SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Zach Pinney 890203722 Physical Education
Class Title Lesson Title Unit Title Grade Levels Total Minutes
7th Grade Physical Education Intro. to Resistance Training Resistance Training 7th 1 hour, 15 minutes
CLASS DESCRIPTION (including specific special needs and language proficiencies)
3rd period contains 55 students – 25 males, 30 females.
8 ELs (1 – IF, 6 – RF, 1 – ELPAC: Bridging)
1 SSN/504 (Asperger’s and OCD)
8 IEPs primarily testing accommodations (English, Math, Science)
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
Unit Goal
SWBAT identify the muscles
associated with movement
patterns and exercises.
Content
2.2 Analyze movement patterns and correct errors. Lesson Objectives
5.2 Accept responsibility for individual improvement. 1. (A) Students will (B)
Review Academic Vocabulary
categorize muscles and
exercises (C) on a graphic
CCSS Visual Aids: PowerPoint, images
organizer worksheet
L.6 Acquire and use accurately grade-appropriate general academic and
provided by the teacher
domain-specific words and phrases; gather vocabulary knowledge when Graphic Organizer
(COG).
considering a word or phrase important to comprehension or
2. (A) Students will (B) discuss
expression. PowerPoint presentation posted
muscles as they relate to
online for repeated viewing
movement patterns and real-
ISTE world application (C) in
6. Communicator Whole class, small group, and
whole and small-group(s)
Students communicate clearly and express themselves creatively for a partner discussions
(COG, AFF).
variety of purposes using the platforms, tools, styles, formats and digital 3. (A) Student’s will (B) accept
media appropriate to their goals. responsibility for personal
improvement (C) by actively
participating in the lesson
(AFF).

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Resistance Training, Squat, Bend, Rectus Abdominus, Obliques,
CARRY, CRUNCH, PRESS, PUSH, PULL, TWIST. Pectoralis, Deltoid, Trapezius, Latissimus Dorsi, Biceps, Triceps,
Quadriceps, Hamstrings, Gluteus, Gastrocnemius.
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD.PI.1 Exchanging information/ideas (Bridging)
Students (A) will engage (B) in Giving students multiple
Contribute to class, group, and partner discussions by following turn-
class, group, and partner opportunities to practice speaking
taking rules, asking relevant questions, affirming others, adding relevant
discussions by (C) demonstrating and listening with classmates they
information and evidence, paraphrasing key ideas, building on
positive conversational behaviors. are comfortable with.
responses, and providing useful feedback.
Additional Student Accommodations (Behavioral, Cognitive, & Physical)
Specific Needs Specific Accommodations
Appropriate partners, group students with classmates they are
comfortable with. (BEH)
8 IEPs
Preferential seating near teacher/front of class (BEH, COG)
1 504
Provide completed graphic organizer (COG)
8 ELs
PowerPoint presentation posted online for repeated viewing (COG)
2 Gate
Review academic vocabulary (COG)
Offer multiple examples of challenging content (Content)
 Use of images (COG)
Relate material to prior knowledge (COG)
Positive Reinforcement (BEH)

STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
If a majority of students
Questioning:
already know the content, then
Verbally affirm correct
the teacher may provide
Ex. responses.
differentiation (higher order
1. What exercise strengthens
Determine student’s prior thinking tasks for those
EL the pectoralis? Incorrect responses: let
knowledge of content. students.)
2. What is a primary muscle students know that the lesson
strengthened when performing objective is that they will be
If students cannot answer
a squat? able to answer the questions
questions, then the lesson goes
forward as planned.
Observation:
Teacher will observe students’
demeanor, looking to
distinguish understanding from If there are no questions, move
confusion. Verbally answer questions or on. If there are questions,
PM Checking for understanding
implement guided discovery. answer them accordingly until
Teacher will ask if there are students grasp material.
any questions and ask
clarifying questions throughout
the lesson.
Tell students great job for If closure questions are
answering questions correctly. answered correctly, move on to
Determine if the lesson For incorrect answers, next lesson. If they are
S Closure questions (see below)
objective was accomplished implement guided discovery to answered incorrectly, review
lead students to the correct material (teach again) as
answers. necessary.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Think-pair-share: Partners/small-groups 2-4 students and whole
class discussion.

 Greet class. Question 1 - Why do you think it is necessary for people to

 Provides instruction for Think-pair-share activity schedule regular physical activity?
 Prompt students with activity questions.
Question 2 - what are lifestyle differences between today and the
5-10 min.  Affirms correct student responses and add relevant past that make exercising necessary?
information; redirect incorrect responses
 Explain mental and physical benefits of physical fitness.  Collaborate/communicate with group members.
 Explain lesson objectives.  Participate in Think-pair-share
 Review academic vocabulary.  Demonstrate listening skills
 Follow along with lesson.

Lesson Body
Time Teacher Does Student Does
 Pass out graphic organizer to class.
 Explain major movement patterns – provide examples that  Demonstrate respect and listening skills.
connect to prior knowledge and real-world relevance.
 Participate in activities.
 Ask students if they can think of examples.
~45 min.  Follow along and fill out graphic organizer.
 Check for understanding
 Offer examples.
 Instruct students to model the movement pattern while
demonstrating the pattern.  Model movement patterns.
 Repeat for all six major movement patterns.
Lesson Closure
Time Teacher Does Student Does
  Guides students through closure activity – groups students
and asks questions.
Partner activities:
 See if you can name all of the muscles from memory.
 Partner 1 points at a muscle and partner 2 tries to identify
the muscle.
 Partner 1 states a movement/exercise and partner 2 tries to  Demonstrates active listening skills.
identify the muscle associated with the movement/exercise.
5 min  Participates in group/class closure activities.
whole-class closure questions:
 PowerPoint shows an image of a deltoid and prompts  Provides feedback to peers/teacher
students to identify the movement pattern and exercise that
is associated with it.
 PowerPoint shows an image of a man squatting and asks
students to identify the exercise and muscles being
strengthened.
 In modern day, why is it important to exercise regularly?
Instructional Materials, Equipment, and Multimedia
White board, dry erase markers, graphic organizer worksheet (all students), pens, pencils and highlighters, PowerPoint presentation.
Co-Teaching Strategies
☐One teach, one observe ☒One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable
CO-PLANNING NOTES