Michael Tang
SED 720 Literacy Across Content Areas
Curriculum Guide, Fall 2002
ÝMoriarty, Hilary (2001). Talkback
ÝTimes Educational Supplement, February 23, 2001, Issue 4417, pg30-31
Comments on the curriculum in Great Britain to squeeze the curriculum quart into the weekís pint pot and how schools should implement first a literacy hour and then a numeracy hour is repeated for secondary schools.Ý What are the benefits of giving more time for mathematics, English, science and physical education?Ý
Increasing teaching time meant taking periods from another subject, but from which one?Ý Physical education is one of the subjects that they want to take away, but what of the health of the nation and the hopes for Britain to do better at the Olympic games to bring home more medals.
This article brings on a touchy subject with physical education teachers because of schools are taking time away from physical education class for academic classes.Ý I once told my Geometry teacher that I hated geometry and would not have a use for it.Ý I was right.Ý Every one needs physical education because, not like math, you can forget it and move on, but you cannot forget about your body.Ý It is with you forever and with out the proper knowledge you will not know how to keep your body in shape.
Rajkowski, Pamela (1996). Emerging issues in South Australian schools in health physical education.
Primary Educator, August 1996, Vol.2, Issue 4, pg12-24.
This article discusses the issue relevant to the health analysis of physical education in South Australia and the contents of the article are tackling emerging issues, case study and supporting students to access texts in physical education.Ý
There were funds available to establish a project in which participating schools would investigate how literacy can be introduced into the health and physical education learning area.Ý In examining this program the teachers recommended two adoptions demonstrating integration of literacy by additional column that lists the literacy skills and the highlighting the verbs in learning activities and assessment which demonstrates the integration of literacy in programming. Because of the range of backgrounds, experiences, abilities, and literacy levels of students, effective teachers do not assess all students that have the same knowledge and understanding of the materials being used.
This article relates to one or the topics that we as students had to answer as reflections, which was the use of texts in the classroom.Ý The students may not understand the way the textbook is used and how it is constructed and also may not be suitable for the class intended too.Ý The outcome that we want for our students is success and effective teachers will provide a framework with inclusive strategies to ensure that all students can learn and understand the specific reading skills of the vocabulary and text structure of texts. The outcome is learning.
Block, Betty A.; Campbell, Ellen F (2001).Ý Reinforcing Literacy Through Movement for Children with Disabilities.
JOPERD: The Journal of Physical Education, Recreation, September 2001, Vol.72, Issue 7, pg30.
This article discuses the application of organizational learning approach to literacy work in physical education for hearing impaired children.Ý It also touches on the characteristics of hearing impaired children and their problems with phonetic awareness among pre literate children.Ý Also, the integration of abstract symbols and sign language in physical education with the hearing impaired children.
In our classroom, words with special meanings in a sentence or verse are used in the form of pictures, objects, American Sign Language and other special symbols.ÝÝ In addition to visual materials and nonverbal cues, the hearing impaired uses the symbolic level a great deal and it is integrated with all of the other levels such as abstract symbolism.Ý We give students an opportunity to connect with written and movement materials in a nonverbal way.Ý By doing this, we not only reinforce reading and comprehension through movement analysis and translation.
Using movement to reinforce literacy among children with hearing impairments is one way that physical education can contribute to the growth of their students as readers and movers.Ý The use of visual material that supplement the movement curriculum and thorough knowledge of reading processes and movement analysis are all necessary to the implementation of the literacy work.
Moriarty, Hilary (2000).Ý Spell Bind.
Times Educational Supplement, August 25, 2000, Issue 4391
This article comments on the proposal of legislators in Great Britain to enlist all subject specialists to combat the deteriation of studentsí spelling ability.Ý Possible damping of pupilís enthusiasm for subjects such as physical education, art and home economics as teacher are to monitor childrenís spelling in those classes.
Plans to use physical education, art and home economics lessons to improve spelling should be approached with some caution because students could easily get turned off because it emphasis on spelling lists. ìThe idea of children memorizing the spelling of quadriceps as they struggle during cross country surely appeals only to the sadisticî (Moriarty).Ý In Great Britain, spelling in physical education class is a waste of time because it takes the student away from exercise and activities.
