guided Independent Practice |
|
· TTW tell the student to follow the directions in group setting (self-behavior and following rules taking turns) · TSW fellow the direction for their turns and wait. |
|
Closure |
|
· TTW collect the ball and congratulate them for a good training section. · TSW seat in their colored lines · TTW ask the student what are the key element to dribbling a ball? · TSW answer the question. · TTW call on a student to demonstrate how to dribble using finger pads. · TSW demonstrate the key. · TTW close the instruction. |
|
Materials include Resource |
Materials needed for the lesson include the Resource: · Gym, ball, cones |
Assessment |
I will take it easy on them and ask them to demonstrate what they learned |
Enrichment (For those who DO “get it”; then what? |
|
· TTW tell the students to try dribble ball from one side of the gym to the other within themselves. · TSW have fun dribbling within themselves. |
|
Accommodation/Modifications (IEP, ELL) |
|
· TTW allowed the student to dribble the ball on their own space. · TSW dribble the ball from one side of the gym to the other side. |
|
Remediation/Reteach/Intervention (For those who DO NOT “get it”; then what? |
|
· TTW have the student practice with dominant hand until they get used to it. · TSW continue to practice until they get use to dribbling well. |
|
Reflection of lesson taught: |
,
PED 337, PED 338, PED 339, and PED 325 Lesson Plan Template
Subject and Generic Level: |
Physical Education (Precontrol, Control, Utilization, or Proficiency) |
Lesson Focus: |
Skill to be taught: |
Lesson Plan Components |
|
NASPE Standard(s) |
(Copy and paste from Canvas. Change font.) |
Specific Learning Outcome(s) |
Psychomotor Objective: Cognitive Objective: Affective Objective: |
Focus Statement or “I Can” Statement |
|
Academic Vocabulary (content specific) |
CUES: |
Procedures |
Get Ready to Learn |
· TTW · TSW |
|
Instruction |
|
· TTW · TSW |
|
Guided Practice |
|
· TTW · TSW |
|
Guided Independent Practice |
|
· TTW · TSW |
|
Closure |
|
· TTW · TSW |
|
Materials include Resource |
Materials needed for the lesson include the Resource: · |
Assessment |
(How are you going to measure what the students have learned?) |
Differentiated Instruction |
Enrichment (For those who DO “get it”; then what? |
· TTW · TSW |
|
Accommodation/Modifications (IEP, ELL) |
|
· TTW · TSW |
|
Remediation/Reteach/Intervention (For those who DO NOT “get it”; then what? |
|
· TTW · TSW |
|
Reflection of lesson taught: |
,
Children Moving
EIGHTH EDITION
Children Moving A REFLECTIVE APPROACH TO TEACHING PHYSICAL EDUCATION
George Graham The Pennsylvania State University
Shirley Ann Holt /Hale Linden Elementary School, Oak Ridge, Tennessee
Melissa Parker University of Northern Colorado
CHILDREN MOVING: A REFLECTIVE APPROACH TO TEACHING PHYSICAL EDUCATION
Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the
Americas, New York, NY 10020. Copyright © 2010 , 2008 , 2006 , 2004 , 2002 , 2000 , 1997 , 1994
by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited
to, in any network or other electronic storage or transmission, or broadcast for distance learning.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 CCI/CCI 0 9
ISBN: 978-0-07-337645-5
MHID: 0-07-337645-0
Vice President and Editor in Chief: Michael Ryan
Editorial Director : William R. Glass
Executive Editor: Christopher Johnson
Marketing Manager: Bill Minick
Editorial Coordinator: Sarah B. Hill
Media Producer: Julia D. Akpan
Media Project Manager: Thomas Brierly
Production Editors: Melissa Williams / Jill Eccher
Manuscript Editor: Mary Anne Stewart
Cover Designer: Allister Fein
Senior Production Supervisor: Tandra Jorgensen
This book was set in 9.5/12 ITC Stone Serif by Aptara®, Inc., York and printed on 45# New Era
Matte by Courier.
Library of Congress Cataloging-in-Publication Data
Graham, George, 1943 –
Children moving : a refl ective approach to teaching physical education /George
Graham, Shirley Ann Holt/Hale, Melissa Parker.— 8th ed.
p. cm.
