PELessonPlanAllisonErickson

ED320BJuly8,2014

AlaskaContentStandards:LanguageStandardsK-5:ConventionsofStandardEnglish

• Standard1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

PEStandards

¡ StandardA(1)Studentwillperformvariousformsofloco-motormovementsuchaswalk,run,slide,gallop,jump,hop,leap,andskip.

¡ StandardA(2):Performavarietyofnon-loco-motorskillssuchasbalancing,bending,stretching,rocking,curling,twisting,turning,pushing,pulling,swinging,swaying.

Course:LanguageArts(PEInfused)Level:1stor2ndGrade(couldbemodifiedforuseupto4thgradewithmorechallengingsentencesandadditionalsentencecomponents)Duration:One60-minutesession(buildinguponpreviousinstruction)

1. Introduction(5min)2. ReviewofNounsandVerbs(10min)3. ActivityIntroductionandSetUp(15min)4. Activity(plustransitiontime)(30min)

Overview/UnitGoals:Thislessonisintendedtoreinforcethedefinitionofnounsandverbs.Theunitgoalsaretounderstandthenounandverbcomponentsofasentence,andtherolethatthesewordsplayinsentencestructure.Objectives:Atthecompletionofthislesson,studentswillbeableto:-ReviewtherolesthatNounsandVerbsplayinasentence.-IdentifyNounsandVerbsinsentences.-Practicelocomotorskills:jumping/hoppinginplace,runninginplace.-Practicebalanceandflexibilityskills:Swayinginplace,standingononeleg,squatting,reaching.-Workcooperativelyinsmallgroups.

ImageCredits:www.newyork.cbslocal.comandhttp://kristinmcgee.com

LessonPlan:Balancing,Breathing,andBouncingSentences

Materials:Classroomportion:Computerwithinternetconnection,accesstoYouTube,overheadprojector,nounsandverbreviewsheet(attachment1),picturesandtitleofposes(attachment2).Activityportion:Openspace,suchasagymnasiumorplayground.Four-six(4-6)copiesofsentences(attachment3).Four-six(4-6)blackmarkers.Four-six(4-6)piecesofblankpaper.AnticipatorySet/LessonIntroduction(5min):Startthelessonwiththefollowingvideoreviewingthefunctionofverbsandnounsinasentence.http://youtu.be/5_5SXxN0XYUThevideoincludesacatchysongaboutnounsandverbs.Nowthattheinformationisfreshonourminds,wewilltakethisinformationandputitintoaction.Engagestudentsattentionbyaskingiftheyhaveeverplayedcharades,Pictionary,orbeeninaplay?Tellthemthattoday’slessonwillbeabitlikethesegames,wherewewillbetakingourknowledgeofnounsandverbsandputtingthemintoaction.Suggestedscript:Wewillbestartingofftodaywithareviewoftheinformationthatwehavelearnedaboutnounsandverbs,andthenwewilltakethislessonandputitintoACTION!Let’swatchthisshortvideoonnounsandverbs.I’dlikeyoutothinkabouthowthesingerwroteasongtohelpremembertherolesthatnounsandverbsplayinsentences.[ShowVideo].Nowitisourturn.HaveyoueverplayedthegameCharades?Pictionary?Haveyoueverbeeninaplay,ordoneYoga?Theperformerinthesongusedmusictohelpexplainnounsandverbs.Wewilluseourbodiesandourbrainstohelpexplainthem.Firstwewilldoaquickreviewofournounsandverbs,thenIwillexplainthegame,andfinallywewilltakeitoutside(ortothegym)topracticeactingoutthenounsandtheverbsinoursentences.Component1:Reviewofnounsandverbs(10min)

DistributeAttachment1worksheet.Ontheoverheadprojector,showthestudentsthesentencesinAttachment1.Notethatthisisareviewexercise,asstudentswillhavelearnednounsandverbsinapreviouslesson.

• Askstudentstodefinetherolethatanounplaysinasentence.Thenounisthesubjectofthesentence,andisoftenaperson,placeorthing.Asabridgetotheactivity,describethatthenoun,asthesubjectofthesentence,standsasanimportantpartinthesentence.

• Askthestudentstodefinetherolethataverbplaysinasentence.Theverbistheactionofthesentence,andtellsuswhatthesubjectisdoing.Asabridgeto

theactivity,describethattheverbrepresentsanaction,andshowsthemovementofthesentence.

• Studentsunderlinethenounsandcircletheverbsontheirworksheets.

