Continuous Kickball

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School

Western Governors University *

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Course

MISC

Subject

Communications

Date

Feb 20, 2024

Type

docx

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Uploaded by marlakeystephens

A. Continuous Kickball 1. a. The anticipatory set is very generic. It doesn’t explain how teams are created. The students are given the game's rules, but there is no reminder of what the words “offense” and “defense” mean. I would even go so far as to define “dugout”, just to be clear about where the students are to line up. I am unclear when it comes to having two games going just how the teacher is the only pitcher mentioned. The lesson includes having waiting students stay active with exercises, such as jumping jacks, but there is no number or time limit associated with the activity. I think the anticipatory set is technically viable, but there is nothing to build excitement. The lesson plan says the teacher will stand at home plate with a bucket of balls, but then says he will pitch across home plate for students to kick. It does not mention that the teacher will be pitching from the pitching mound. • The rules are explained, but there is no modeling. The students are sent off to the fields with only the information from the verbal instructions. The teacher then starts the pitching, and the students kick and run. There is no modeling of which direction to run the bases. There is no modeling of jumping jacks or other activities to do while waiting. Again, I would have gone over some basic vocabulary and rules of regular kickball. I would build upon that knowledge before beginning this activity. At this point, I am still trying to figure out how the teacher will be continuously pitching in two separate fields. • There is guided practice when the teacher pitches to the first student and that student first kicks and runs the bases. At that time, someone from the outfield scoops up the kicked ball and returns it to the basket. After the first couple of rounds, it should be evident what is supposed to happen. If not, the teacher should be ready to help guide the students to follow the rules. • Students are told to do exercises while they are waiting for their turn to kick or defend. It would be nice to have a clearer picture of what they should be doing and for what amount of time. I do think it is good that the students who are waiting to kick are not just being idle. • This lesson plan does not mention what triggers the end of the activity, and it does not include time to clean up before ending the class. It does have some questions for self-assessment. For skill, it asks if the ball was kicked with proper form. The proper form was not modeled, so this is hard to answer. For cognitive, it asks if strategies were discussed with teammates to help win the game. There was never a mention of scoring or how to win. There was also nothing in the lesson plan to indicate how

active the students were to stay. Again, how many jumping jacks are indicative of moderate or vigorous? Safety was never discussed, according to the lesson plan, but students might be able to reasonably answer that question with common sense. b. There is no instruction for multiple abilities or interest students. The lesson plan needs to have alternative activities for those students who cannot perform or can perform at a lower level. There needs to be special instruction for ELLs, as well as for gifted students. c. This activity aligns with Standard 1 because it uses a variety of motor skills and movement patterns when it has students kick, run, exercise, pick up the ball, and deposit the ball in the container. This activity aligns with Standard 2 because it has offense and defense strategies when one team is kicking and one team is receiving the ball. The students also run bases and chase balls. As for Standard 3, with some additional information, this activity aligns. There are bases and a pitcher, like in baseball. I think most students would be able to easily recognize the differences between using a bat and using feet to send the ball to the outfield. d. promotion of healthy lifestyles or attitudes (i.e., Does the lesson effectively promote healthy lifestyles or positive attitudes toward health? How?) Having the students self-assess their activity promotes healthy attitudes. It helps students recognize that movement is healthy and gives them knowledge and skills to use outside of class to stay healthy and fit. 2. a. I would start this lesson with a short video about kickball. Seeing the video would not just explain the game, but also get the students excited about it. According to research, having anticipatory sets has positive impacts on learning and engagement. If they are engaged, they will pay more attention, and they will retain what they have learned. (Voyager Sopris Learning, 2023) I would have differentiation instructions. Physical activity is important for everyone. A person who is a gifted athlete might get bored with just kicking and gathering the ball. That student could be given additional duties, such as pitching or being a base coach. Teachers need to take all skill levels and abilities into account. This helps set them up for success. (Kathleen Ellis, 2009)

I would give the students time to practice the skills needed for this lesson. Independent student practice. The kicking of the ball and running of the bases could be modeled by the teacher and then each student would get a chance to practice the concept. Independent practice is an opportunity to practice skills or concepts, and this increases a better recall of the skill. This is a good time for the teacher to check for student understanding and adjust the teaching as needed. (AIS, n.d.) References AIS. (n.d.). Principles of Instruction - Independent Practice . Retrieved from AIS: https://www.aisnsw.edu.au/teachers-and-staff/teaching-and-learning/literacy-and- numeracy/foundations-of-effective-instruction/principles-of-instruction/independent- practice Kathleen Ellis, L. L. (2009). Using Differentiated Instruction in Physical Education . Retrieved from sites.aph.org: https://sites.aph.org/physical-education/articles/using-differentiated- instruction-in-physical-education/#:~:text=Steps%20for%20implementing %20differentiated%20instruction,analogous%20thinking%20to%20make%20meaningful Voyager Sopris Learning. (2023, June 09). Boost Classroom Engagement with Anticipatory Sets . Retrieved from Voyager Sopris Learning: https://www.voyagersopris.com/vsl/blog/boost-classroom-engagement-with- anticipatory-sets#:~:text=Anticipatory%20sets%20often%20act%20as,and%20drawing %20real%2Dworld%20connections B. Choose a different health or physical education (PE) subject than the one you chose for your lesson plan evaluated in part A to create either a standards- based health education or PE lesson plan. Use the “Activity Plan Template” supporting document to develop your lesson plan. Note: For example, if you evaluated a health education plan in part A, you must create a PE plan in part B. If you evaluated a PE plan in part A, you must create a health education plan in part B.

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1. Identify general information for the lesson plan you created in part B, including each of the following elements: • the lesson’s title • the lesson’s subject • the lesson’s grade, level, or setting • two prerequisite skills and knowledge required for the lesson 2. Identify each of the following lesson components: • a state or national standard based on the requirements in the state where you will be teaching • a measurable learning objective students should achieve to demonstrate they meet the standards, including a condition, behavior, and criterion for the measurable objective 3. Identify lesson materials for students and resources for the teacher that are necessary for the lesson plan. 4. Identify a technology and describe how you will use it to enhance teaching and learning in the lesson. 5. Explain lesson presentation procedures, including both teacher and student actions, for each of the following points: a. anticipatory set b. new information or modeling (or both) c. guided practice d. independent student practice e. culminating or closing procedure or activity 6. Explain a differentiated lesson instruction accommodation for each of the following student populations: • gifted and talented • English learners (ELs) • subgroup of students with other special needs of your choice (e.g., individuals who are deaf or hard of hearing, individuals who have learning disabilities or physical disabilities) 7. Describe a formative assessment, including how the assessment will be used to monitor, support, and extend student thinking. 8. Describe a summative assessment (e.g., quiz, test, product) that aligns with the lesson sequence and accurately measures students’ competency in the objective identified in part B2. Note: A copy of the summative assessment may be submitted in addition to the description. C. Justify the following aspects of the lesson plan you created in part B ( suggested length of 1 paragraph for each aspect) , including a citation from a relevant academic source for each : • presentation or modeling of new information • differentiated instruction (include justification for EL, Gifted and Talented, student with other special needs) • assessment (include justification for formative and summative) D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission.

Continuous Kickball

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