ISBN 978-0-07-337645-5 (alk. paper)
1. Physical education for children — Study and teaching —United States. 2. Physical
education for children — Curricula —United States. 3. Movement education —United
States. I. Holt/Hale, Shirley Ann. II. Parker, Melissa. III. Title.
GV443.G73 2009
372.86’044 — dc22
2008040029
www.mhhe.com
In Honor of Our Mothers
Gona D. Holt
Lela Payne Parker
For my mother, Regina (Peggy) Graham, and all of
the other women who have been so infl uential and
inspirational in my life
B R I E F C O N T E N T S
Preface xxiii
PART ONE
Introduction and Content Overview 1 CHAPTER 1 The Value and Purpose of Physical Education
for Children 3
CHAPTER 2 The Skill Theme Approach 14
CHAPTER 3 Skill Themes, Movement Concepts, and the
National Standards 27
CHAPTER 4 Physical Fitness, Physical Activity, and
Wellness for Children 40
CHAPTER 5 Refl ective Teaching 63
CHAPTER 6 Teaching Diverse Learners 71
PART TWO
Teaching Skills 99 CHAPTER 7 Determining Generic Levels of Skill
Profi ciency 101
CHAPTER 8 Planning 110
CHAPTER 9 Establishing an Environment for Learning 125
CHAPTER 10 Maintaining Appropriate Behavior 146
CHAPTER 11 Developing the Content 164
CHAPTER 12 Observing Student Responses 174
CHAPTER 13 Instructional Approaches 186
CHAPTER 14 Assessing Student Learning 201
CHAPTER 15 Understanding Your Teaching 232
PART THREE
Movement Concepts Defi ned 249 CHAPTER 16 Space Awareness 251
CHAPTER 17 Effort 268
CHAPTER 18 Relationships 283
PART FOUR
Skill Theme Development 303 CHAPTER 19 Traveling 305
CHAPTER 20 Chasing, Fleeing, and Dodging 332
CHAPTER 21 Jumping and Landing 349
CHAPTER 22 Balancing 374
CHAPTER 23 Transferring Weight and Rolling 400
CHAPTER 24 Kicking and Punting 438
CHAPTER 25 Throwing and Catching 470
CHAPTER 26 Volleying and Dribbling 502
CHAPTER 27 Striking with Rackets and Paddles 537
CHAPTER 28 Striking with Long-Handled
Implements 563
PART FIVE
Movement Concepts and Skill Themes in Content Areas 599 CHAPTER 29 Skill Themes in Dance 601
CHAPTER 30 Skill Themes in Gymnastics 622
CHAPTER 31 Skill Themes in Games 635
CHAPTER 32 Integrating the Skill Theme Approach across
the Curriculum 653
PART SIX
The Future 669 CHAPTER 33 Building Support for Your Program 671
CHAPTER 34 Physical Education for Tomorrow’s
Children 681
Appendix Sample School-Year Overviews A-1
Index I-1
vii
ix
C O N T E N T S
Preface xxiii
PART ONE
Introduction and Content Overview 1
CHAPTER 1
The Value and Purpose of Physical Education
for Children 3
Why Children Need Physical Education 5
Health Benefi ts Associated with a Lifetime of
Physical Activity 6
Characteristics of a Quality Physical Education
Program 8
Summary 12
Reading Comprehension Questions 12
References /Suggested Readings 12
CHAPTER 2
The Skill Theme Approach 14
What Is Developmentally Appropriate Physical
Education? 15
Children Develop at Different Rates 15
Age Does Not Predict Motor Ability 15
Children Develop Motor Skills Naturally through Play 15
The Myth of the Natural Athlete 16
Difference in Physical Abilities between Boys and Girls 16
Why Don’t You Describe Such Activities as Duck, Duck,
Goose and Kick Ball? 16
What Are Skill Themes? 17
What Is the Curriculum Diamond? 17
Building a Foundation (Preschool through Grade 5) 17
Exploring Possibilities (Grades 6 – 8) 18
Developing Expertise (Grades 9 –12) 18
What Are the Characteristics of the Skill Theme
Approach? 18
Characteristic 1 18
Characteristic 2 20
Characteristic 3 21
Characteristic 4 22
Is It Diffi cult to Maintain Youngsters’ Interest in a Program
That Emphasizes the Fundamentals? 22
What Does “Adjusting the Activities” Mean? 22
Where Is Physical Fitness in the Skill Theme
Approach? 22
Where Does the Cognitive Domain Fit into the Skill
Theme Approach? 23
Where Does the Affective Domain Fit into the Skill Theme
Approach? 23
What about Dance and Gymnastics? 24