Component2:ExplaintheActivity(15min)Inthisactivity,theclasswillusemovementtorepresentthenounsandverbsinfoursentences.Studentswillbedividedintosmallgroups(uptosixstudents,dependingonclasssize).Halfofthestudentsineachgroupwillactout“nouns”.Theotherhalfwillactout“verbs”(aftertwosentences,switchroles).Showstudentsthefourposesthattheyhavetochoosefromfortheirnouns(attachment2).Theymustfigureoutthenounofthesentence,identifyit,thenfindaposetorepresentitusingoneofthefourposesshown.Givestudentsexamplesofverbs(run,jump,read,draw,etc.)andshowthemhowyouwouldactouteachone.Explainthattheywillfigureouttheverbinthesentence,identifyit,andthenconductanactionthatrepresentstheverb.Ineachround,groupswillbegivenasentenceonapieceofpaper.Asagroup,studentswillunderlinethenounandcircletheverb.Asagroup,studentswilldecidewhich“noun”posetotake,andhowtheywillactouttheverbofthesentence.Theverbactionsareverystraightforward,andiftheverbisidentifiedcorrectlywillbeeasytoputintoaction.Oncedecided,theyraisetheirhandstoindicatetheyareready.Theinstructorwillapproacheachgroupseparately,andaskthemto“perform”theirsentence.Thegroupwillreadtheirsentencealoud.The“noun”actorswillassumetheposewhentheysaythenoun,andthe“verb”actorswillconducttheiractionwhentheysaytheverb.TheystayintheirposeoractionuntiltheteachergivestheOKtostartthenextsentence.Aftertwosentences,the“noun”actorswillswitchto“verbs”,andviceversa.GroundRules:

• Studentsmusthaveenoughspacesotheydonotinterrupttheactionofnearbystudents.• Verbactionsmustbeconductedinplace,orinareasonableamountofspacesoasnottoleave

thegrouparea.• Waitforinstructortosay“go”beforeactingouttheirsentence.• Whenfinished,theycanbeginworkingonthenextsentence.

Whenagroupisfinishedactingoutalloftheirsentences(andiftimeallows),theyenterthechallengeround.Inthisround,theyconstructtheirownsentence,writeitout,circlethenounsandunderlinetheverbs,andpracticetheiractions.Theyaretocontinuetopracticetheirsentencesuntilallofthegroupsaredone.Studentswillthenperformtheirsentencefortherestoftheclass.

Atthistime,dividestudentsintogroups.Thereshouldbeatotalof4-6groups,dependingonclasssize.Aimforfewergroupsifpossible,butdonotexceedsixstudentspergroup.Asstudentswillbesituatedintheclassroomdesksatthestartofthelesson,utilizeclassroomlayouttoestablishgroups(i.e.,rows1,2,3,and4;pods1,2,3,and4;table1,2,3,and4,etc.).Ensurethatgroupsareestablishedpriortoleavingtheclassroom.Component3:Movetoopenspaceandconductactivity(30min)1.Takestudentsoutsideortothegymfortheactivity.2.Asagroup,practicesomesimpleverbactions.Thiswillhelpgetstudentswarmedupbeforetheybegintheirstretchingandbalancing.Afterthisbriefwarm-up,practicethebalancing/flexibilityposes.3.Studentsassembleintotheirgroups,anddeterminetheirspaceneeds.4.Distributethefirstsentence(allgroupsworkonthesamesentence)andtheblackmarkertoeachgroup.5.Startactivity.Monitorstudentgroupsandprovidesupportwhereneeded.6.Aseachgroupraisestheirhand,givethempermissiontostartactingoutthesentenceforyou.Eachgroupshouldbeactivefor1-2minutesforeachsentence.Oncetheyhavecompletedthesentence,theycanbeginthenext.7.Aftertwosentences,studentsineachgroupswitchfrom“nouns”to“verbs”.8.(ChallengeRoundastimeallows)Afterthegrouphasactedouteachoftheir4sentences,theybeginthechallengeround.Onablankpieceofpaper,theyaretowriteasentence,“dissect”itasbefore,anddetermineactionsontheirown(theycanuseposesoractionsfromtheprevioussentencesiftheychoose).Studentspracticetheirsentencesforatleast5minutes(thefirstgroupthatisfinishedwillenduphavingmoretimethanthelastgroup,somonitorthetimecloselysothatallgroupshaveadequatetimetobuildtheirownsentences).Studentsareexpectedtopracticeuntilallgroupsarefinished.9.(ChallengeRoundastimeallows)Whenallgroupsarefinishedpracticing,gatherthemintoasmallerareaandsit(havethemremainneartheirgroup).Eachgroupwillnowperformtheirsentencefortherestoftheclass.Alloweachgroup2-3minutes.Theywillreadtheirsentencealoud,assumethe“noun”poseastheysaythenoun,andthe“verb”poseastheysaytheverb.Whenfinished,theyreturntotheirseatsandthenextgroupcomestotheperformancespace.

