Advanced Teacher Work Sample

Jump Rope - 3rd Grade (B)

Bryanna Mieles

Mentor Teacher: Annie Lewis

Adams 12 Five Star Schools - Skyview Elementary School

Part 1: Contextual Description

Skyview Elementary School is located in Thornton, Colorado within the Adams 12 Five

Star School District. The school has around 392 students ranging from kindergarten through 5th

grade. This school has about 49% of hispanic students, 41.5% white students, and 4.6% of two

races or more. For free/discounted lunch, it is about 40.5% of students. In the school, there are

around 221 male students and 167 female students (2021-2022). In academics, Skyview is 41%

proficient in reading and 32% proficient in math. Skyview’s vision is to develop the whole child:

healthy, productive, critical thinkers of the 21st century. Their points of pride include offering

many learning opportunities beyond their high achieving classrooms, supporting the whole child

and utilizing PBiS (Positive Behavior Support), restorative practices and social emotional

curriculum (Second Step). As well as, having a successful and established music, arts, and PE

programs that include adaptive programs to support all learners.

The students that are served by Adams 12 Five Star Schools are 44.5% White, 1.6%

Black, 5.7% Asian or Asian/Pacific Islander, 43.2% Hispanis/Latino, .4% American Indian or

Alaska Native, and .1% Native Hawaiian or other Pacific Islander. It is composed of 54 different

schools from PK-12. There are a total of 36,078 students, and 2,070.88 teachers. Mission: To

engage and inspire all students to innovate, achieve and succeed in a safe environment by

ensuring high-quality instruction in every classroom, every day. Vision: Adams 12 Five Star

Schools is a caring, inclusive and engaging district which exists so the students it serves can

attain the knowledge and skills necessary to pursue the future of their choosing and are equipped

to navigate and thrive in our rapidly changing world.

Implications:
 In order to ensure that the students at Skyview Elementary are accommodated for, I plan

on finding resources for English Language Learners. In the building, there are two ELD teachers,

so I can reach out to them to help with students who are still learning English. I can also have

them translate any document needed. Another implication would be to reach out to the

instructional coach, Chad, for assistance with certain assessments/lessons to ensure that my

content is appropriate for each grade level. Another one could be including diverse visuals in

slide decks, handouts, etc. since Skyview is a diverse school. We have 2 wheelchair bound

students, so find ways to adapt to different activities. With jump roping, I can have them hold 2

small jump ropes in either hand and then they can do the hand motion and still work on that

upper body strength and coordination.

Part 2: Big Picture Goal, Learning Outcomes & Standards

Big Picture Goal:

The goal for this unit, Jump Roping, is to introduce K-5th grade to a cardiovascular

leisure activity. Jump rope has been a popular activity throughout the years and this unit will give

students the opportunities to enhance their cardiovascular fitness. Jump rope improves foot

coordination and can overall improve one’s level of physical fitness. For jump roping, students

will focus on showing responsible behavior and working with others (affective domain).

Students will focus on gaining knowledge on different jump roping skills and form (cognitive

domain). Students will also focus on jumping consecutively and creating a routine with jumping,

non-jumping, and invisible rope skills (psychomotor domain).

Learning Outcomes

Affective:

- SWBAT effectively engage in responsible behavior during jump rope ninja

 - SWBAT effectively engage in responsible behavior during jump rope skill inventory

- SWBAT effectively engage in responsible behavior and work with others during their

jump rope routine

Cognitive:

- SWBAT accurately describe how to size their jump rope during jump rope ninja

- SWBAT accurately describe how their heart feels before and after jump rope skill

inventory

- SWBAT correctly identify jumping, non-jumping, and invisible rope skills in their jump

rope routine

Psychomotor:

- SWBAT successfully jump rope continuously during the Jump Rope Ninja

- SWBAT successfully jump rope continuously during the jump rope skill inventory

- SWBAT successfully jump rope continuously during their jump rope routines

National Standards:

Standard 1: The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns

❖ S1.E5.3: Performs teacher-selected and developmentally appropriate dance steps and

movement patterns

❖ S1.E6.3: Performs a sequence of locomotor skills, transitioning from one skill to another

smoothly and without hesitation

❖ S1.E27.3: Performs intermediate jump-rope skills (e.g., a variety of tricks, running in and

out of long rope) for both long and short ropes

Standard 2: The physically literate individual applies knowledge of concepts, principles,

strategies and tactics related to movement and performance

❖ S2.E2.3: Recognizes locomotor skills specific to a wide variety of physical activities

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve

and maintain a health-enhancing level of physical activity and fitness.

❖ S3.E1.3b: Identifies physical activity as a way to become healthier

❖ S3.E2.3: Engages actively in the activities of physical education class without teacher

prompting

Standard 4: The physically literate exhibits responsible personal and social behavior that

respects self and others

❖ S4.E1.3: Exhibits personal responsibility in teacher-directed activities

❖ S4.E4.3a: Works cooperatively with others

❖ S4.E4.3b: Praises others for their success in movement performance

Standard 5: The physically literate recognizes the values of physical activity for health,

enjoyment, challenge, self-expression, and/or social interaction.

