Running head: PHYSICAL ACTIVITY

PPE 310: Health Literacy in Schools

Lizbet Carrillo
Dr. Hesse

Running head: PHYSICAL ACTIVITY

DirectInstructionLessonPlan

Teachers:

Subject:

LizbetCarrillo,ElizabethSolis

6thgradeELA

Standard:
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone. (6.RL.4)

Objective(Explicit):

Studentswillidentifysimile,metaphor,understatement,hyperbole,andpersonificationfrommusiclyrics.

EvidenceofMastery(Measurable):
Atleast80%willbeabletogetmeetsintheticketoutthedooridentifying10sentencesaseither;simile,metaphor,
understatement,hyperbole,orpersonification.

Subobjectives,SWBAT(Sequencedfrombasictocomplex):

SWBATrecallinformationonfigurativelanguageandpreviouslessonsbyrespondingtothecheckof
understandingquestionsontheirwhiteboards.
SWBATengageindiscussionandcollaboratewiththeirclassmates.
SWBATreadalongmusiclyrics.
SWBATapplyandusecontentvocabulary.

Keyvocabulary:

Materials:

Simile

Teacher:

Metaphor

Projector

Understatement

Laptop

Hyperbole

Powerpointpresentation

Personification

Notestofillintheblank

Verses

Youtubevideo:https://www.youtube.com/watch?
v=rzlhbAt5kKk
Exitticket
Students:
ELAnotebook
Pencil

Running head: PHYSICAL ACTIVITY

Whiteboard

Marker
Notestofillintheblank
Exitticket

Opening(stateobjectives,connecttopreviouslearning,andmakerelevanttoreallife)
10minutes
TWaskstudentstotakeouttheirmaterialslistedontheboard.
TWaskstudentstoopentheirELAnotebooktoreview.
TWprovidestudentswithfivesentencesaboutsimile,metaphor,understatement,hyperbole,andpersonification.
TWhavethesentencesontheboard.
SWidentifythesentencesassimile,metaphor,understatement,hyperbole,or,personificationontheirwhiteboards.
TWaskstudentstoputtheirwhiteboardaway.
TWaskstudents:Doyouthinkweuseorlistentofigurativelanguageinourdailylives?Whataboutthemusicyou
listenontheradio?
SWrespondtothequestionsaloud.

InstructionalInput(10min)

TWtellstudents:Todaywearegoingtolistentoafewsongsandidentifythem.

TeacherWill:

StudentsWill:

Startthepowerpointpresentation

Askstudentstowritedowntheobjectiveandtake
notesbyfillingintheblank.

Gotroughtheslidesonthepowerpoint.
Waitforstudentstofillintheblank.
Askonetotwoquestionsbasedontheslidethey
havejustfinishedwritingdown.(Checkfor
understanding)
Beginthelessonwiththedefinitionsof:simile,
metaphor,understatement,hyperbole,and

Writedowntheobjectiveandpreparetotake
notes.
Takenotes,fillingintheblankthemissing
words.
Verballyrespondtoquestions.
Observeatexamples.
Askquestions.

Running head: PHYSICAL ACTIVITY

personification.

Provideexamplesofeach.
Askforquestions

Differentiation
Forstrugglingstudents,teacherwillallowstudentstoasktheirshoulderpartner.

CoTeachingStrategy(OneTeach,OneAssist)
TWwalkaroundtomakesurestudentsareontaskandunderstandthecontent.

GuidedPractice(15mins)

TWstopandworkwiththosewhoneedadditionalhelp.
TeacherWill:

Askstudentstoreviewtheirnotes.
Tellstudentstheywillhavetoidentify
tenexamplesaseithersimile,
metaphor,understatement,hyperbole
orpersonification.
Gooversafetyrulesforthemovement
cues.
Goovertheteachercuesofwhento
startandwhentostop.
Teachercues:Goclapones,stopclap
twice.
Showstudentsthemovementcuesto
providetheanswer.
IftheanswerisaSimilejumpinplace,
metaphorkneel,understatementtippy
toeswitharmsup,personification
jogginginplace,hyperbolesquats.
Demonstratethemovements.
Tellstudentstoimitatethemovements.
Instructstudentsthattheyhavetowrite
theanswerontheirsheetofpaperand
waitfortheteacherscue.
Askstudentsiftheyhavequestions.
Tellstudentsthatwillhaveonepractice
round.
Tellstudentstogetreadytobeginthe
activity.
Showontheprojectoronesentenceata

StudentWill:

Lookattheirnotesandreviewthem.
Beactivelistenerstotheinstructionsprovided
bytheteacher.
Listenandlookattheteachercues.
Observeastheteacherdemonstrates.
Imitatethemovements
Followdirections
Askquestionsifneeded.
Dothepracticeround.
Getreadytobegintheactivity.
Lookatthesentencesshownontheprojector
Thinkabouttheresponse.
Writeitdown
Dothecorrespondingmovementwhen
indicatedbytheteacher.

