![]() Teacher Provides: Wall Skill Poster – a poster with the skill name and the teaching cues Check list with the name of the skill (vocabulary) and the teaching cues (e.g., jump shot) Students Do: Can check the name of the skill and teaching cues on the wall poster Using the Check List (e.g., jump shot, defense positioning ) students give feedback to their partners and mark down which teaching cues are met, need improvement or not metĭiscourse: Writing Word of the Day: Jump shot & Zone defense Name: _ Please correctly label the skill that the cues are describing. Are allowed to use Communication Center for supportĢ6 Secondary Level Objectives & AssessmentsĢ7 Vocabulary Objective Objective: Students will be able to write the name of the skill and list all the teaching cues associated with the motor skill of the day by using complete sentences on an exit slip. Expect them to use correct grammar and full sentences. Allow students to use the Communication Station for support Put up the Venn Diagram Students Do: Explore and experience using heavy and light objects Work with partners- discuss what they find similar or different using a light or heave object. Have them discuss it with their partners in full sentences. Teacher Provides: Provide light and heavy objects and discuss the similarities and differences Partner students up to explore and experience what kind of skills they can do with the light and heavy objects. Objective: Students will be able to verbally compare and contrast the throw of a light object and a heavy object during a class discussion using grammatically correct sentences. Teacher Provides: Names and demonstrates the skill – following with the teaching cues Sequence pictures of the skill on the wall Call out the skill and then students perform each teaching cue at the teachers command Opportunities for students to work with a partner Students Do: Repeat the name of the skill (vocabulary) Perform the teaching cue as called by the teacher Work with partners- one student calls out the name of the skill and (vocabulary)follows with the teaching cues one step at a time. ![]() Objective: Students will be able to name the skill and sequence the teaching cues (e.g., underhand and overhand) using pictures, orally, or in writing. Teacher Provides: Word Quilt: - the words of the day Read out loud to students while demonstrating the motor skill (e.g., underhand throw) Students Do: Say the word out loud with the teacher together as a class during demonstration Requesting their partner to throw the ball using the appropriate vocabulary (e.g., throw me an underhand pass) Types of Assessment Tools: Exit Slip (labeling, writing, drawing) Venn Diagram Peer or Self Checklist Worksheetsġ5 Elementary Level Objectives & Assessmentsġ6 Vocabulary Objective Objective: Students will be able to name the motor skill(s) of the (e.g., underhand throw) of the day by correctly completing the exit slip. Peer feedback or interaction Discussing in complete sentences Word Quilt Venn Diagram Word Wall Reciting teaching cuesġ4 How well do we want them to be able to perform the task? Know the word of the day (Vocabulary) Describe the word of the day (Language Function) Verbally say the word of the day or write it in complete sentence (Discourse & Syntax) Student will be able to: What do we want students to be able to do? In what kind of situation? How well we want them to be able to perform the task?ġ2 What do we want students to be able to do? Vocabulary, Signs, Symbols, Key Phrases Language Function Syntax Discourse D Anya Eckhardt, MS Ithaca College Department Of Health Promotion & Physical Education CSZ Mini Conference- January 30th, 2015Ģ /ALPE Go to the above site and give yourself a name to join our room discussion
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