DAILY LESSON PLAN

SCHOOL: Elementary School__________________________________________ TEACHER: Mr. Basurto

CALIFORNIA STATE PE STANDARDS ADDRESSED: Grade 4: 1.1, 2.10, 5.1 ___ DATE: May 25, 2017
COMMON CORE STANDARDS ADDRESSED: Standards 1, 2, and 5
UNIT / THEME __Jump Rope ________________ACTIVITY__Rhythm and Strength Training TIME / PERIOD: 40 minutes
TEACHING STYLE__Command Style and Peer to Peer_______________________________ GRADE: ____4_______ LESSON #_____1____OF___1____
EQUIPMENT AND FACILITIES NEEDED: Speaker for music and 35 jump ropes __ NUMBER OF STUDENTS: 35

MANAGEMENT CUE WORDS / PROMPTS

Call out “eyeballs” the students

respond with “click”, their attention
should resume to the front

Standard 1: Students demonstrate the motor skills and movement patterns needed o perform a variety of physical activities.

Standard 2: Students demonstrate knowledge of movement concepts, principles, strategies that apply to the learning and performance of physical
activities.
Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the
learning and performance of physical activity
TIME CONTENT & METHOD STRATEGY POINTS TO STRESS
Beginning with the warm-up, each What key words will you
Lesson Learning Objectives (For each domain, do not write what the students will section should have a management use to help students learn
be doing…write specifically what the students will be learning) strategy. and understand the
content?
1. Psychomotor Domain Objectives:
“eyeballs” response
1.1: Students will perform simple balance stunts with a partner while sharing a Students will see their peers and “click”
common base of support. myself doing the movements “zero” response “freeze!”

2. Cognitive Domain Objectives:

2.10 Students will design a routine to music that includes even and uneven
locomotor patterns.
Students, as the activity
progresses, will see who they can
3. Affective Domain Objectives: ask for help if they need it after
the activity.
5.1 Set a personal goal to improve an area of health-related physical fitness
and work toward that goal in non-school time.

Positive reinforcement will help

those students who are having
more trouble than others
 • After every activity, I
TIME Warm-up Activities: Start the activity with the “Eye of the Tiger” theme song will call out “eyeballs”.
minute Anticipatory Set
• Bringing back to focus
some students who are
either goofing off or not
Sequence of Skill Development / Practice: (Here, describe specifically how you paying attention
will arrange, manage, speak, and teach students from the first minute of class
time to the last minute. Write short sentences in bullets to account for the entire
class time)

Time Frame: 1055-1125 Total Time: 40 minutes

1-2 Minute(s)
Eye of the Tiger playing
• Students will come out and line up by groups of three around a jump rope. • Managing the students with more
CPP student teachers is very
helpful

• Accuracy and getting

down the rhythm and goof
posture. This is not a race

3-5
Calmer music is playing
• Students will do a warm-up using arms, calves and quads
6-8 • Proximity will cut down on
Introduce the lesson and safety cues
misbehavior and staring at those
9-11 students who are not following
First activity
along
• Good posture and what that looks like for jump rope

15-16: Second Activity

12-14
• Using your team mates jump 10 times per foot
15-18 Third Activity
• Shadow jump using correct posture and small arm circles around the waist

19-21 18-19: Fourth Activity

• Each student will take both ends of the jump rope in their preferred hand and
shadow jumping.

22-24 Fifth Activity

• Having good arc with the jump rope
• Practice 10-20 times

25-35 • Students will break into groups of 5 and design a jump rope routine,
incorporating one of the skills learned and present it to the class.

36-40 Cool down and debrief

• After the cool down. Pass the self-assessment paper for elementary students to
take home

Evaluation / Assessment Procedures: (These assessment procedures must tie

directly to the lesson objectives for all three previously described learning
objectives. In other words, how will you assess the psychomotor, cognitive, and
affective domain?)

Psychomotor Assessment Method:

• Student will demonstrate, with a partner, the check-off list on the right. If
students are not able to execute the number indicated, they can write down how
many times they were able to perform each activity.

Cognitive Assessment Method:

• The handout will test their cognitive assessment at home, students will then
take the same handout home and try and improve their numbers with a partner.
Extra credit if they post it on the schools Instagram Page.

Affective Assessment Method:

• Thumbs up or down as to how they are feeling
Modifications: (Include a method and strategy to modify the activity to include
students with disabilities)

• For kids in a wheel chair, other students can hold a jump rope and they can
wheel themselves through as the students swing the rope slowly.

Alternate Activity: Describe what you will do in the event of inclement weather or if
your lesson is simply not working. (DO NOT SIMPLY SAY YOU WILL MOVE
TO THE GYM. CONSIDER THE REALITY THAT YOU WILL LIKLEY BE
SHARING THE GYM WITH 2-4 OTHER CLASSES.)

• This lesson works well, except for the shadow jumping with the rope, inside the
gym due to inclement weather

• This lesson is a beginner lesson for jump rope.

• Bringing out the handout will allow them more practice time.