Again, there is another article about literacy in physical education, which may turn students away and off task in participating in physical activities.Ý This article is against spelling list and monitoring spelling in physical education due to other classes deal with this issue.Ý I notice from the readings that Europe does not believe in literacy in physical education. Is this bad?Ý It all depends how you perceive this information.
Buell, Cathy; Whittaker, Andrea (2001).Ý Enhancing Content Literacy in Physical Education.
JOPERD: The Journal of Physical Education, Recreation, August 2001, Vol. 72, Issue 6, pg6.
This article discusses content literacy or the reading and the instruction used in teaching physical education.Ý It also, incorporates psychomotor and cognitive ability and the instruction on journal writing in physical education class.Ý It is important for us to understand reading process theories for two reasons in particular.Ý First, they give us a more complete knowledge process knowledge, which we are then able to integrate with our own theories of motor learning.Ý Second, we become valuable partners in literacy initiatives when we are knowledgeable about literacy.
One well accepted educational theory in both motor learning and reading process literature is the schema theory.Ý This theory describes how we make movement decisions and how we group information and recall the appropriate movement parameter values.Ý The schema are developed by broadening our movement parameters through experience so that the relationship between various responses are recognizes and categorized in the mind of the mover.Ý Physical educators may create lessons that incorporate literacy at levels of infusion, depending on their own interests and expertise and the needs of the school district.Ý They can use this approach as a guide to help efforts to integrate literacy and movement, either in a fashion or as a framework for the entire curriculum.
Motor learning and reading process theories have similarities that can be related to the form and function of the written word.Ý The social context of reading, its relationship to the stored experience of the individual and the ability to interpret literacy works through movement can facilitate reading comprehension.Ý We all know that literacy is a primary goal of politicians and education administrators.Ý This approach provides a rationale and methodology suitable for implementing literacy into the physical education curricula.
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Introduce or review one particular skill or offensive or defensive strategy with students which will help them to play this game more successfully. Let students know you want them to be trying to use this skill or strategy whenever possible.Ý Divide the class into two groups.Ý Have one group wear color vest, then place one student from each group in each rectangle.Ý The remaing students are placed anywhere around the base/sidelines.Ý Designate a basket that each team will shoot toward.Ý Once play begins, the students in the rectangles may dribble, shoot, or pass the ball to other players in the rectangle or side/baselines, in order to move the ball, he/she plays defense against their opponent in the rectangle. Students in a rectangle may not leave this space, or it is called a turnover, and the other person in their rectangle receives the ball.Ý The students on the side/base lines may receive a pass from a teammate in a rectangle or on the side/baselines and may also shoot at the basket.Ý However, they may take only three dribbles and then must pass or shot.Ý Also, no player in a rectangle or side/baseline may guard a student that is in possession of the ball on the side/baseline.Ý Students are free to roam anywhere on the side/baseline, but may not enter a rectangle or again, it is a turnover.Ý After a few minutes rotate the students in the rectangle clockwise.
The students will use and build offensive and defensive strategies.Ý The students will have ability to move and dribble a ball with control while keeping it away from an opponent.Ý Also, the students will have opportunity to use different types of passes such as the chess and bounce pass in the activity and will have opportunity to shoot toward an intended target.Ý
The purpose of this activity is to gain practice in incorporating the various skills and strategies associated with basketball.Ý This activity can also be used to introduce different offensive and defensive strategies to students (e.g., offensive skills such as keeping oneís body between the ball and the opponent; defensive strategies such as moving between the ball and the intended target and using oneís body and arms to guard the opponents).
This activity would be used after the students learned the basic components and skills of basketball. I would adjust this game so more students would have an opportunity to engaged in this activity by using all the basketball hoops inside and outside of the gym (depending on the area I was assigned).
Summary of Lesson Plan (Wally badminton)
This could be used as a practice activity for accuracy, or included in a game.Ý There are a couple variations depending on the location of the basketball hoop.
This activity helps students aim at a target and to improve their skill in the overhead and underhand clear.
This activity will help to improve accuracy of the badminton overhead and the underhand clear in a badminton lesson.Ý The use of this activity is if the basketball nets overhang onto the court in your gym.Ý The object of this activity is to aim your bird at the backboard for a bank shot.