❖ S5.E2.3: Discusses the challenge that comes from learning a new physical activity

❖ S5.E3.3: Reflects on the reasons for enjoying selected physical activities

❖ S5.E4.3: Describes the positive social interactions that come when engaged with others in

physical activity

State Standards

Standard 1: Movement Competence and Understanding

❖ Prepared Graduates 2: Apply movement concepts, principles, strategies, and tactics to

learning and performing physical activities

 ➢ GLE 2: Perform cross lateral and rhythmic exercises that make a brain-body

connection

■ EOb: Perform successfully a variety of jump-rope skills using both short

and long ropes, and jump to various tempos

■ EOc: Perform jumping, tossing, dribbling, or catching to music or

rhythmic beat

❖ Prepared Graduates 2: Apply movement concepts, principles, strategies, and tactics to

learning and performing physical activities

➢ GLE 3: Demonstrate understanding of how the use of self-assessment aids in skill

development

■ EOa: Use self-feedback to identify strengths and weaknesses

■ EOb: Use instructor or self-feedback to make adjustments that will

improve performance

Standard 2: Physical and Personal Wellness

❖ Prepared Graduates 4: Participate and understand the benefits of regular physical activity

➢ GLE1: Identify the benefits of sustained physical activity that causes increased

heart rate and heavy breathing

■ EOd: Locate heart rate on at least two different pulse points on the body

■ EOf: Demonstrate the ability to understand the concept of pacing during

cardiovascular endurance activity

Standard 3: Social and Personal Wellness

❖ Prepared Graduates 5: Exhibit responsible personal and social behavior that respects self

and others in physical activity settings

 ➢ GLE 1: Demonstrate positive social behaviors during physical activity

■ EOa: Identify the positive behaviors of self and others

■ EOc: Follow directions, activity-specific rules, procedures, and etiquette

with few reminders

■ EOd: Encourage others regularly, and refrain from put-down statements

■ EOe: Ask a partner to participate in a physical activity

■ EOf: Congratulate friends for performing a skill correctly

Standard 4: Prevention and Risk Management

❖ Prepared Graduates 6: Apply personal safety knowledge and skills to prevent and treat

injury

➢ GLE 1: Identify ways to prevent injuries during physical activity

■ EOb: Understand how activities can affect safety of self and others

Part 3: Concept Map & Block Plan

Concept Map:
Block Plan:

*There are 3 different rotations (A,B,C), we only see 1 rotation for 3 days. This unit plan is

focused on the 3rd grade B group.

Learning Objectives:

Affective:

- SWBAT effectively engage in responsible behavior during jump rope ninja

- SWBAT effectively engage in responsible behavior during jump rope skill inventory

- SWBAT effectively engage in responsible behavior and work with others during their

jump rope routine

Cognitive:

- SWBAT accurately describe how to size their jump rope during jump rope ninja

- SWBAT accurately describe how their heart feels before and after jump rope skill

inventory

- SWBAT correctly identify jumping, non-jumping, and invisible rope skills in their jump

rope routine

Psychomotor:

- SWBAT successfully jump rope continuously during the Jump Rope Ninja

- SWBAT successfully jump rope continuously during the jump rope skill inventory

- SWBAT successfully jump rope continuously during their jump rope routines

Day 1: Day 2: Day 3:

- Introduction to jump - Tasks: - Tasks:

rope - Instant - Instant
- Tasks: activity: activity: Yoshi
- Instant Olympic I love - Jump rope
warmup: Tag Math! selection
 game - Jump rope - Skill
- Jump rope selection inventory:
selection - Skill inventory Routines w/
- Learning progression group or
objectives and sheet individual
success criteria - Go over - Film routines
- Talk about non-jumping - Free jumps
jumping, skills - Cooldown/deb
non-jumping, - Free jumps rief
and invisible - Teacher
rope skills routine
- Jump rope dice - Cooldown/deb
activity rief
- Jump rope
ninja
- Free jumps
- Cooldown/deb
rief

Part 4: Assessment Planning (Formative & Summative)

I. Formative Assessments:

A. Psychomotor Formative Assessment (Pre/Post)

1. National Standards

a) S1.E27.3: Performs intermediate jump-rope skills (e.g., a variety of

tricks, running in/out of long rope) for both long and short ropes.

2. Lesson Objectives

a) SWBAT successfully perform variety of jumps consecutively

during the jump rope activity.

3. Overview/Description (What, When, How)

 a) What: Students will explore just jumping with their jump rope

consecutively. Teachers will go around and mark if students are

demonstrating mature jumping patterns.

b) When: Pre: Day 1 of jump roping. Post: Last day of jump roping.

c) How: Teachers will go around and mark if students are

demonstrating mature jumping patterns.

4. Rubric/Assessment Tool

4 3 2 1

Students can Students can Students can Students struggle

explain and demonstrate all demonstrate some to demonstrate
demonstrate all aspects of mature aspects of mature any of the aspects
aspects of mature jumping patterns jumping patterns of mature jumping
jumping patterns: - Eyes - Eyes patterns
- Eyes forward forward - Eyes
forward - Tall body - Tall body forward
- Tall body - Handles - Handles - Tall body
- Handles near hips near hips - Handles
near hips - Soft landing, - Soft landing, near hips
- Soft landing, bent knees bent knees - Soft landing,
bent knees bent knees
(Can jump 5-20 (Can jump 1-5 (Can only jump
(Can jump times) times) once)
indefinitely
comfortably)

B. Cognitive Formative Assessment

1. National Standards

a) S3.E3.3: Describes the concept of fitness and provides examples of

physical activity to enhance fitness.

2. Lesson Objectives
 a) SWBAT accurately describe how jump roping affects their body

during the google form.

b) SWBAT accurately identify the correct form and skills in jump

roping.

3. Overview/Description (What, When, How)

a) What: Students will complete a multiple choice/true or false

google form to show their understanding of jump roping.

b) When: At the end of the 2nd day of jump roping with the “B”

rotation (2/7).

c) How: Students will be given a google form that they will complete

on their chromebooks. The google form consists of 6 questions

both multiple choice and true/false regarding form, components of

fitness and skills.

4. Rubric/Assessment Tool

a) Google form (quiz format)

C. Affective Formative Assessment

1. National Standards

a) S5.E2.3: Discusses the challenge that comes from learning a new

physical activity.

2. Lesson Objectives

a) SWBAT effectively expresses different challenges they faced

during jump roping.

3. Overview/Description (What, When, How)

 a) What: Students will complete a google form expressing how they

used grit during the jump rope unit. Grit is the character trait of the

month.

b) When: The end of day 2 of jump roping with the “B” rotation

(2/7).

c) How: The same google form as the cognitive assessment. There

are 2 short answer questions at the end regarding the affective

domain.