LessonPlanExtension:YogaPoses

Materials:picturesandtitleofposes(attachment2).Openspace,suchasagymnasiumorplayground,yogamatsorcarpet.Stretching,balancing,andbreathingareimportantexercisesthatwecandotokeepourbodiesfit,canhelpclearourmindsandcanrelaxourbodies.ThislessonincorporatessomeposesthatarecommoninYoga.Throughouttheyear,theclasscanlearnmoreabouttheseposesbyfocusingonasingleposeoveralongerperiodoftime.Amini-lesson(15-30minutes)onaspecificposeonceaweekcanfocusoncorrectbodyposition,breathingtechniques,andstretching/strengtheningareas.Informationoneachposeaswellasteachingtechniquesareavailablethroughthelinksprovided.Oncelearned,studentscanpracticetheseposesathome,oreveninadesignatedspaceintheclassroom(ifavailable).

Attachment1:

IdentifytheNounsandVerbsinthefollowingsentences.Underlinethenounsandcircletheverbs.

1. Yesterday,Allisonatecerealforbreakfast,asandwichatlunch,andspaghettifordinner.

2. Thefamilydrovetotheparktoplayontheswingset.

3. Theboyssawamooseinthebackyard.

4. Themusicteachersangasongattheschooltalentshow.

Attachment2:PoseoptionsforNounActionsNote:Theinformationincludedbelowprovidesquiteabitofdetailontheseposes.Ifstudentshavenotbeenpreviouslyexposedtotheseposes,theyarenotexpectedtorememberthenamesofeachpose.Studentsneednotdoeachoftheelementsdescribedbelow,nordotheyneedtomatchtheposewiththesentence.Thegoalofthislessonisthattheyassumeanyoneoftheseposes,attemptingadifferentposeforeachsentence.Ifthereistimeintheday,additionalinstructiononposescanenhancetheirunderstandingofthenames,breathingtechniques,etc.(seelessonplanextension).Ifthestudentsputforthagenuineeffortandremaininsafepositions(notover-exerting,hyper-extending,etc.),theymeettheintentofthislesson.Groundrulesforverbactionsapply.Running,hopping,swaying,andjumpingmustbeconductedinareasonablysmallspaceandmustnotdisturbneighboringstudents.

Sentence1:MousePose

Formoreinformationonthispose,thefollowinginstructionsareprovidedathttp://childfamilyyoga.com/yoga-poses-for-kids.htmlKneelonthegroundasifyouareamouse,leaningtheheadforwardslowlytillitalsotouchesthematinfrontofyou,nextputyourarmsalongsideyourbodyandkeepthepalmsfacingupwards.Theideaistostaystillandquietasamouse,takingcontrolofbreathing,keepingitslowandcontrolled.Youcanevenintroduceafewsqueakshereandthereduringthiswindingdownpose.

mouseposephotocredit:http://childfamilyyoga.com/wp-content/uploads/2012/09/yoga-mouse-pose.jpg

Sentence2:Rabbit/BunnyBreathPose

Formoreinformationonthispose,thefollowinginstructionsareprovidedathttp://yogakids.com/potw/bunny-breath.html1.Sitonyourkneeslikeabunny.2.Keepyourchestliftedandyourshoulderbladesdescendingdowntheback.3.Tuckyourchininslightlyandletyourlowerjawrelax.4.Getyournosereadyforbreathingbytwitchingitlikeabunny.5.Take4-6short,quickbreathsinthroughyournose.6.Breatheoutthroughyourmouthwithalong,smoothsigh.

bunnybreathimagecredit:http://yogakids.com/potw/bunny-breath.html

Sentence3:TreePoseFormoreinformationonthispose,thefollowinginstructionsareprovidedathttp://kristinmcgee.com/yoga-for-kidsStartstandingwithbothfeetfirmlyplanted.Placeyourrightfootonyourinnerleftthighandturnthekneeouttotheside.Bringyourhandstogetheratyourchestandpickaspotonthefloortofocuson.Hold5-8breathsthentrytheotherside.Ifyoufeellikefloatingyourbranches(arms)upwardstotestyourbalancemoreyoucan!

imagecredit:http://kristinmcgee.com/yoga-for-kids

Sentence4:FrogPoseFormoreinformationonthispose,thefollowinginstructionsareprovidedathttp://kristinmcgee.com/yoga-for-kidsStandwithyourfeetalittlewiderthanhipwidthapartandbendyourkneesasyouloweryourtorsodownbetweenthem.Placeyourhandsatyourchestanduseyourelbowstogentlypressyourkneesopentothesides.Stayliftedoutofyourbackandbreathedeeply5to8breaths.

imagecredit:http://kristinmcgee.com/yoga-for-kids

Attachment3:SentencesforActivity(onecopyforeachgroup,cutintostrips).