All of the students will not have a basketball net in their court.Ý Rotate all students from court to court so they all have a chance to play with and with out a basketball hoop over their court.Ý Also, if the bird gets caught on the hoop modify so that they only earn points if the birdie does not get stuck.Ý I can also, use the box on the blackboard as a smaller target for advance students to hit and raise and lower the nets to accommodate students needs.
Summary of Lesson Plan (No
Racket Tennis)
This activity allows students to play tennis game just like if they had a rackets, but they are not allowed to have rackets.Ý Arrange the students on each court with a doubles team on each side.Ý The game begins with a serve, but the server throws the ball over the net into the proper service box using an overhand throwing motion.Ý The returning team must catch the ball with their hands and while standing in their own self-space they can throw the ball using an underhand throwing motion back over the net.Ý Underhand throws are exchanged for the rest of the point.Ý The ball must hit inside the court where the other team must now catch the ball and return it.Ý This will continue until one-team scores a point.Ý A point is awarded when the ball does not hit within the court or the ball is dropped by the team catching it, or it bounces twice on the court.
This activity is great because there will be times when there is not enough equipment for students and all students will be engaged in this activity.Ý Also, the less skilled players may enjoy this activity more than playing a real game of tennis because they will have more success in this activity.Ý The activity will also teach the students to move on the court.
This activity is to teach the students on scoring and positioning of players on a tennis court during a game of tennis.Ý The activity only allows overhand throws on the serve and encourages students to use medium speed throws on the serve. Also, the activity does not allow students to dive for balls because students must stay on their feet at all times during game play.
I would use this lesson during the first week of the tennis unit.Ý Also, before doing this activity I would make sure to spend time on scoring and court positioning in a tennis match.
Critique 4
Summary of Lesson Plan (Switch Soccer)
Two teams are on the soccer field playing keep away.Ý Do not use the goals.Ý The object is to keep the ball away from the other team.Ý Once they understand this we will move on to the next objective.Ý The next objective is to add another soccer ball and you must kick the game ball into the 2nd soccer ball in order to score.Ý As they are playing keep away the teacher places the 2nd soccer ball on the opposite side of the field.Ý When the students notice this, they will switch the field of play to the other side of the field.Ý When a goal is scored the teacher picks up the 2nd soccer ball, the student begin playing keep away again and the teacher places the 2nd soccer ball on the opposite side of the field.Ý
Positive Aspects
The students will work together as a team in this activity. ÝThere are many ways to change this activity instead of a soccer ball as the second target use a cone or a plastic jug or something that is a bit bigger for students to hit.Ý It makes the activity easier for less skilled students.
Development Areas
This activity is to teach students to look for opportunity to pass the soccer ball to each other and to use both sides of the soccer field.
How would you adapt this lesson for your
classroom?
After teaching the students on the dribble and the pass, I would incorporate this activity in my soccer unit.Ý It encourages students to work together and use all aspects of the soccer field.
Critique 5
Summary of Lesson Plan (3 Position Pass Patterns)
Divide the students into 3 groups.Ý Set one cone in front of them and the other cone about 10-12 yards ahead of that.Ý One student will be the center who will stand at the cone.Ý The receiver will stand about 2 feet beside the center.Ý The quarterback should be in a ready position about 1-2 feet behind the center.Ý Upon snapping the ball back to the quarterback from the center, the receiver will sprint out to the cone and curl around it and in to receive a pass.Ý The students should rotate positions within their groups so each student has an opportunity at each position.Ý Once through a full rotation, the groups can then use different pass patterns such as a 5-yard out, 8-yard post, streak and 5-yard smash. When doing this, make sure that the quarterback is calling out the pattern the receiver is to run.
Positive Aspects
The student will have to work together as a team.Ý They need to communicate with each other on each play so that the team is successful.Ý
Development Areas
This activity is to familiarize the students with the role of the quarterback, center and receivers on a football team and the different pass patterns evolved in the game of football.
How would you adapt this lesson for your
classroom?
After going over the different receiver patterns, throwing a football and snapping of the football to the students, I would use this lesson to develop offensive and defensive strategies in a football game.Ý
Lesson
Plans
Lesson 1
Flag football/ Pass for points
Teacher Name(s): Michael Tang
Date: October 11, 2002
Grade level(s): 9 grade 30 students
Content Areas: Physical Education
Description/Abstract: Pass for points: To teach
students offensive and defensive strategies in flag
football and work on passing, catching and defending.
Timeline: 55 minutes
Goals/Content and Cognitive:
The students will demonstrate proper strategies
involved during game play. The students will respect
each other and engage in sportsmanship during game
play. The students will be able to know the basic
football rules and terminology for game play. The
students will be able to pass and catch the football
and know the key components of passing and catching.
Links to Curriculum Standards:
Standard 1. The students will be competent in many
movement activities. Standard 2. The students will
understand how and why one moves in a variety of
situations and will use this information to enhance
his or her skills. Standard 3. The students will
achieve and maintain a health enhancing level of
Physical fitness. Standard 5. The students will
demonstrate responsible personal behavior while
participating in movement activities.
Guiding Questions:
The students in their daily journal will write down
the football terminology and the rules of the game for
written test at the end of the unit.
Assessment:
Checklist Passing: Three or five step drop Football
ear high Elbow out Fingers across the football laces
Follow through with throw. Checklist Catching: Thumbs
together to make a window After catch tuck the ball in
5-point carry on the football Do not catch ball with
chest
Learning Connections:
Passing and catching, the basic flag football rules,
knowledge of football terminology (line of scrimmage,
downs, incompletion, etc).
Learning Activities or Tasks:
One team starts as the offense, the other as defense.
The object is for the offense to complete passes to
receivers for points. The offense gets 4 downs with
the ball regardless of what happens (incompletion,
completion, or interception. Designate the lines of
cones marking the inside of the first zone as the line
of scrimmage. Every down will start from here, again,
regardless of what happens. The other end of this
first zone is just to mark out of bounds. The second,
third, and fourth zones are worth 1, 2, and 3 points
respectively. A pass to a teammate completed in one of
these zones receives that many points. An incompletion
is worth 0 points, and an interception is worth 1
points for the defending team. After the offense has
used their 4 downs the teams switch roles. Remind them
to keep track of total points.
Teaching Strategies:
May want to have students alternate positions within
the offensive and defensive teams. Give positive
feedback and monitor all students during class.
Management:
Divide a standard field from sideline to sideline into
4 sections each approximately 10-15 yards long. Make
them wide enough to accommodate the team sizes. 6
groups of 5 players.
Materials and Resources:
Football field, pinnies and a football per teams,
cones to mark the field.
Lesson Evaluation and Teacher Reflection:
Questions:
Was this lesson worth doing?
In what ways was this lesson effective?
What evidence do you have for your conclusion?
How would you change this lesson for teaching it?
again?
What did you observe your students doing and learning?
Did your students find the lesson meaningful and worth
completing?
Ý
Lesson 2
ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Passing and Catching
ÝTeacher Name(s): Michael Tang
ÝDate:
ÝGrade level(s): 9 Grade 30 students
ÝContent Areas: Basketball
ÝDescription/Abstract: Two basic reasons for passing are to move
the ball for good shots and to maintain possession of the ball and, thereby, to
control the game.
Timeline: 55 minutes
ÝGoals/Content and Cognitive:
ÝThe students will be able to perform the basic chest and bounce
pass in class today. The students will successfully pass the ball 9-10 times in
class today. The students will be able to work and help each other during
activities in class today.
ÝLinks to Curriculum Standards:
ÝStandard 1. The students will be competent in many movement
activities. Standard 2. The students will understand how and why one moves in a
variety of situations and will use this information to enhance his or her
skills. Standard 3. The students will achieve and maintain a health enhancing
level of Physical fitness. Standard 5. The students will demonstrate
responsible personal behavior while participating in movement activities.
ÝGuiding Questions:
ÝPassing is the most neglected fundamental of the game of
basketball. Developing the ability to pass and catch makes the students a
better player and helps make the game fun for all.
ÝAssessment:
ÝChecklist: Balance stance, elbows in Step in direction of pass,
force wrist and fingers through ball, force weak hand through ball, release
ball off first and second fingers, arms extended, palms down, finger point to
target.
ÝLearning Connections:
ÝThe students will write all the rules and terminology in their
journals. At the end of this unit, the students will take a written test on the
rules, terminology and components of a basketball game.
ÝLearning Activities or Tasks:
ÝWall passing: Start in a balanced stance 12 feet in front of the
wall, with the ball in good passing position. Pass and catch the ball as
quickly and accurately as you can. Correct fingertip release will impart backspin
and direct the ball straight back to you. Leave your arms up on your
follow-through until the ball hits the tossback. Partner Passing: With the ball
in good passing, start in a balanced stance 15 feet in front of your partner.
Pass and catch the ball as quickly and accurately as you can, using fingertip
release to impart backspin and accuracy. Point your fingers in the direction of
the pass, exaggeration your follow through by leaving your arms up until the
pass is caught. Bull in the Ring: This is a drill with five players on offense
and one player on defense. Four teammates and you spread out equidistant around
the center circle or foul circle. One students has a ball, and one defender,
placed in the middle of the circle, tries to intercept, deflect, or touch a
pass. The player with the ball may fake and use any type pass to any player in
the circle except the closest player to either side. The passer may not hold
the ball longer than 2 seconds. If the defensive player touches the ball, or if
the passer makes a bad pass or violation, the passer becomes the defender in
the middle with the defender going to offense.
ÝTeaching Strategies:
ÝI will monitor the class and give back positive feeback to
students.
ÝManagement:
ÝThe students will work by themselves at first, then with a partner
for drills. After drills, the students will be placed in groups of 5 students
to perform the last activity.
ÝMaterials and Resources:
Ý20 basketballs
ÝLesson Evaluation and Teacher Reflection:
ÝQuestions:
ÝWas this lesson worth doing?
ÝIn what ways was this lesson effective?
ÝWhat evidence do you have for your conclusion?
ÝHow would you change this lesson for teaching it again?
ÝWhat did you observe your students doing and learning?
ÝDid your students find the lesson meaningful and worth completing?
Toss and HitTeacher Name(s): Michael Tang Goals/Content and Cognitive:The students will be able to experience with different styles of bats and discover which bat is best suited for them. The students will be able to hit 7-10 ball today in class. The students will be able to work with a partner and help each other in class today. Links to Curriculum Standards:Standard 1. The students will be competent in many movement activities. Standard 2. The students will understand how and why one moves in a variety of situations and will use this information to enhance his or her skills. Standard 3. The students will achieve and maintain a health enhancing level of Physical fitness. Standard 5. The students will demonstrate responsible personal behavior while participating in movement activities. Guiding Questions:The students will write in their daily journal the rules, and terminology of softball for homework. The students will then study the rules and terminology for a written test at the end of the unit. Assessment:I will ask the students (check for understanding) questions, which will be written down in their journal. 1. What factors made it easier to hit the ball and why? 2. What factors made it harder to hit the ball and why? 3. Can these concepts help you while you are playing other sports? Name the sports and describe the skills. Learning Connections:The students will learn how to swing a bat. The students will learn how to catch a ball. The students will learn how to throw a ball and field. By the end of the unit, the students will learn and know how to play a game of softball. Learning Activates or Tasks:Each student will pair up. Give out a pair of different bats and balls. One student is the batter and the other is the fielder. The batter tosses the ball into the air. The ball bounces. The batter strikes the ball. The fielder retrieves the ball and throws it back to the batter. Switch every few minutes, so all the students get plenty of chances to bat. Teaching Strategies:I will correct the batters stance and swing. Ask them what bat and ball is best suited for each student, and monitor all students for safety issues. Management:The students will work in pairs at each cone site on the field. The students will experiment with different throws (bounce, overhand, underhand, fast, slow), as the batter will use different bats. I will give positive feedback to all students and monitor all students. Also, make sure that the students have enough room and that each student is careful when swinging the bat. Materials and Resources:Various size bats (short bats, long bats, skinny bats, barrel bats) Various types of balls (nerf ball, rubber ball, softball, Soft baseball) 15 cones Lesson Evaluation and Teacher Reflection:Questions: |
Swing Motion: Developing Feel, Rhythm, and TempoTeacher Name(s): Michael Tang Goals/Content and Cognitive:The students will execute a golf swing in class today. The students will be expected to perform the motion of the swing with out clubs today in class. The students will work a partner and help each other in class today. Links to Curriculum Standards:Standard 1. The students will be competent in many movement activities. Standard 2. The students will understand how and why one moves in a variety of situations and will use this information to enhance his or her skills. Standard 3. The students will achieve and maintain a health enhancing level of Physical fitness. Standard 5. The students will demonstrate responsible personal behavior while participating in movement activities. Guiding Questions:The first basic golf skill to learn is the swing motion, which is the foundation for the golf swing. The swing is used on all shots from the teeing area, the starting point for each hole, through shots near the green. It is used with all of the woods and irons and with short shots around the green. Assessment:Checklists: Posture drill: 5 repetitions with club down back and correct posture. Body Rotation drill: 5 rotations, eyes open; 5 rotations eyes closed; 5 rotations eyes open again. Half swing practice drill: arms lightly touch sides of chest; feel arms extended down, body turns; maintain posture. Arm swing and pivot drill: Maintain posture throughout swing; feel pivot turn around spine. Learning Connections:In this lesson, the students will learn to control the pivot or body motion, arm swing, and wrist cock by practicing with out a club and ball. Once the students learn the swing motion, it will be easy to alter the length and swing pace to produce a variety of other swings needed in golf.Ý In their daily journal, the students will write all the rules, and terminology of golf.Ý At the end of the unit, there will be a written test on these areas of golf. Learning Activities or Tasks:Posture drill is the practice taking the desired posture by holding a club vertically along your spine. The club should touch your head and extend below your waist. Slowly bend forward from the top of your thighs, when the club comes off your head or back, you have bent forward too far. Body rotation drills is to feel body rotate and your weight shift, take your setup position. With both hands, hold a club in front and across your shoulders, the club shaft pointing toward an imaginary target, maintaining the angle of your posture in your setup. Practice your torso and leg movement of the full swing motion so that on the back swing one-club end points forward; at the end of your forwarding, the opposite end should point forward over the position of the ball. Half swing practice drill is take your setup posture, palms facing each other. Place a club on the ground for the target line. Practice half swing. Arm swing and pivot drill is to find a partner and place your hands about 2 inches to the right and left side of your partners head. As your partner executes the swing, see the motion around his/hers center. The head will move slightly to the rear with the pivot. Teaching Strategies:Monitor all students and help them to achieve the golf swing. Management:The students will work with a partner so that they can help each other out with the movement activities. The student will be spread out on the open field. Materials and Resources:30 golf clubs. Lesson Evaluation and Teacher Reflection:Questions: |
Jab, bunch across and hock punch.Teacher Name(s): Michael Tang Goals/Content and Cognitive:The students will be able to perform the exercises such as the jab, bunch across and the hook punch today in class. The students will be able to connect all the activities to the final work out at the end of class today. The students will respect each other in class today. Links to Curriculum Standards:Standard 1. The students will be competent in many movement activities. Standard 2. The students will understand how and why one moves in a variety of situations and will use this information to enhance his or her skills. Standard 3. The students will achieve and maintain a health enhancing level of Physical fitness. Standard 5. The students will demonstrate responsible personal behavior while participating in movement activities. Guiding Questions:The students will write down the terminology and moves in Tae Bo in their daily journals. At the end of the unit, there will be a written test on the terminology and moves in Tae Bo. Assessment:The students will have to perform a Tae Bo routine at the end of the unit. A maximum of 5 students per group or a student can perform alone. Learning Connections:The students will learn the value of aerobic exercise and will be able to assess their own heart rate (resting and working) at the beginning and end of class. Learning Activities or Tasks:The jab is bend at the knees, feet shoulder width, back straight and head up and your elbows in tight by your ribs. Hands by face and jab with the right hand 8-times and change to the left 8-times. The bunch across is bend at the knees, feet shoulder width, back straight and head up. Hands by face and pivot your right foot at a 45-degree while bunching across the body with your right arm 8- times and switch over to the left when done. The hook bunch is bend at the knees, feet shoulder width, back straight and head up. Hand by face and swing out side in with your left arm. Repeat 8-times and change to the right side. Teaching Strategies:Perform all movement for the students and with the students. Monitor students during activity. Management:The students will work together while watching the video tape and perform the activities on the tape. Before the tape is on, I will demonstrate the jab, bunch across and the hook to the class, so they can learn the movements. Materials and Resources:Television and the beginning tape of Tae Bo. Lesson Evaluation and Teacher Reflection:Questions: |
Summary of Resources:
This website has every thing to offer for a physical education teacher.Ý There are different lesson plans for many activities and grade levels.Ý Also, there are many links to other website for lesson plans, activities and ideals for physical education which are useful for all physical education teachers.