4. Rubric/Assessment Tool

a) Google form

b) Rubric

4 3 2 1

Students can explain Students can explain Students can Students struggle to
accurately explain what grit means and somewhat explain explain what grit
what grit means and provides examples what grit means. means. Shows no
provides examples on how they showed Shows little evidence that they
on how they showed grit during jump evidence that they demonstrated grit
grit during jump roping demonstrated grit with jump roping
roping with jump roping

II. Summative Assessment:

A. Psychomotor Summative Assessment

1. National Standards

a) S1.E27.3: Performs intermediate jump-rope skills (e.g., a variety of

tricks, running in/out of long rope) for both long and short ropes.

2. Lesson Objectives
 a) SWBAT successfully combine intermediate jump rope skills/tricks

during their jump rope routine.

3. Overview/Description (What, When, How)

a) What: Students will create a routine with 9 skills. These skills will

include jumping skills, non-jumping skills, and invisible rope

skills. Students will then film their routines on the IPad.

b) When: Day 3 of jump roping with the “B” rotation.

c) How: Students will complete the skill inventory/routine sheet and

combine the skills, and then film the routine on the IPads.

4. Rubric/Assessment Tool

a) Skill Inventory/Routine Sheet (below)

 b) Rubric

4 3 2 1

Students can create Students can create Students can Students struggle to
a with 8-9 skills a routine with 9 somewhat create a complete a routine
(non-jumping, skills (non-jumping, routine with 9 skills with 9 skills
jumping, and jumping, and (non-jumping, (non-jumping,
invisible rope). invisible rope). jumping, and jumping, and
Performs moves Includes 7 skills. invisible rope). invisible rope).
correctly and can Sequence of the Includes 6 skills. Includes less than 5
continuously jump jumps flow well Jumps are skills.
somewhat
continuous

*Skills can be repeated

*Two skills are already provided

Part 5: Lesson Planning & Reflection

 Physical Education Lesson Plan
Teacher Name (s): Bryanna Mieles
Content/Skill Theme: Jump Rope
Date of Lesson: Day 1 (A,B,C)
Lesson # 1 of 3
Grade Level: 3-5
National Standards & Grade Level Outcomes
Standard 1:
- S1.E27.3: Performs intermediate jump rope skills
(e.g., a variety of ricks, running in/out of long rope)
for both long and short rope
- S1.E27.4: Creates a jump rope routine with either
short or long rope
- S1.E27.5: Creates a jump rope routine with a
partner, using either a short or long rope
Standard 4:
- S4.E1.3: Exhibits personal responsibility in
teacher-directed activities
- S4.E1.4: Exhibits responsible behavior in
independent group situations
- S4.E1.5: Engages in physical activity with
responsible interpersonal behavior
Student Learning Objectives
Psychomotor: SWBAT successfully jump rope continuously
during the Jump Rope Ninja
Cognitive: SWBAT accurately describe how their heart feels
before and after jump rope ninja
Equipment Needs:
20-30 jump ropes
Slidedeck
Computer
Projector
Speaker
State Standards & Grade Level Outcomes
Standard 1:
- (3) GLE 2: Perform cross lateral and rhythmic exercises that make a brain-body
connection
- EOb: Perform successfully a variety of jump-rope skills using both short
and long ropes, and jump to various tempos
- (4) GLE 1: Identify the major characteristics of mature locomotor, non-locomotor,
manipulative and rhythmic skills
- EOe: Create a rhythmic routine, including gymnastics, creative dance, or
jump rope
- (5) GLE 1: Demonstrate mature form for all basic locomotor, non-locomotor,
manipulative, and rhythmic skills
- EOg: Perform a short or long jump rope routine with a partner or small
group
Assessments
Visual Observation: *3rd pre-test
I will observe to see if students are able to consistently jump rope
Discussion: I will ask students how they feel physically
Affective: SWBAT effectively engage in responsible Visual Observation: I will observe to see of students can engage in responsible behavior
behavior during jump rope ninja

Teacher Performance Objectives Data Sources for Self-Reflection

#1: Demonstrations Self-Reflection: I will reflect back to see if I was able to use proper demonstrations
- Use teacher demonstrations
- Use student demonstrations
#2: Active Supervision Strategies Self-Reflection: I will reflect back to see if I was able to effectively use these strategies
- Back to the wall
- Proximity control
- Positive Pin-pointing
#3: Give feedback Self-Reflection: I will reflect back to see if I was able to effectively provide feedback
- Provide specific feedback to at least every student
once
Tim Task Details Performance Organization
e (set induction, instant activity, transitions, Cues (diagrams, descriptions)
(mi learning experience descriptions, Safety
n) modifications/challenges, assessment tasks, Reminders
closure) Teacher
Actions
2 Introduction: Performance
min - Students will line up at the door & wait for Cues:
teachers to enter - Sit
- While they enter, Annie and I will greet each quietly
student with a handshake - Open
- Students will sit on their assigned floor spot space
(On the “Do-Now” poster) and wait for
instruction Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself
- Put
jackets
 & water
along
the wall

Teacher
Actions:
- Greet
students
at the
door
- Walk
around
the gym
- Use
names

5 Rock, Paper, Scissors Laps Performance

min - Students will walk in and immediately start Cues:
the instant warmup - Open
- Students will start at any 4 corner and do space
rock paper scissors, if they win, they get to
run to the next cone. Safety
- Students who stay can practice different Reminders:
exercises like jumping jacks - Shoes
- Students will continue for a few minutes tied
- Keep
3rd Grade will do Pre-test hands to
- Students are given any jump rope and will yourself
explore jumping - Put
- We are looking for certain characteristics jackets
- *Rubric below & water
along
the wall

Teacher
Actions:
 - Walk
around
the gym
- Use
names

1 Transition into Jump Rope Selection Performance

min - Have students “focus” and then return to Cues:
floor spots - Sit
quietly
- Open
space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
 3 Jump Rope Selection Performance
min - We will size the jump ropes for each student, Cues:
so that it is the correct height for them - Open
- Standing on the middle of the jump rope, the space
handles should reach to their armpits Safety
- Annie and I will go around and help each Reminders:
student - Shoes
tied
- Keep
hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
- Walk
around
the gym
- Use
names
- Feedbac
k

5 Dice Warmup with Jump Rope Performance

min - Each student will have a jump rope Cues:
- The jump rope will remain laying straight on - Open
the ground space
- Each group will have a dice, when they roll - Jump
their dice, they will follow the gifs on the rope on
slide deck the
- 1: Jump side to side ground
- 2: Jump forward and back
 - 3: Hop on one foot from one side to Safety
the other Reminders:
- 4: Zig Zag - Shoes
- 5: Hop Zig Zag tied
- 6: Your choice - Keep
- Students will complete each one 10-20 reps hands to
- Students will continue for about 5 minutes yourself
- Do not
swing
the
jump
rope

Teacher
Actions:
- Walk
around
the gym
- Use
names

Transition into Learning Intentions and Success Performance

Criteria Cues:
- Have students “huddle huddle” over to the - Open
projector screen and sit quietly space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself
 Teacher
Actions:
- Walk
around
the gym
- Use
names

Learning Intentions and Success Criteria Performance

- Students will be starting the jump rope unit Cues:
for the next 3 days. - Open
- Why, How, & What space
- I can jump rope repeatedly - Sit
- I will participate in jump rope ninja quietly
- I honestly followed the jump rope
progression choices & I can keep my Safety
jump rope going continuously with Reminders:
one of more skills - Shoes
- Tell students that they can keep their jump tied
rope on the ground or they can do imaginary - Keep
jump roping to practice skills first and then hands to
progress to using the rope yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
Ninja Belts Performance
- This is a skill progression activity Cues:
- Students will attempt each skill (belt), once - Open
they mastered the number of consecutive space
jumps for each belt, they “obtain” the belt - Elbows
- 3rd Grade: in
- White: 10 - Eyes
- Yellow: 15 and
- Orange: 25 nose
- Green: 30 - bounce:
- Blue: 45 knees
- Purple: 60 bent
- Red: 75 - Jump
- Brown: 100 low
- Black: 125
- 4th Grade: Safety
- W: 10 Reminders:
- Y: 20 - Shoes
- O: 30 tied
- G: 45 - Keep
- Blue: 60 hands to
- P: 75 yourself
- R: 100
- Brown: 125
- Black: 175 Teacher
- 5th Grade: Actions:
- W: 15 - Walk
- Y: 25 around
- O: 45 the gym
- G: 65 - Use
- Blue: 85 names
- P: 100 - Give
- R: 125 feedbac
- Brown: 175 k
- Black 250
- Students will work on this at their own pace
 5 Free Jumps Performance
min - After students progress enough during Jump Cues:
Rope Ninjas, they will have time to explore - Open
different types of jumps space
- Students can jump rope with an imaginary - Elbows
rope, on the ground, or holding it in
- Students can practice on their own and - Eyes
explore and
- We will project different gifs of tricks that nose
they can try - bounce:
knees
bent
- Jump
low

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
- Give
feedbac
k
 2 Transition into Cooldown/Debrief Performance
min - Have students put their jump ropes back on Cues:
the rack - Open
- Sit on their floor spot quietly space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

3 Cooldown/Debrief Performance
min - I will play the cooldown song Cues:
- Students can sit like a statue or lay down - Open
- Ask students how they feel about jump space
roping
- Challenges? Successes? Safety
- Have students line up on the black line Reminders:
- Shoes
tied
- Keep
hands to
yourself
 Teacher
Actions:
- Walk
around
the gym
- Use
names

Assessments:

4 3 2 1

Students can explain and Students can demonstrate Students can demonstrate Students struggle to
demonstrate all aspects of all aspects of mature some aspects of mature demonstrate any of the
mature jumping patterns: jumping patterns jumping patterns aspects of mature jumping
- Eyes forward - Eyes forward - Eyes forward patterns
- Tall body - Tall body - Tall body - Eyes forward
- Handles near hips - Handles near hips - Handles near hips - Tall body
- Soft landing, bent - Soft landing, bent - Soft landing, bent - Handles near hips
knees knees knees - Soft landing, bent
knees
(Can jump indefinitely (Can jump 5-20 times) (Can jump 1-5 times) (Can only jump once)
comfortably)
 Skyview ES: Lesson Reflection 2/7

Bryanna Mieles

On February 7th, I taught all classes (K-5th). This was the first day of jump roping for the

‘B’ rotation. For 3rd-5th, they worked on earning their ninja belts with basic jumps. For K-2nd,

they worked on different jumping stations. I was very mindful of my instruction ensuring I was

give adequate cues for jump rope. Overall, the day was good and rewarding.

For 3rd-5th grade, they worked on a ninja belt progression. So, to earn a ninja belt,

students had to complete a certain amount of consecutive jumps. Overall, the students did very

well on this and were very motivated. In one grade, a student came up to me in the beginning and

said he hated jump rope. At the end of class, he said that his goal is to do 15 jumps in a row and

that he will not give up. It was very rewarding to see him change his mindset. The students did a

great job on progressing. Throughout each grade, I tried to reinforce cueing for jump rope and

one student even told me how he started with jumping super high and how he tried it the way I

cued it and it was helpful.

For K-2nd, they went through 6 different stations (hula jump, create your own hopscotch,

leap across the creek, long rope, jump rope, hopping). Surprisingly, the stations went really well

and the students were able to successfully complete each one. The 1st grade group is one of the

rowdier classes, but they were very engaged and listened well. Overall, K-2nd worked well on

jumping.

This day went super well with it being the first day for the ‘B’ rotation. I plan on ensuring

my learning targets and success criteria are being met. I will also work on my jump rope skills,

so I can easily show the students each skill rather than having them look at the slides.
 Physical Education Lesson Plan

Teacher Name (s): Bryanna Mieles Equipment Needs:

Content/Skill Theme: Jump Rope 20-30 jump ropes
Date of Lesson: Day 2 (A,B,C) Slidedeck
Lesson # 2 of 3 Computer
Grade Level: 3-5 Projector
Speaker

National Standards & Grade Level Outcomes State Standards & Grade Level Outcomes

Standard 1:
- S1.E27.3: Performs intermediate jump rope skills
(e.g., a variety of ricks, running in/out of long rope)
for both long and short rope
- S1.E27.4: Creates a jump rope routine with either
short or long rope
- S1.E27.5: Creates a jump rope routine with a
partner, using either a short or long rope
Standard 4:
- S4.E1.3: Exhibits personal responsibility in
teacher-directed activities
- S4.E1.4: Exhibits responsible behavior in
independent group situations
- S4.E1.5: Engages in physical activity with
responsible interpersonal behavior
Standard 1:
- (3) GLE 2: Perform cross lateral and rhythmic exercises that make a brain-body
connection
- EOb: Perform successfully a variety of jump-rope skills using both short
and long ropes, and jump to various tempos
- (4) GLE 1: Identify the major characteristics of mature locomotor,
non-locomotor, manipulative and rhythmic skills
- EOe: Create a rhythmic routine, including gymnastics, creative dance, or
jump rope
- (5) GLE 1: Demonstrate mature form for all basic locomotor, non-locomotor,
manipulative, and rhythmic skills
- EOg: Perform a short or long jump rope routine with a partner or small
group

Student Learning Objectives Assessments

Psychomotor: SWBAT successfully jump rope continuously Visual Observation: *3rd pre-test
during the Jump Rope Ninja I will observe to see if students are able to consistently jump rope

Cognitive: SWBAT accurately describe how their heart feels Discussion: I will ask students how they feel physically
before and after jump rope ninja

Affective: SWBAT effectively engage in responsible Visual Observation: I will observe to see of students can engage in responsible behavior
behavior during jump rope ninja

Teacher Performance Objectives Data Sources for Self-Reflection

#1: Demonstrations Self-Reflection: I will reflect back to see if I was able to use proper demonstrations
- Use teacher demonstrations
- Use student demonstrations

#2: Active Supervision Strategies Self-Reflection: I will reflect back to see if I was able to effectively use these strategies
- Back to the wall
- Proximity control
- Positive Pin-pointing

#3: Give feedback Self-Reflection: I will reflect back to see if I was able to effectively provide feedback
- Provide specific feedback to at least every student
once

Tim Task Details Performance Organization

e (set induction, instant activity, transitions, Cues (diagrams, descriptions)
(mi learning experience descriptions, Safety
n) modifications/challenges, assessment tasks, Reminders
closure) Teacher
Actions
 2 Introduction: Performance
min - Students will line up at the door & wait for Cues:
teachers to enter - Sit
- While they enter, Annie and I will greet each quietly
student with a handshake - Open
- Students will sit on their assigned floor spot space
(On the “Do-Now” poster) and wait for
instruction Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
- Greet
students
at the
door
- Walk
around
the gym
- Use
names
 5 Olympic I Love Math! w/ Dice Performance
min - Students will walk in and immediately start Cues:
the instant warmup - Open
- Students will start in the back corner with space
dice, they will say “I love Math!” and then
throw both dice. They then have to find the Safety
sum of both numbers Reminders:
- The first person who calls out the correct - Shoes
answer will move on to (bronze, silver, tied
gold), the one who did not get it right will - Keep
move back one hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
- Walk
around
the gym
- Use
names

1 Transition into Jump Rope Selection Performance

min - Have students “focus” and then return to Cues:
floor spots - Sit
quietly
- Open
space

Safety
Reminders:
 - Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

3 Jump Rope Selection Performance

min - We will size the jump ropes for each student, Cues:
so that it is the correct height for them - Open
- Standing on the middle of the jump rope, the space
handles should reach to their armpits Safety
- Annie and I will go around and help each Reminders:
student - Shoes
tied
- Keep
hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
 - Walk
around
the gym
- Use
names
- Feedbac
k

1 Transition into Learning Intentions and Success Performance

min Criteria Cues:
- Have students “huddle huddle” over to the - Open
projector screen and sit quietly space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
 3 Learning Intentions and Success Criteria Performance
min - Students will be starting the jump rope unit Cues:
for the next 3 days. - Open
- Why, How, & What space
- I can jump rope repeatedly - Sit
- I will participate in jump rope ninja quietly
- I honestly followed the jump rope
progression choices & I can keep my Safety
jump rope going continuously with Reminders:
one of more skills - Shoes
- Tell students that they can keep their jump tied
rope on the ground or they can do imaginary - Keep
jump roping to practice skills first and then hands to
progress to using the rope yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

10 Skill Inventory Performance

min - This is a skill progression activity Cues:
- They will each get a sheet that has a bunch of - Open
different invisible rope, non-jumping, and space
jumping skills on it - Elbows
- There will be a slidedeck projected on the in
screen with gifs of each skill - Eyes
- On their own, they will go through each skill and
and try it. On their sheet, they will mark if nose
they got it or not
- They can progress to each skill
 - bounce:
knees
bent
- Jump
low

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
- Give
feedbac
k

5 Free Jumps Performance

min - After students progress enough during Jump Cues:
Rope Ninjas, they will have time to explore - Open
different types of jumps space
- Students can jump rope with an imaginary - Elbows
rope, on the ground, or holding it in
- Students can practice on their own and - Eyes
explore and
- We will project different gifs of tricks that nose
they can try
 - bounce:
knees
bent
- Jump
low

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
- Give
feedbac
k

2 Transition into Cooldown/Debrief Performance

min - Have students put their jump ropes back on Cues:
the rack - Open
- Sit on their floor spot quietly space

Safety
Reminders:
- Shoes
tied
 - Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

3 Cooldown/Debrief Performance
min - I will play the cooldown song Cues:
- Students can sit like a statue or lay down - Open
- Ask students how they feel about jump space
roping
- Challenges? Successes? Safety
- Have students line up on the black line Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
Assessments:
Visual Observation
Discussion
Skill inventory
 Skyview Lesson Reflection 2/8

Bryanna Mieles

On February 8th, I taught all grades (K-5th). This was day 2 of jump roping for the ‘B’

rotation. For 3rd-5th grade, they went through a skill inventory sheet including jumping and

non-jumping skills, and I went over the non-jumping as a class. For K-2nd, they did a dice

invisible rope activity and then went through teacher-led skills. Overall, the day went well and

smoothly.

For 3rd-5th grade, they progressed through a variety of different skills that they can

include in their routine the following day. 3rd grade completed a cognitive test on google forms,

and I thought it was going to take less time, but it took a vast majority of the class. It was also a

wednesday, so classes are shorter anyway. I should have anticipated this because some needed

the questions read to them or just help with spelling and reading. The ‘B’ 3rd grade group has a

bunch of different needs and their skill levels academically are all over the place. Looking back

at the quiz, the students did relatively well with it. For 4th and 5th, they went through all the

skills and they were engaged and had a lot of energy which was directed appropriately to the

activity.

For K-2nd, they went through a dice activity that the older students did the day before

just with an imaginary rope. The kindergarteners were surprisingly engaged for a long time, so

we kept going with it since it was working well. Then all 3 grades went through a teacher-led

activity where they made a shape with their jump rope on the ground and they explored different

jumps. Then, I led them all through a bunch of different non-jumping skills, and then I taught

them different jumps. They had a few minutes to explore different jumps on their own and get

the hang of jump roping.

 Overall, the day went very well and the students were all able to persist with different

tricks/jumps throughout each grade. The ‘B’ rotation is always super engaged and always comes

in with a ton of energy. With the older groups, it sometimes feels like they are not listening

because they are so rowdy, but once they get into the activity, they are super engaged and they

are successfully completing the tasks at hand.

 Physical Education Lesson Plan

Teacher Name (s): Bryanna Mieles Equipment Needs:

Content/Skill Theme: Jump Rope 20-30 jump ropes
Date of Lesson: Day 3 (A,B,C) Slidedeck
Lesson # 3 of 3 Computer
Grade Level: 3-5 Projector
Speaker

National Standards & Grade Level Outcomes State Standards & Grade Level Outcomes

Standard 1:
- S1.E27.3: Performs intermediate jump rope skills
(e.g., a variety of ricks, running in/out of long rope)
for both long and short rope
- S1.E27.4: Creates a jump rope routine with either
short or long rope
- S1.E27.5: Creates a jump rope routine with a
partner, using either a short or long rope
Standard 4:
- S4.E1.3: Exhibits personal responsibility in
teacher-directed activities
- S4.E1.4: Exhibits responsible behavior in
independent group situations
- S4.E1.5: Engages in physical activity with
responsible interpersonal behavior
Standard 1:
- (3) GLE 2: Perform cross lateral and rhythmic exercises that make a brain-body
connection
- EOb: Perform successfully a variety of jump-rope skills using both short
and long ropes, and jump to various tempos
- (4) GLE 1: Identify the major characteristics of mature locomotor, non-locomotor,
manipulative and rhythmic skills
- EOe: Create a rhythmic routine, including gymnastics, creative dance, or
jump rope
- (5) GLE 1: Demonstrate mature form for all basic locomotor, non-locomotor,
manipulative, and rhythmic skills
- EOg: Perform a short or long jump rope routine with a partner or small
group

Student Learning Objectives Assessments

Psychomotor: SWBAT successfully jump rope continuously Visual Observation: *3rd pre-test
during their jump rope routines I will observe to see if students are able to consistently jump rope

Cognitive: SWBAT accurately describe how their heart feels Discussion: I will ask students how they feel physically
before and after their routine

Affective: SWBAT effectively engage in responsible Visual Observation: I will observe to see of students can engage in responsible behavior
behavior during the routine

Teacher Performance Objectives Data Sources for Self-Reflection

#1: Demonstrations Self-Reflection: I will reflect back to see if I was able to use proper demonstrations
- Use teacher demonstrations
- Use student demonstrations

#2: Active Supervision Strategies Self-Reflection: I will reflect back to see if I was able to effectively use these strategies
- Back to the wall
- Proximity control
- Positive Pin-pointing

#3: Give feedback Self-Reflection: I will reflect back to see if I was able to effectively provide feedback
- Provide specific feedback to at least every student
once

Tim Task Details Performance Organization

e (set induction, instant activity, transitions, Cues (diagrams, descriptions)
(mi learning experience descriptions, Safety
n) modifications/challenges, assessment tasks, Reminders
closure) Teacher
Actions
 2 Introduction: Performance
min - Students will line up at the door & wait for Cues:
teachers to enter - Sit
- While they enter, Annie and I will greet each quietly
student with a handshake - Open
- Students will sit on their assigned floor spot space
(On the “Do-Now” poster) and wait for
instruction Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
- Greet
students
at the
door
- Walk
around
the gym
- Use
names
 5 Warmup: Yoshi Performance
min - https://youtu.be/suFRXDX2KpU Cues:
- I will divide students into 2 teams (each team - Tag
will have a different color sweatband gently
- Students will have to try to get each - Defensi
teammate into their own end zone which is ve
on the opposite side from where they started strategie
- Students can tag (tag gently) the opposite s
team, if tagged students get to practice their
lunges Safety
- Their goal is to get each member of their Reminders:
team into their designated end zones - Keep
“homes” eyes
- If tagged, a person in their end zone can forward
come and save them, but they will need to do - Shoes
a free walk back to their original sides tied
- At any time, I can call “Yoshi”, at this point - Tag
students will all have to run and get to their gently
homes. - Stay on
- First team to get everyone to their home first your
wins feet
- I will go over safe tagging and honesty when
tagged Teacher
- If time permits, play a 2nd round Actions:
- Use
Possibly Everybody’s IT Tag names
- I will go over safety rules - Walk
- Keep eyes up around
- Feet on the ground the gym
- When you touch, touch gently - Remind
- Every student can tag, once tagged they get to rules
practice their - Call
balances (can hold any balance) Yoshi
- Once they see their tagger get tagged, they get back
into the
game
 - If I see that no one is getting back up, I will call
“All In”
and those who are tagged can get back up
- Repeat a few rounds

1 Transition into Jump Rope Selection Performance

min - Have students “focus” and then return to Cues:
floor spots - Sit
quietly
- Open
space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
 3 Jump Rope Selection Performance
min - We will size the jump ropes for each student, Cues:
so that it is the correct height for them - Open
- Standing on the middle of the jump rope, the space
handles should reach to their armpits Safety
- Annie and I will go around and help each Reminders:
student - Shoes
tied
- Keep
hands to
yourself
- Put
jackets
& water
along
the wall

Teacher
Actions:
- Walk
around
the gym
- Use
names
- Feedbac
k
 1 Transition into Learning Intentions and Success Performance
min Criteria Cues:
- Have students “huddle huddle” over to the - Open
projector screen and sit quietly space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

3 Learning Intentions and Success Criteria Performance

min - Students will be starting the jump rope unit Cues:
for the next 3 days. - Open
- Why, How, & What space
- I can jump rope repeatedly - Sit
- I will participate in jump rope ninja quietly
- I honestly followed the jump rope
progression choices & I can keep my Safety
jump rope going continuously with Reminders:
one of more skills - Shoes
- Tell students that they can keep their jump tied
rope on the ground or they can do imaginary
 jump roping to practice skills first and then - Keep
progress to using the rope hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

10 Skill Inventory Routines Performance

min - This is a skill progression activity Cues:
- They will each get a sheet that has a bunch of - Open
different invisible rope, non-jumping, and space
jumping skills on it - Elbows
- There will be a slidedeck projected on the in
screen with gifs of each skill - Eyes
- On their own, they will go through each skill and
and try it. On their sheet, they will mark if nose
they got it or not - bounce:
- They can progress to each skill knees
- They can use any of the skills to create a bent
routine - Jump
- Must have at least one jumping skill, low
one non-jumping skill, and one
invisible rope skill Safety
- They can be creative and come up Reminders:
with different moves on top of the - Shoes
required skills tied
- Keep
hands to
yourself
 Teacher
Actions:
- Walk
around
the gym
- Use
names
- Give
feedbac
k

5 Free Jumps Performance

min - After students progress enough during Jump Cues:
Rope Ninjas, they will have time to explore - Open
different types of jumps space
- Students can jump rope with an imaginary - Elbows
rope, on the ground, or holding it in
- Students can practice on their own and - Eyes
explore and
- We will project different gifs of tricks that nose
they can try - bounce:
knees
bent
- Jump
low

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself
 Teacher
Actions:
- Walk
around
the gym
- Use
names
- Give
feedbac
k

2 Transition into Cooldown/Debrief Performance

min - Have students put their jump ropes back on Cues:
the rack - Open
- Sit on their floor spot quietly space

Safety
Reminders:
- Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names
 3 Cooldown/Debrief Performance
min - I will play the cooldown song Cues:
- Students can sit like a statue or lay down - Open
- Ask students how they feel about jump space
roping
- Challenges? Successes? Safety
- Have students line up on the black line Reminders:
- Allow time for drawings for Speak Out Day - Shoes
tied
- Keep
hands to
yourself

Teacher
Actions:
- Walk
around
the gym
- Use
names

Assessments:
Visual Observation
Discussion
Skill inventory
 Skyview ES: Lesson Reflection 2/9

Bryanna Mieles

On February 9th, I taught all grades except for kindergarten. This was the last day of the

jump rope unit for the ‘B’ rotation. For 3rd-5th, they went through their skill sheets and created a

routine with a group. For K-2nd, they went through a variety of different jump rope skills and

then a teacher-led routine. Overall, the day went well and the students were able to come up with

creative skills and routines. I did not teach kindergarten because Annie needed to show me the

teacher-led routine, so I can then teach it to the other grades and groups.

For 3rd-5th, they went through their skill inventory sheet that they worked on the

previous day and created a routine with 9 skills. They were then able to film their routine when

they were done. Overall, they came up with creative routines. This 3rd grade’s group summative

assessment was their routine.

For K-2nd, they were led through a teacher-led routine and were able to perform it so we

can film it to show their teacher. Overall, it went well as I just learned the routine that day during

kindergarten. The students were very engaged and excited to perform a routine with music. They

were all great at listening and performing the skills.

These lessons went relatively well as the students were just as excited to do routines. So,

that made it easier to teach their lessons. After just learning the teacher-led routine, I think it

went really well and the students really enjoyed doing it. If I were to teach this again, I would

come up with easier ways to cue their routine. Again, this day went well with teaching them on

the last day of the jump rope unit.

Part 6: Preventive Management Plan

- Classroom Procedures:

- Entrance:

- Students line up outside of their door, and wait for their handshake to enter

the gym (SEL). If not noted on the board, students will go to their assigned

floor spot and sit quietly. At times, there may be an instant activity written

on the “Do-Now” poster and then they will automatically start the activity.

Students will also leave their jackets and water bottles by the wall before

going to their floorspots.

- Exit:

- Students will finish in their cooldown time, so students are sitting like

statues or laying down during cooldown. Once their teacher is at the door,

they will tip-toe and line up on the black line. Some classes have a specific

order, some may hold bubbles or hold tight, etc. It varies from

class-to-class.

- Signals:

- Music is starting/stopping is an indicator to either start or stop an activity

that they are on.

- When students “focus”, they put their hands on knees (and say hands on

knees). Then the teachers say “flat tire” and they all wind down like a tire

is running out of air, then sit criss cross.