How Do Classroom Teachers Feel about the Skill Theme
Approach? 24
How Do Middle (Junior) and High School Physical Education
Teachers Feel about the Skill Theme Approach? 24
Summary 25
Reading Comprehension Questions 24
References /Suggested Readings 26
CHAPTER 3
Skill Themes, Movement Concepts, and the
National Standards 27
Characteristics of Themes 28
Skill Themes and Movement Concepts 30
The Wheel (Movement Analysis Framework) 33
Progression Spiral 34
The National Standards and the Skill Theme Approach 34
Background of National Standards Development 34
Skill Themes and the Content Standards 36
Summary 38
Reading Comprehension Questions 39
References /Suggested Readings 39
CHAPTER 4
Physical Fitness, Physical Activity and Wellness
for Children 40
Wellness for Children 41
Mental and Emotional Health 41
Personal and Social Responsibility 42
Nutrition 43
The Good Health Balance 43
Physical Activity 44
Physical Inactivity 45
Guidelines for Physical Activity 46
Physical Activity in and beyond the School Day 47
In-School Activities 47
Out-of-School Activities 48
Physical Activity Director 49
Active Schools 50
Physical Fitness for Children 50
History of Physical Fitness 50
Physical Fitness: A Defi nition 51
Concepts of Physical Fitness 51
Fitness in the Physical Education Curriculum 52
The Teaching of Fitness Concepts 52
Assessing Physical Fitness 53
After the Assessment 54
A Final Thought on Fitness 56
Summary 57
Reading Comprehension Questions 58
References /Suggested Readings 58
Appendix 4A: Family Fitness Activities 60
Appendix 4B: Prescriptions for Fitness 61
CHAPTER 5
Refl ective Teaching 63
What Is Refl ective Teaching? 65
The Need for Refl ective Teaching 66
Values of the Teacher 66
Class Size 67
Number of Class Sessions per Week 67
Facilities and Equipment 68
Student Behavior 68
Context of the School 68
How Do I Become a Refl ective Teacher? 69
Summary 69
Reading Comprehension Questions 70
References /Suggested Readings 70
CHAPTER 6
Teaching Diverse Learners 71
Inclusion Expanded 72
Overweight Children 74
Cultural Differences 75
Gender Equity 76
Religious Differences 76
Children of Poverty 77
Children with Special Needs 77
Physical Activity and Fitness 78
Disabilities, Impairments, and Disorders 79
Visual Impairments 79
Hearing Impairments 81
Physical Disabilities 82
Health-Related Disorders 86
Intellectual Disabilities 87
Emotional Disturbance and Behavior
Disorders 88
Social Interaction Disorders /Autism
Spectrum Disorder 88
Learning Disabilities 89
Remedial Physical Education 89
Creating Conditions for Inclusion 90
Change 90
Challenge 90
Choice 92
Meeting the Needs of Children with
Disabilities 93
The Multidisciplinary Team 93
Individualized Education Program 93
Least Restrictive Environment 93
The Ecological Model of Inclusion 94
Implementing Inclusion 95
A Final Thought 95
Summary 96
Reading Comprehension Questions 97
References /Suggested Readings 97
PART TWO
Teaching Skills 99
CHAPTER 7
Determining Generic Levels of
Skill Profi ciency 101
Identifying Generic Levels of Skill Profi ciency 103
Precontrol Level 103
Control Level 103
Utilization Level 104
Profi ciency Level 104
One Child, More Than One Level 104
Using the Generic Levels of Skill Profi ciency in
Teaching 105
Which Task? 105
How to Know If a Task Works 105
Insights about the Generic Levels of Skill
Profi ciency 106
Multiple Skill Levels in a Class 106
Control Level in Two Days a Week 107
Profi ciency Level Is Rare 107
Assessment Using the GLSP? 107
Summary 108
Reading Comprehension Questions 108
References /Suggested Readings 109
x Contents
CHAPTER 8
Planning 110
Refl ective Planning 111
A Four-Step Planning Process 112
Step 1: Developing the Scope and
Sequence 113
Step 2: Devising a Yearly Overview 114
Step 3: Determining Benchmarks (Performance Indicators
or Checkpoints) 116
Step 4: Detailing Daily Lesson Plans 118
