Post on 07-Jul-2020
DISCIPLINE-BASED UNIT OF STUDY
ARTHUR BUTRON
NATIONAL UNIVERSITY
ITL 522
PROFESSOR PHILLIPS
STAGE 1: PLANNINGYOUR TARGET: Standard, Goals & Outcomes
Teacher: Arthur Butron Grade/Subject: 7th grade/Physical Education
TARGET: Unpack Your Standard(s)
Part 1: My Standards, Goals and Outcomes
Academic Standards: STATE YOUR STANDARD
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.
STAGE 1: PLANNINGAcademic Standards: STATE YOUR STANDARD
PE.5.3
Evaluate the effect of expressing encouragement to others while participating in a group physical activity
Big Questions (Questions to frame student learning)
How can I express encouragement towards my teammates while competing in the Bowling Challenge? What
are the roles each player must fulfill? How can I communicate effectively with my teammates so we can
effectively accomplish a goal? How can I best support teammates who struggle with bowling? Does expressing
encouragement improve the performance of my teammates? How can I rotate between roles to ensure a
smooth transition? What is the proper terminology for the techniques used in bowling?
STAGE 1: PLANNINGKnowledge (Concepts to be understood and applied)
● The roles each student must fulfill
● When to effectively express encouragement
● How to coach teammates using proper
terminology
● How can I communicate during collaboration
using academic language?
Skills (what you will explicitly teach)
● How students will rotate roles within groups
● When expressing encouragement is appropriate
and effective
● When coaching teammates is appropriate and
effective
● How to evaluate teammate bowling skills and
offer coaching tips
● How to evaluate the effect of expressing
encouragement while competing in the Bowling
Challenge
STAGE 1: PLANNINGStudent Learning Goal: Students will be able to evaluate the effect of expressing encouragement with their
teammates while competing in the Bowling Challenge.
Content Objectives: By the end of the lesson, students will be able to articulate their evaluation of their peers
while competing in the Bowling Challenge.
Language Objective/Expectations: Students will be able to listen to teammate responses, articulate their
evaluation, and express any modified views.
Literacy Objectives/Expectations: Students will be able to present their ideas in speech, engage in active
listening, and apply strategies that promote effective group discussions.
Student Social-emotional Goal (LEARNER): Students will be able to communicate and collaborate with peers
by evaluating the effects of encouragement. Regardless of a student’s bowling ability, they will learn to
appreciate the positive outcomes of supporting a teammate’s confidence and provide coaching cues to improve
bowling technique.
STAGE 1: PLANNINGMy Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of students; observable
patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation)
I have 5 periods of nearly 200 students with a varied population of boys and girls. The ethnic population is
representative of the SARC report which is nearly 98% Hispanic or Latino. There are 24 English Language
Learners, 11 migrant students, and 16 students with IEPs. 3 students have been classified as intellectually
disabled and may require modifications to access the learning goal.
STAGE 1: PLANNING(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)
Focus Student #1: Special Needs (IEP Goals; 504; SST) Intellectually Disabled
In order to provide immediate support, this student will be seated in the front row where access to the projector
screen and to the teacher is optimal. A PowerPoint presentation will include visual aids and highlight main
ideas. As their teacher, I will also include audio support and close monitoring. During group work, I will ensure
this student will be paired with a higher performing classmate who is capable of providing both emotional and
cognitive support to reach their learning goal. Full sentences for expressing encouragement towards teammates
and evaluating its effects will be provided. Response to the modified prompt and engagement with others will
be my form of assessment of accomplishing the learning goal. It would be important to frequently check-in
with this student to check for understanding and to ensure they are engaged with the lesson activity.
Focus Student #2: English Language Learner (ELL); Standard English Learner (SEL);
STAGE 1: PLANNING(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)
Focus Student #2: English Language Learner (ELL); Standard English Learner (SEL); ELL Emerging
During directed instruction, this student will be paired and seated next to a reclassified classmate who will
provide academic and emotional support. This student will be able to communicate with their paired peer in
home language while their partner will be modeling language response in second language. A PowerPoint
presentation will provide visual aides, graphics, and audio support through an embedded YouTube video.
During group work, the student will be given the prompt by their paired peer. Depending on their language
and literacy ability, their partner will provide language support accordingly by providing ample think and
response time. Frequent monitoring and checking for understanding will ensure this student has access to the
curriculum.
STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)
Multiple Means of Representation (modeling & practice)
How will the content be presented/shared in multiple ways to highlight critical features, represent different
formats, media types and cultural diversity? How will you monitor and assess understanding of representation?
A PowerPoint presentation will highlight main aspects of the lesson and will compliment directed instruction
from the teacher. The learning goal, objectives, details of the bowling activity, student roles, a vocabulary word
list, and leveled sentence frames will be projected on screen. A video emphasizing the importance of
encouragement and positive coaching will also be included for additional visual and audio support. The teacher
along with student volunteers will also model how the Bowling Challenge will be performed. Student roles will
be assigned and the rotation of students will be demonstrated. Student engagement during directed instruction,
visual prompts (thumbs up or down) to check for understanding, effective group collaborative work and an
informal observation of the class as a whole will help me assess understanding of representation.
STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)
Multiple Means of Engagement
How will students engage in the process of new learning? How will the content become accessible, meaningful,
and relevant to the learner? How will you monitor and assess this process?