There are many lesson plans to choose from and ideals to help young and older teacher to prepare for their classes.Ý I used the lessons found on this website to critiques the lesson for this curriculum guide and all of them, in my opinion, where all well plan. Also, you can post your own lesson plan on this website which is a great ideal because many teachers do have great ideals for lessons and they need a place to post them.
There are not enough lessons for high school. I t seems that this website has to many games for k-5 and middle school.Ý Also, the lesson does not break down any skill because it is all game related.Ý Then need to learn how to do the skills first before you play a game. It has all the rules and terminology of the game of basketball.
Of course, I can use the lessons, but I can tell the students to log on to the health ideals and pick one.Ý They can learn about different health topics and write about it in their journals. At the end of the unit, they can read it to the class for every one to hear and understand. I think it is important for students to understand health and wellness.
Wissel, Hal. (1994). Basketball Steps to Success.Ý Human Kinetics Publishers, Inc.
This book takes it step by step in developing skills in basketball.Ý From basic skills in dribble a basketball to defensive strategies for the advance basketball player.Ý It breaks downs the skill to the simplest form which is good for teacher and students.
This whole book is written well for teaching a beginning unit in basketball.Ý The step-by-step approach for each drill and activity makes it easy to use and understand.
It is hard to find something wrong with this book. The only thing I could find wrong is if you are teaching an advance course in basketball it would be to slow for them, but other than that it is a well-written book.
I do use this in my classroom.Ý The lesson in this book work well for physical education because it breaks down the skill step by step.Ý I recommend this book for all physical education teachers because it has great ideals and activities for your students.
Resource 3Ý http://www.ncrtec.org/tl/lp/
Summary of Resources
This is a free site to write lesson plans. I used this website to write all of the lesson plans used for the curriculum guide.Ý
It has most of the content areas in writing a lesson plan for any curriculum.Ý It is a free site, so take advantage of this.Ý It does not take much time to use this website and it is easy to use.
It needs to have different headings for the lesson contents.Ý If you do not save it to a word document it will be lost and you have to start again.
I do think students in a classroom can use this, but teachers can to write out lesson plans for class.Ý It is a great ideal for new and old teacher.
Owens, Dede & Bunker, Linda K. (1995).Ý Golf Steps to Success. Second Edition. Human Kinetics Publisher, Inc.
This book takes it step by step instructing a class in golf.Ý It has all the rules and terminology of golf to help the inexperience player to play and understand this game.Ý This golf book is a well-written book for all who want to learn the game of golf and to understand the basic components and fundamental skills of a golf game.
It has all the rules and terminology of the game of golf.Ý It is easy to understand and learn when reading and teaching it to your students.Ý The book breaks down skill and activity to the simplest form for all to understand.
In the series step to success these books are the best to teach and learn from.Ý It is hard to find something wrong with this book.
I do use this in my classroom.Ý The lesson in this book work well for physical education because it breaks down the skill step by step.Ý I recommend this book for all physical education teachers because it has great ideals and activities for your students.
The San Francisco State library has a lot to offer. ÝThe articles that I located where found in the database files found in education.Ý Then I type in the words literacy and physical education.Ý There were only ten articles found under this subject, but I knew there are more.
You can find information at home with your own computer.Ý It makes it easy for everyone to use at home, if you have the right Internet connections. There are many resources found with in the library, which helped to do this assignment.Ý I found the step to success books on line in the library.
You can get lost trying to use the database to find research journals.Ý It took awhile to learn and was confusing at time.Ý If I did not get the information in class, I would never figure it out.Ý Then need to have instruction on line when locating information.
The library has much opportunity for students to learn.Ý I can use this for assignment and research for the students to use.Ý It is a good tool to use and recommend all libraries to have an online service.
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