Running head: PHYSICAL ACTIVITY

time.
Providetimeforstudentstothinkabout
it.
Askstudentstowriteitdown
Givethecuetostartandtostop.

Differentiation
Forstrugglingstudents,letthemworkwiththeirshoulderpartner.
Forstudentswhoarenotabletoperformthemovementsthevariationswillbeasfollow:
jumpinplacearmsupanddown(repetitivemovement)
kneeldontmove
tippytoesandarmsuparmup
jogginginplacemovearmstorepresentrunningmovement
squatsheaddown
CoTeachingStrategy(OneTeach,OneAssist)
TWwalkaroundtomakesurestudentsareontaskandunderstandthecontent.

IndependentPractice(20min)

TWstopandworkwiththosewhoneedadditionalhelp.
TeacherWill:

Tellstudentsitistimeforthemto
practicewhattheyhavelearned.
Provideaworksheetwiththelyricsof
thesongsandspacestorespondtoa
fewquestions.
Instructstudentsthattheywillidentify
theversesassimile,metaphor,
understatement,hyperbole,or
personification.
Tellstudentstheywillremainsited
whilelisteningtothesongs.
Askstudentsiftheyhavequestions.
ShowtheYouTubevideoonthe
projector
Pauseaftereverysongsothattheycan
thinkandwritetheanswer.
AftertheYouTubevideoisover
providetimesothattheycanrespond

StudentWill:

Listentotheinstructions.
Receivetheworksheettocompletethenext
activity.
Askquestionsifneeded.
ObservetheYouTubevideo.
Thinkandrespond.
AftertheYouTubevideoisover,respondto
thelastboxofthetable.

Running head: PHYSICAL ACTIVITY

tothelastboxofthetable.

Differentiation
Forstrugglingstudents,insteadofrespondingtothelastquestiononthebox,havethemhighlightthecorresct
lineintheverse.

CoTeachingStrategy(OneTeach,OneAssist)
TWwalkaroundtomakesurestudentsareontaskandunderstandthecontent.
TWstopandworkwiththosewhoneedadditionalhelp.
TWchecktheworkofstudentswhoaredoneforsuccessfulcompletion,andcircleanyquestionsthatneedto
beredone.
Closing/StudentReflection/Reallifeconnections:(15mins)
TWaskstudentswhattheobjectivewastoday.SWrestatestheobjective.
TWproject10sentencesasanexitticket.SWidentifyeachsentence.
Studentsmaynotlookattheirnotes.
TWwalkaroundtheclassroomtomonitorstudentbehavior.

Running head: PHYSICAL ACTIVITY

Reflection
The incorporation of physical activity within the content was a great success. Having students move
to provide the answer is a great tool to maintain engagement and it helps increase students attention
during the lesson. Students were well behaved during the activity. Some minor disruptions happened
but students respond well after the teacher addressed the situation. Something that went well was that
students stayed focused on the objective of the activity. Students were thinking about the responses
and trying give the correct answer. Something else that went well was that all students followed
expectations and instructions.
Although overall it was a good activity there is always room for improvement. Something
that was not addressed during the expectations was the differentiation and safety rules. One reason
these were not addressed was because of teacher knowledge of students. There are no students who
need accommodations within this specific group of students, but it is important to not make
assumptions. Something else that needs improvement is the positive praise. To improve this, teacher
could name a few students who are on task. An example would be: I see Marcos keeps moving or
good job Ana, keep going. This incentive is not seen as much during the activity.
Something that went well was how the teacher walks around the classroom. Also students
know the expectations and know they have to wait until the teacher claps once to start and to stop the
teacher waits until everyone is participating and to stop she claps twice. Since teacher walks around
the classroom, students are encouraged to participate. The activity length was good as well it was
about 10 minutes long. The teacher demonstrated the movements while explaining the movement,
the reason for this is so that all students (verbal, kinesthetic, and visual learners) could grasp the
objective.

Running head: PHYSICAL ACTIVITY

Video:
https://www.youtube.com/watch?v=VKrDhcXstcQ&feature=youtu.be

Running head: PHYSICAL ACTIVITY

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10

Rubric
Criteria

Exemplary (5)

Proficient (3)

Unsatis

Integration
of physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher
Content
Knowledge
(TCK)

Instructional plans include:

All learning objectives and
state content standards are
explicitly communicated and
not altered with the integration
of physical activity. (S&O-TAP)

Instructional plans include:

Most learning objectives and
state content standards are
communicated and are only
slightly altered with the
integration of physical activity.
(S&O-TAP)

Instructi
F
c
c
a
p

Score: x1

Lesson activities include

integration of physical activity
component in at least two parts
of the lesson plan
Integration of the physical
activity component does not
detract from the academic
content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content
knowledge. (TCK-TAP)
Activities and materials
include: (A&M-TAP)

Lesson activities include

integration of a physical activity
component in at least one part of
the lesson plan

Integration of the physical

activity component slightly
detracts from the academic
content
Teacher sometimes implements
subject-specific instructional
strategies to enhance student
content knowledge. (TCK-TAP)

Presentation of content most of

the time includes (In Video as
well): (PIC-TAP)

L
i
c
l

I
c
f

T
s
e
k

P
i
T

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o

Modification
s for safety
& classroom
managemen
t and for
children
with special
needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)

11

Sometimes activities are

game-like, involve
simulations, require
creating products, and
demand self-direction
and self-monitoring.

Concise communication of
expectations for student
performance of the physical
activity.

Modeling by the teacher to

demonstrate his or her
performance expectations.

Concise communication of
expectations for student
performance of the physical
activity component.

Modeling by the teacher to

demonstrate his or her
performance expectations.

Presentation of content always

includes (In Video as well): (PICTAP)
o

Safety issues for integrating

physical activity are well
thought out and described in
the lesson as well as
demonstrated in the Video

Safety issues for integrating

physical activity are somewhat
thought out and described in the
lesson as well as demonstrated
in the Video

S
p
o
l
t

Classroom management
techniques are clearly defined
and demonstrated in the Video

Classroom management
techniques are somewhat
defined and demonstrated in the
Video

C
t
s
V

Instructional plan include: (IP)

Instructional plan include: (IP)

SCORE: x1

Evidence that plan is

appropriate for the age,
knowledge, and
interests of all learners
and;
Evidence that the plan
provides regular
opportunities to
accommodate individual
student needs...to
include one modification
to accommodate
students with cognitive
disabilities and one for
students with physical
disabilities

Evidence that plan is

appropriate for the age,
knowledge, and interests
of most learners and;

Evidence that the plan

provides some
opportunities to
accommodate individual
student needs, to include
one modification to
accommodate students
with cognitive disabilities
or one for students with
physical disabilities

Teacher creates learning

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12

opportunities where most

students can experience
success. (Exp-TAP)

Teacher creates learning

opportunities where all
students can experience
success. (Exp-TAP)

Video of
Presenting
Instructional
Content
SCORE: x1

Video presentation of content

includes:
visuals that establish: purpose
of the lesson, preview the
organization of the lesson, and
include internal lesson
summaries

T
p

Video pr
includes
v
t
o
i
l

submitted to YouTube Unlisted

or another secure option
agreed with your instructor

examples, illustrations,
analogies, and labels for new
concepts and ideas

e
a
i

examples, illustrations,
analogies, and labels for new
concepts

modeling by the teacher to

demonstrate his/her
performance expectations

m
d
e

modeling by the teacher to

demonstrate his/her
performance expectations

submitted to YouTube Unlisted or

another secure option agreed
upon and shared with your
instructor

l
s

logical sequencing and

segmenting

all essential information

n
e

no irrelevant, confusing, or nonessential information

n
U
a

Self-reflection was somewhat

thought out and included 4-5
specific examples from the
teaching experience on: (a) what
went particularly well, (b) what
you will change next time, and
(c) the feedback you received
from your mentor teacher; (d)

S
o
s
t
w
y
t
y

SCORE: x1

Video presentation most of the time

includes:
visuals that establish: purpose of
the lesson, preview the
organization of the lesson, and
include internal summaries of
the lesson

T
w
v
(

Selfreflection

The classroom is arranged to

promote individual and group
learning. (Env-TAP)

The classroom is arranged to

promote individual and group
learning. (Env-TAP)

concise communication
logical sequencing and
segmenting
all essential information

no irrelevant, confusing, or
non-essential information

Self-reflection was well thought

out and included at least 6
specific examples from the
teaching experience on: (a)
what went particularly well, (b)
what you will change next time,
and (c) the feedback you
received from your mentor

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13

teacher; (d) managing

classroom behavior, (e) teacher
movement, (f) response
latency, (g) using student
names, and (i) providing
positive praise

managing classroom behavior,

(e) teacher movement, (f)
response latency, (g) using
student names, and (i) providing
positive praise

m
t
l
a

Self-reflection was the

appropriate length for the
assignment (1-2 pages)

S
a

Self-reflection was the

appropriate length (1-2
pages), in APA and in third
person

Not in third person

Rubric was attached at the end

Rubric was attached but not at

end

Title page was used

Highlighting was not correct

Appropriate highlighting was

used