To optimize individual choice and autonomy, most students will be allowed to form groups of no less than four
on Day 1. Students with IEPs and ELLs with partners will be given the choice to form groups by selecting two
other students. Sentence frame responses will be leveled giving each student options based on their literacy and
language ability. The learning objective of expressing encouragement will be made relevant to each student by
illustrating how the skill can be transferred to other aspects of their life. Socio-emotional benefits will also be
highlighted. Personal response and reflection through collaborative speaking and listening will also make the
content meaningful. In order to monitor and assess this process, an informal observation will be conducted by
the teacher and students will be randomly selected to share their responses.
STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)
Multiple Means of Expression
What principles of choice for the product of learning will you accept? How will you provide a space for
communication, creativity, critical thinking, and collaboration (4 C’s)? Which measures will you use to assess
products of learning?
Sentence frames with graduated levels of support will be provided and projected on the screen for students to
access during their group discussions. Limiting directed teaching and increasing student participation and
collaboration will provide students a space for the 4 C’s. After completing their Bowling Challenge, students
will convene privately with their groups in a structured discussion. Informal observation in the form of
checking-in with groups, allowing volunteer responses, and randomly selecting students to share their
evaluations are measures to be used to assess products of learning.
STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)
Managing the Classroom Environment
How will you manage the classroom/setting so students transition successfully through instructional stages and
student groupings? How will you create an optimal learning environment (space, time, pacing, interactions,
expectations, assessment)?
All students have been previously assigned seating for roll call. Students with special needs and those who
require additional support have been strategically seated towards the front for ease of access to the Teacher.
Expectations during directed instruction have been established since the beginning of the year. Students are
also familiar with how groups are orderly formed. Prior to breaking off into their groups, group expectations
will be reviewed. The majority of students are then allowed to choose team members and will be acknowledged
by the teacher when they are seated quietly back to back. Each group will choose their own bowling lanes and
will be responsible for the distribution and collection of equipment. Group collaboration will occur at their
lanes while seated in a circle.
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What is my learning map sequence for day 1, day 2, day 3…?
Day 1
● Introduce the learning goal through PowerPoint
● Activate prior knowledge as students think-pair-share about their experiences with expressing
encouragement
● Students will share responses while supported with sentence starters
● PowerPoint presentation continues with details of the Bowling Challenge, review of bowling skills, roles
within each group, tips on coaching cues, and sentence starters for expressing encouragement.
● Teacher and volunteer students will demonstrate the rotation of roles (Bowler, Retriever, Pin Setter,
Coach)
● Students break off into teams to begin the activity
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What is my learning map sequence for day 1, day 2, day 3…?
Day 1 (cont)
● At approximately 10 minutes to the bell, students will return equipment and meet with their groups at
their lanes to evaluate while sentence frames are projected on the screen
● Prior to dismissal, students will voluntarily share their responses or will be randomly selected
Day 2
● Introduce the learning goal through PowerPoint
● Activate prior knowledge as students think-pair-share about their experiences with expressing
encouragement from yesterday’s lesson
● Students will share responses while supported with sentence starters
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What is my learning map sequence for day 1, day 2, day 3…?
Day 2 (cont)
● Introduce the learning goal through PowerPoint
● Activate prior knowledge as students think-pair-share about their experiences with expressing
encouragement from yesterday’s lesson
● Students will share responses while supported with sentence starters
● PowerPoint presentation continues with a review of the Bowling Challenge, bowling skills, roles within
each group, tips on coaching cues, and sentence starters for expressing encouragement
● Teacher and student volunteers will review the rotation of roles (Bowler, Retriever, Pin Setter, Coach)
● Students will be assigned teammates with an even distribution of genders within each group
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What is my learning map sequence for day 1, day 2, day 3…?
Day 2 (cont)
● Teams will begin the activity by gathering equipment and choosing lanes
● At approximately 10 minutes to the bell, students will return equipment and meet with their groups at
their lanes to evaluate while sentence frames are projected on the screen
● Prior to dismissal, students will voluntarily share their responses or will be randomly selected
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What materials will I use for day 1, day 2, day 3?
Day 1 & 2
● Chromebook with Google Slides presentation
● MPR Projector and screen
● 9 Carpeted bowling lanes, 9 bowling balls, and 90 pins
Think-Pair-Share Sentence Starters
I think…. In my opinion... Based on my experiences..
I believe... It seems to me that... I’ve concluded that...
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What materials will I use for day 1, day 2, day 3?
Day 1 & 2
Post-Reflection Group Discussion Sentence Starters
“What is one positive piece of feedback you can give about receiving encouragement/coaching during the
activity?”
“One positive piece of feedback I have is…”
“I appreciated how/that…” Come up with your own academic sentence frame
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What materials will I use for day 1, day 2, day 3?
Day 1 & 2
Post-Reflection Group Discussion Sentence Starters
“What is one suggestion you have for how encouragement/coaching during the activity could improve?”
“I would suggest that…” “My constructive criticism is…”
“To improve, this group might…”
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
What materials will I use for day 1, day 2, day 3?
Day 1 & 2
Post-Reflection Group Discussion Sentence Starters
“What can you take away from this activity that you will apply while working with a group?”
“In the next group activity, I will…”
“I want to remember to…” “I liked the way __________, so I will…”
STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION
How will I assess student learning on day 1, day 2, day 3? What evidence will I collect over the course of your
unit of study?
Assessment of student learning will be based on informal observation for Day 1 and Day 2. Students will be
observed and monitored during the activity and group collaboration. The teacher will check-in with each group
to ensure understanding and provide clarification if necessary. A total of 10 points will be awarded for
participation and engagement.
Resources
English Language Arts Standards » Writing » Grade 7. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/W/7/
Physical Education Model Content for California Public Schools
Kindergarten Through Grade Twelve. (2010, September, 17). California
Department of Education. Retrieved from
https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf.