Name: Roman Villarreal Grade/Subject: Physical Education Grade 8 Date: 8/2/2022

1. Texas Essential Knowledge and Skills (TEKS): (C2) (1) Movement patterns and movement skills--locomotor skills. The
physically literate student demonstrates competency in fundamental movement patterns and developmentally appropriate locomotor
skills. The student is expected to: (A) perform a variety of locomotor skills and combinations during dynamic activities and games;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
(A) Perform locomotor skills during activities and games using motor movements

3. SMART
Objective(s): (C3)
Essential Question:
-During class, students will go over different movements that can be used in real life. Students will
participate in an obstacle course containing different workouts that practice balance, strength and
endurance that teaches them locomotor/motor skills
Testing on these events - Balance beam, sprints, crawling, doing push ups (the most) and rope climb
Students will need to partner up in groups of three and must share the obstacle responsibilities to
complete race

-Are there workouts/motor movements useful in real life situations?

4. Central Focus -Students will have learned basic and advanced locomotor skills as well as practiced lifelong fitness
(C4) workouts to be used later in class and life.
How will this lesson link
with other lessons in the
unit?

Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
content area in
meaningful ways.
Moving arms and legs simultaneously to perform movement that can be use in a game like
situation or used for physical fitness and making sure to perform balance as it is also important
for Locomotor movements. Use team work to identity what students can do.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Perform, partner, alternating, practice, moving, locomotor movements, motor movements
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Crawling, Sprinting, Crab Walk, Bear Crawl, Liners, push offs, balance beam, motor
movements.

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
After students finish their part of their of the race, students will yell “Switch” indicating a Audio
cue for the next person to start their part of the course.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Audio cues are what students are looking for so they can switch. Make sure students are paying
attention to peers finishing their event so they can get the cue right one time.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) Crawling, sprinting, motor movements and locomotor movements; by demonstrating these
The resources, movements, students can get a better understanding of how the movement is supposed to look
representations, and like.
strategies you will
provide to help students
understand, use, and Vocabulary Strategies - (GO TO Page)
practice the concepts and 1. remember that our vocabulary is self-explanatory, take it literally as it sounds. Such as
language they need to Bear crawl, you do exactly what you think a bear would do. (use a demonstration for
learn within the reference to show correct form of locomotor movement)
discipline

Site the researcher’s 2. the vocabulary is mostly actions, always remember that these are words that you can
name as you refer to the connect to movements, such as a balance and crawl. Such as
strategy.
you balance on your feet, you balance on the Beam

Discourse strategies - (GO TO Page)

-Write: students will write vocabulary that can be using in a sentence for understanding, for
example, “as I pushed down the defense away, I fell and had to crawl in order to stay balanced.

-Talk: students will use vocabulary in present time and the future, for example, when a student
is asked to run from one point to another as fast as he can, instead of saying “run as fast as you
can from here to here” a student can simply understand the term, sprint from this point to this
one.

Syntax - (GO TO Page)

1. Graphic Organizers- The second-best way to learn these vocabulary words is by using
graphic organizers that show the student how to properly set up act out the vocabulary word, or
how to use it in a sentence.

2. Demonstration- the best way to learn these vocabulary words is by using a live
demonstration, showing the students the right motor movements and how the
workout/vocabulary word should look/be like.

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be -Making a check list and looking for the proper use of biomechanics such as “balancing”
aligned to the TEKS, and using locomotor skills.
and objectives.
 Summative:
-At the end of the semester, students will be put through 2 tests. One test that shows
students know proper mechanics in locomotor movements, and a Second test; multiple
choice that test for knowledge and understanding of Locomotor movements

Assessment of your language demands:

Formative:
Playing a game and making sure all students use one type of locomotor movement. Once
that is done, they will be check off.

Summative:
At the end of the lesson, students will be put through 2 test. One test that shows students
know proper mechanics in locomotor movements, and a Second test; multiple choice that
test for knowledge and understanding of Locomotor movements

8. Hook (C7) Hook activity (make connections to prior learning)

The first day of the lesson, a creative hook I would use to introduce what we will be learning is
using a LONG balance beam if one is available and a ball bit. I would have students run across
Closure (C7) as fast as they can; most will fail and fall off, but it would be a fun activity to show student and
explain to them why balance and simple motor skills are so important, after this activity, I
would start my lesson.

Student Assets (C7) Closure Activity: (make connections to prior learning)

I would ask students “ draw three scenarios you can you these skills in real like situations.” This
could help students put together how often they use motor/locomotor skills everyday such as
walking, biking, avoiding objects etc.

Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – As a teacher, I would want students to get a real understanding of what I want
Learning Task(s) them to learn. First things first, I would show them what Locomotor skills are, and how
(C9) we use them in everyday, second thing is I would demonstrate using my self as an example.
Showing them they right and wrong ways of doing certain things. Lastly, I would explain
Be sure to include: what situations these skills can be use for, such as lifting a pencil which would be
How will students learn considered a “fine motor skills.”
and use academic
language?

WE DO – In this stage, as a teacher I am showing examples and giving feedback to

Three higher order students so that they have an idea of what to practice. Through this stage, all I want from
thinking questions. the students is to practice and to ask the teacher and his/her peers what they can improve
and to ask questions.

Marzano Strategy
YOU DO – By the end of the lesson or by the end of the year at the least, students should
be able to do simple motor skills, locomotor skills and individual workouts by their own
being independent. We do this by giving the student the best information and help during
the WE stage.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity I will be using Visual Learning and
Kinesthetic Learning since my students are P.E. students. In order for students to best learn motor
skills it would be best to demonstrate and show them through feel and touch. this can be done
through peer teaching and Teacher demonstration

o Gifted / advanced learners: depending on the physical abilities of the student, there are
many different ways these kids can keep learning while other students may not be at their
par. For example, for advance learners, I would just simply add another step in their
learning process. Using the balance beam, I would want student to walk across with no
problem, if they can do that, then they run across, if they can do that, they will start
hopping on one foot across and if they can do that, they will leap on one foot across.

Technology: -(GO TO page)

the types of technology that will be used will be Pedometers and heart rate monitors.

Marzano Strategy - (GO TO page)

For Homework, I would ask students to take a short video of them doing an “advanced Motor
movement” along with the definition of what a “Motor skill” is so that they have a little bit of an
understanding of what’s on the next lesson plan.

Higher Order Thinking Questions (GO TO page)

1. How can I modify this skill to my advantage in sports?
2. Where are these skills use in real life, name three jobs?
3. Think of 5 times you had to use these skills in your everyday life?

Grouping / Partnering Technique: (Hattie) (peer feedback)

During the course, there will be different types of movements/workouts to do that can only be
done right by students with gifts in those motor movements such as strength and endurance. The
teams will have to be smart with who they place where to get the best results during the
obstacle. After this is done, student would give each other Peer feedback, explain to their peers
their weaknesses and strengths.

Potential misconceptions and your plan to address it:

Motor movements are not important- this misconception top tier in the real world. People don’t
realize how much we need MM. MM are the foundation to our physical education so that we
can live a healthy life. If you wanted to be an athlete, you’d definitely would need to know
simple motor movements so that you can learn advanced movements such as throwing or
kicking. I would address this problem by showing the life expectancies of people who practice
physical health compared to people who don’t. this would be a eye opener being that people

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
who don’t practice physical health tend to live a much shorter life than a person who does..
which lead back to how do we stay healthy? well it all starts in learning motor movements.
- A field
- Balance beam
- Cones
- Pedometers
- Foam pit
- Rope
- Mats
- Students will need running shoes, shorts and a t – shirt
- Video camera/computer and projector
(How might you differentiate materials and resources for learners with various needs?)
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Attendance line- When I announce “attendance lines” students will line up in their
designated line that be started at the front of the cone, each line will have 10 students
at MAX, for every 10 kids, I simply add a cone. From there, I will go down the list.
2. Model Ideal Behavior- When students are behaving and doing the right thing, you want to
praise them and use them as an example so other students’ model that behavior.
3. Don’t punish, just address- When students misbehave, put a stop to it right away and
address why that behavior is wrong. If the behavior continues, further action can be taken.
4. Exit Ticket- In order for students to get changed and leave to the next period, students will
be asked to help to set equipment back up or to put away if asked to.
Accommodation(s)- (A change that helps a student overcome or work around obstacles ):
1. If Sprinting can’t be done, a jog or fast paced walk can be done and if that can’t be
done, students can participate be pushed or carried by another student.
2 If a certain part of the course can’t be done, the student will switch with the
student who has the easier obstacle only if that student can do the switch. If this
can’t be done, the student will do pushups on Knees for 30 seconds, once 30
seconds is up, the next person can go.
3. If crawling can’t be done, students can bunny hop across.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Students will be on foam mats, so full effort can be achieved with less fear of injury
2. there will be no music playing so that all audio cues are to be heard by student
3. students in a group; all of them must run to coach from their station as soon as they
finish to win the race (there will be no prize)
Strategies for ELLs (strategies that support language acquisition)

1. use correct punctuation and pronoucation when reading to get a better understanding

2. look up important vocabulary words and read before and after the word to get a better
understanding

3. Have students practice using punctuation in writing so it helps with their reading skills

4. have students visualize/comprehensive what they are reading by having them draw a picture
of what they think is going on

5. students can summarize the text in order to remember what the reading is about before
moving on to the next part.