Making Planning Enjoyable 122
Recording Progress 122
Lesson Design 122
Interesting Lessons 123
Appropriate Lessons 123
Maximum Participation 123
Parting Thought 123
Summary 123
Reading Comprehension Questions 124
References /Suggested Readings 124
CHAPTER 9
Establishing an Environment for
Learning 126
Gymnasium Atmosphere 127
The Managerial Component 130
Developing Protocols 130
Establishing Rules and Expectations That Refl ect a
Positive Environment 130
Establishing Gymnasium Routines 132
Getting Off to a Good Start 135
Teaching Skills for Establishing a Learning
Environment 138
Teaching Protocols 138
The Instructional Component 139
Safety 140
Elements of Negligence 140
Areas in Which Negligence Might
Occur 141
Summary 142
Reading Comprehension Questions 143
References /Suggested Readings 144
CHAPTER 10
Maintaining Appropriate Behavior 146
Increasing Appropriate Behavior 149
Proactive Strategies 149
Reactive Approaches 150
Decreasing Inappropriate Behavior 152
Positive Practice 152
Desists 152
Time-outs 152
Planning Time 154
Behavior Contracts 154
Letters to Parents 155
Involving the Principal 155
Maintaining Appropriate Behavior in Entire
Classes 156
Reward Systems 158
Developing Personal and Social Responsibility 159
Corporal Punishment 160
Teaching Skills to Maintain a Productive Learning
Environment 160
Summary 161
Reading Comprehension Questions 163
References /Suggested Readings 163
CHAPTER 11
Developing the Content 164
Overview of Content Development 165
Informing 166
Tasks (Extensions) 167
Cues (Refi nements) 167
Challenges (Applications) 169
Assessing Your Content Development 170
Planning Format 170
Accommodating Individual Differences 171
Teaching by Invitation 171
Intratask Variation 171
Summary 172
Reading Comprehension Questions 172
References /Suggested Readings 172
CHAPTER 12
Observing Student Responses 174
What to Observe 178
Safety 178
On-Task Behavior 177
Class Movement Patterns 177
Individual Movement Patterns 179
How to Observe 180
Positioning 180
Knowing What to Work For 181
Strategies 184
Summary 184
Reading Comprehension Questions 185
References /Suggested Readings 185
Contents xi
CHAPTER 13
Instructional Approaches 186
Interactive Teaching 188
Task Teaching 190
Peer Teaching 192
Guided Discovery 193
Convergent Inquiry 193
Divergent Inquiry 194
Cooperative Learning 195
Child-Designed Instruction 196
A Final Thought 199
Summary 199
Reading Comprehension Questions 199
References /Suggested Readings 200
CHAPTER 14
Assessing Student Learning 201
Understanding Assessment 202
Linking of Assessment and Instruction 203
Student as Primary Client 203
Ongoing Process 203
Meaningful Tasks 203
Distribution of Criteria 204
Making It Work 204
What Has Been Learned? Selecting Assessment
Options 205
Teacher Observation 207
Exit (or Entrance) Slips 207
Student Journals 210
Homework 212
Peer Observation 213
Self-Assessment 213
Event Tasks 215
Videotape /Digital Pictures 216
Student Drawings 218
Student Displays 218
Portfolios 218
Assessing How Well Something Was Learned 219
Writing Rubrics 219
Assessing All Three Domains 221
Fitness Assessment 222
A Word about Assessing Movement
Concepts 223
Assessment of Students with Disabilities 223
What to Do with the Results of Assessment, or
Summarizing and Reporting Progress 225
Two Practical Systems 225
Grading 228
Finding the Time for Assessment 229
Summary 230
Reading Comprehension Questions 230
References /Suggested Readings 231
CHAPTER 15
Understanding Your Teaching 232
Self-Refl ection 234
Systematic Observation 234
Getting Started 234
Unassisted Techniques 235
Student-Assisted Techniques 237
Peer-Assisted Techniques 239
Combining and Adapting Techniques 244
Being Observed 244
Written Instruments 245
Linking and Finding Out More 246
Support Groups 247
Summary 247
Reading Comprehension Questions 248
References /Suggested Readings 248
