Lesson Planning Is An Important Skill. There Are Many ✓ Solved

Lesson planning is an important skill. There are many

Lesson planning is an important skill that includes several key components, including writing measurable student objectives, applying appropriate national and state content standards to child-centered activities, identifying authentic assessments, and comparing Christ-like behaviors to professional teacher standards. Address each of the following topics:

1. Rewrite the provided poorly written objectives so that they are specific and measurable, considering observable behavior.

2. Choose a grade level, K – 5, and identify two standards or outcomes relevant to your motor skill topic from either CA State Content Standards or SHAPE grade level outcomes. Include their identifying numbers and provide a strong rationale for why these are fitting.

3. Describe two assessments that correspond to the standards/outcomes you identified.

4. For each of the six California Standards for the Teaching Profession (or the equivalent for your state), provide one example of a Christ-like behavior associated with each standard. Include the source for out-of-state standards if applicable.

Paper For Above Instructions

Lesson planning is an essential skill that helps educators clearly define educational goals and assess student learning effectively. This paper will address the four key components outlined in the assignment prompt, including rewriting objectives, identifying standards and outcomes, describing assessments, and connecting Christ-like behaviors to teaching standards.

1. Writing Measurable Objectives

To create specific and measurable objectives, we will refine the poorly written objectives provided:

• Students will learn how to dribble a soccer ball. → Students will demonstrate dribbling a soccer ball with control for 30 seconds while advancing toward a designated target.
• Students will know all the rules of softball. → Students will accurately recite all ten official softball rules in a quiz format.
• Students will appreciate their classmates. → Students will verbally express appreciation for at least three classmates during a group discussion.
• Students will remember the three juggling patterns. → Students will successfully perform each of the three juggling patterns for one minute each.
• Students will consider the safety rules. → Students will identify and explain four safety rules demonstrated in a small group role-play.
• Students will be aware of bullying. → Students will define bullying and describe three scenarios that exemplify bullying behavior.
• Students will understand how to find the correct jump rope. → Students will select an appropriately sized jump rope based on their height during a demonstration.

2. Identifying Standards or Outcomes

For this step, I will use the SHAPE America National Standards, specifically for 3rd grade physical education. The following outcomes are relevant:

1. Standard S1.E21.2: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. This standard fits the chosen motor skill topic since mastering skills like dribbling and juggling requires both practice and performance.

2. Standard S2.E18.2: The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance. This outcome is critical as it encourages students to not only perform skills but also understand the strategies behind effective participation in sports.

3. Assessments Descriptions

To assess the identified outcomes, appropriate assessment strategies might include:

• Performance Assessment: Students will participate in a skills assessment where they demonstrate dribbling and juggling skills in a controlled setting. Observations will be recorded on a rubric evaluating control, accuracy, and technique.
• Quiz/Test: A written quiz will assess students’ knowledge of fundamental concepts associated with the motor skills being taught, such as rules of the game and safety protocols.

4. Christ-like Behaviors Related to Teaching Standards

Examining the California Standards for the Teaching Profession, the following Christ-like behaviors can be highlighted:

• Standard 1: Engaging and Supporting All Students in Learning – Demonstrating compassion and patience in addressing student questions and concerns.
• Standard 2: Creating and Maintaining Effective Environments for Student Learning – Building a supportive and inclusive classroom atmosphere where everyone feels valued.
• Standard 3: Understanding and Organizing Subject Matter for Student Learning – Committing to continuous learning and humility in presenting the subject matter.
• Standard 4: Planning Instruction and Designing Learning Experiences for All Students – Ensuring lesson plans reflect consideration of diverse backgrounds and learning styles, akin to being a servant leader.
• Standard 5: Assessing Students for Learning – Offering constructive feedback lovingly and respectfully, helping students learn from their mistakes.
• Standard 6: Developing as a Professional Educator – Engaging in self-reflection and showing commitment to personal and professional growth in a manner reminiscent of a lifelong learner.

Conclusion

In summarizing the importance of lesson planning, it is evident that clarity in objectives, adherence to standards, thoughtful assessment, and the embodiment of positive behaviors greatly enhance the teaching and learning experience. By focusing on specific, measurable outcomes and integrating ethical teaching practices, educators can significantly impact their students’ growth while creating an inclusive learning environment.

References

• SHAPE America. (2014). National Standards & Grade-Level Outcomes for K-12 Physical Education. Retrieved from https://www.shapeamerica.org/.
• California Department of Education. (2020). Physical Education Model Content Standards for California Public Schools. Retrieved from https://www.cde.ca.gov/.
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