Sentence1:

Themouseranunderthetree.

Themouseranunderthetree.

Themouseranunderthetree.

Themouseranunderthetree.

Themouseranunderthetree.

Sentence2:

Therabbitwashoppingthroughtheforest.

Therabbitwashoppingthroughtheforest.

Therabbitwashoppingthroughtheforest.

Therabbitwashoppingthroughtheforest.

Therabbitwashoppingthroughtheforest.

Sentence3:

Thetreeswayedinthew

ind.Thetreesw

ayedinthewind.

Thetreeswayedinthew

ind.Thetreesw

ayedinthewind.

Thetreeswayedinthew

ind.

Sentence4:

Thefrogjumpedoverthelog.

Thefrogjumpedoverthelog.

Thefrogjumpedoverthelog.

Thefrogjumpedoverthelog.

Thefrogjumpedoverthelog.

AssessmentObjective1:ReviewtherolesthatNounsandVerbsplayinasentence.

• EvidenceofLearning:Studentsremainengagedinclassdiscussion.• Assessmenttakesplaceduringtheclassroomportionofthepresentation.

Assessment MeetsRequirement?

ClassParticipation Y/NActiveandRespectfullistener Y/N

Objective2:IdentifyNounsandVerbsinsentences.

• Evidenceoflearning:Studentsparticipateinclassdiscussion,andanswerquestionsifcalledupon,correctlycompletesin-classworksheet,andsupportsthegroupinidentifyingnounsandverbsduringtheactivityportionofthelesson.

• Assessmenttakesplaceduringboththeclassroomandactivityportionofthelesson.Collectindividualstudentworksheetsaswellasthesentencesfromeachgrouptoestablishwhetherstudentssuccessfullyidentifiedthenounsandverbs.Notestudentswhoarenotrespondingtothecontentofthelessonandfollowupwiththemindividually(duringstudy/readingtime)toreinforcetheseconceptsthroughdirectinstructiononnounsandverbs.Utilizeworksheetsandinstructionalmaterial,aswellasone-on-oneinteraction.

Assessment MeetsRequirement?

Studentengageswiththegroup Y/NStudentattemptstoprovideananswerwhen/ifcalledupon Y/NStudentcorrectlycompletesin-classworksheet Y/NGroupsentencescorrectlyidentifynounsandverbs Y/N

Objectives3and4:Practicelocomotorskills(jumping/hoppinginplace,runninginplace)andbalance/flexibilityskills(swayinginplace,andposesinattachment3).

• Evidenceoflearning:Studentsparticipateintheactivity,actingoutanappropriateactionwordfortheirverbsorbalance/flexibilityposefortheirnouns.

• Assessmenttakesplaceduringactivityportionofthelesson.Assessstudentsastheyperform,takingnotesonexemplaryorunsatisfactorybehaviors.

Assessment MeetsRequirement?

Studentfollowsdirectionsandgroundrules. Y/NStudentfocusesontask. Y/NStudentconductsanappropriateactivityforverbs. Y/NStudentassumesanappropriateposefornouns. Y/NStudentworkscooperativelywithpeers. Y/N

Resources

Yogaposesresourcewebsitesareembeddedwithineachposedescription.

DiversityStrand

1. Studentdynamicsinthegroupswillvarydependingonthepersonalitiesinthegroups.Monitorgroupsthroughouttheirworksessionsandencourageparticipationofallparticipants.Directinterventionmaybenecessaryintheformofindividualspecificprompts.

2. Groupdemonstrationoftheirsentenceshouldbeinclusivewithallstudentsputtingforthagenuineefforttoparticipate.

3. Studentswithphysicalorotherlimitationsmayrequireaccommodation.Encourageallstudentstoparticipatewiththeirgroupinsomeform.Shouldastudentbeunabletoconductthephysicalcomponentofthisexercise,thefollowingalternativesaresuggested:

a. Balancingalternative:Studentcanassumetheposewithbothlegsontheground

b. Flexibilityalternative:Studentcanassumeapartialposerequiringlessofastretch.

c. Actionalternative:Studentcanselectanalternatephysicalactivity,orselectabalance/flexibilityposethattheyarecapableof.

d. Fullphysicalalternative:Studentcanparticipateinthegroup,andratherthanactoutthenounorverbcandescribetheactivitiesoftherestoftheirgrouptotheinstructor.