PART THREE
Movement Concepts Defi ned 249
CHAPTER 16
Space Awareness 251
Developing the Concept of Self-Space 254
Teaching the Concept of Self-Space 254
Learning Experiences Leading to Movement Concept
Understanding 254
Exploring Self-Space 254
Curling, Stretching, and Twisting in Self-Space 255
Moving the Whole Body in Self-Space 256
Developing the Concept of General Space 256
Teaching the Concept of General Space 256
Learning Experiences Leading to Movement Concept
Understanding 256
Exploring General Space 256
Open Spaces 257
Reducing the Size of the General Space 257
City Streets, Crowded Spaces 257
Dodging in General Space 257
Traveling Over, Under, and Around Obstacles in
General Space 258
Obstacle Course 258
Developing the Concept of Directions 258
Teaching the Concept of Directions 258
Learning Experiences Leading to Movement Concept
Understanding 258
Traveling in Different Directions 258
xii Contents
Moving Clockwise and Counterclockwise 259
Exploring Directions 259
Changing Directions on Signal 259
Turning While Moving in Different Directions 260
Developing the Concept of Levels 260
Teaching the Concept of Levels 260
Learning Experiences Leading to Movement Concept
Understanding 260
Traveling and Freezing at Different Levels 260
Traveling with Body Parts at Different Levels 261
Rising and Sinking to Create Different Levels 261
Traveling While Rising and Sinking 261
Developing the Concept of Pathways 261
Teaching the Concept of Pathways 261
Learning Experiences Leading to Movement Concept
Understanding 261
Exploring Pathways 261
Using Pathway Maps 262
Designing Pathways 262
Creating Follow-the-Leader Pathways 263
Traveling Pathways and Obstacles 263
Following-the-Dots Pathways 264
Combining Pathways, Levels, and Directions 264
Developing the Concept of Extensions in Space 265
Teaching the Concept of Extensions in Space 265
Learning Experiences Leading to Movement Concept
Understanding 265
Exploring Extensions 265
Traveling and Extensions 265
Changing from One Extension to Another 265
Using Extensions and Imagery 265
Applying the Concept of Space Awareness 266
Reading Comprehension Questions 266
References /Suggested Readings 267
CHAPTER 17
Effort 268
Developing the Concept of Time 270
Teaching the Concept of Time 271
Learning Experiences Leading to Movement Concept
Understanding 271
Exploring Time 271
Using Different Speeds in Self-Space 271
Moving at Different Speeds 272
Traveling and Freezing by Using Changes in Time 273
Combining Imagery and Time 273
Differentiating among Time Words 274
Combining Sport Skills and Time 274
Continually Changing in Time While Traveling 274
Developing the Concept of Force 276
Teaching the Concept of Force 276
Learning Experiences Leading to Movement Concept
Understanding 276
Exploring Force 276
Traveling and Changing Force Qualities 276
Using Imagery and Force 276
Showing Contrasts of Force 277
Developing the Concept of Flow 278
Teaching the Concept of Flow 278
Learning Experiences Leading to Movement Concept
Understanding 278
Traveling and Flow 278
Eliciting Flow Qualities 279
Following Flow Sentences 279
Practicing Flow Sequences 279
Using Flow Conversations 280
Combining Time, Force, and Flow 280
Applying the Effort Concepts 280
Reading Comprehension Questions 281
References /Suggested Readings 282
CHAPTER 18
Relationships 283
Developing the Concept of the Relationships of
Body Parts 285
Teaching the Concept of the Relationships of Body Parts 285
Learning Experiences Leading to Movement Concept
Understanding 285
Identifying Body Parts 285
Balancing While Using Different Body Parts 286
Freezing on Different Body Parts 287
Traveling on Different Body Parts 287
Balancing on Matching and Nonmatching Parts 287
Round, Narrow, Wide, and Twisted Body Shapes 288
Changing from
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