 - For the younger students, teacher’s can say “criss cross”, students respond

“apple sauce”, teacher says “spoons in your..” and students respond with

“bowl”

- Safety Rules:

- There are 3 safety rules that are posted on the board. When we call out the

safety rules, students will respond with what they are.

- 1: Keep your head up

- 2: Stay on your feet

- 3: When you touch, touch gently

- Other rules include: keeping shoes on at all times, no food or drink in the

gym (must be on the side), and wearing tennis shoes.

- Comet pride means students are respectful and responsible.

- School wide behavior management (MTSS)

- The school has a 3-tier system with behavior management. They use this as a way

to gauge if there needs to be assistance in the classroom such as bringing in the

SEL educator, mental health experts, or any administration.

- Tier 1: Any non-harming behavior that happens once or twice and was

able to be handled with the teacher in the classroom. Teachers will report

any behavior into their system.

- Tier 2: Any habitual non-harming behavior that was able to be somewhat

handled with the teacher, but needs different strategies to assist with

students. Teachers will report any behavior into their system.

 - Tier 3: There are two different levels. This is harmful behavior and

worst-case scenario. Level 2 must be radioed in.

- Level 1: Student is harming themselves/others/the classroom. Need

assistance right away.

- Level 2: Student is not leaving the classroom, ran away in the

school, or left the building.

- Grading Policy

- At Skyview, students’ progress is reported at individual parent conferences

at least twice a year. Report cards are sent home at the end of each grading

period. Academic progress will also be reported on the Infinite Campus

Parent Portal

- Absence Policy

- In compliance with the federal No Child Left Behind Act, Adams 12 Five

Star Schools strictly enforces attendance. The district expects a 95% daily

attendance rate. This includes being in attendance throughout the school

day, as well as arriving at school on time each and every day. A tardy is

defined as the student entering school after the scheduled start time and is

considered a disruption to the learning environment. Instruction begins

promptly each day and important learning may be missed when your child

is tardy. Excessive tardies may result in consequences at the discretion of

school officials.
Part 7: Resources

- Management:

- https://www.thepespecialist.com/podcast/006-how-to-teach-jump-rope-in-phys-ed

-class/

- https://www.thepespecialist.com/podcast/006-how-to-teach-jump-rope-in-phys-ed

-class/

- Games/Activities:

- https://empoweredparents.co/jump-rope-games/

- https://www.pe-kansas.com/lesson-builder/3-5/manipulatives/jumping-rope

- https://www.pe-kansas.com/lesson-builder/k-2/manipulatives/jumping-rope

- https://openphysed.org/curriculum_resources/3-5jumprope

- https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8635#.Y-Etti1h1QI

- Warmups:

- https://youtu.be/lJp8N0hyVM4

- https://youtu.be/5jx97TMFcQs

- Assessments

- https://www.cisat.jmu.edu/kin/ejc/assessments.html

- https://www.pecentral.org/assessment/jumpingroperubric.pdf

Part 8a: Evaluation of Student Learning

At Skyview Elementary School, the big picture goal for the jump rope unit was to

introduce K-5th grade to a cardiovascular leisure activity. Jump rope has been a popular activity

throughout the years and this unit will give students the opportunities to enhance their
cardiovascular fitness. Jump rope improves foot coordination and can overall improve one’s

level of physical fitness. For jump roping, students will focus on showing responsible behavior

and working with others (affective domain). Students will focus on gaining knowledge on

different jump roping skills and form (cognitive domain). Students will also focus on jumping

consecutively and creating a routine with jumping, non-jumping, and invisible rope skills

(psychomotor domain). For the cognitive assessment, students completed a google form quiz

regarding form, skills, and component of fitness. For the psychomotor assessment, students

created and filmed a routine with at least 9 skills. Lastly, for the affective assessment, students

completed a google form on how they showed grit throughout the unit.

For the cognitive assessment, the learning targets were SWBAT accurately describe how

jump roping affects their body during the google form. SWBAT accurately identify the correct

form and skills in jump roping. Students completed this google form quiz on the 2nd day of the

3-day jump rope unit. The quiz consisted of 6 multiple choice and true/false questions. The

questions were: Where do your hands start when you jump rope? Jump rope is a great exercise to

improve what component of fitness? It is better to jump as high as you can when you jump rope.

Which skill is a non-jumping skill? The size of the jump rope is important to consider when

performing a jump rope skill. A jump rope is the right size for you if when stepping on the

middle of the rope the handles reach to your. Before analyzing the data, it is important to note

that this quiz was an online format. There were 18 students who completed the quiz. This 3rd

grade class has a variety of different academic skill levels. I anticipated the quiz taking a shorter

amount of time, not realizing that some students may need the questions to be read to them and

also help with typing out what they want to say. Overall, the median of the data was 4/5 points

and the average was 3.44/5 points. The majority were able to answer the questions correctly.
 For the first question: Where do your hands start when you jump rope? The students were

able to select from, A: Behind your head, B: Above your head, and C: By your waist. Out of the

18 responses, 13 (72.2%) students were able to answer C correctly. 2 students (11.1%) answered

behind your head, and 3 students (16.7%) answered above your head. Overall, majority of the

students answered correctly.

 For the second question: Jump rope is a great exercise to improve what component of

fitness? The answer selection was, A: Cardiovascular Endurance, B: Muscular Strength, C:

Muscular Endurance, D: Flexibility. Only 4 students (22.2%) answered correctly with

cardiovascular endurance. This was expected because these students have not really gone into

what each component means. The previous day, we talked about the heart and how jump rope

helps your heart. From COVID, these students have not even done fitness testing yet, so this

question was a stretch to put in the quiz. From this, I can get a grasp on how to incorporate and

teach more about the components of fitness throughout the rest of my time at Skyview. 8

students (44.4%) answered muscular strength, 1 student (5.6%) answered muscular endurance,

and 5 students (27.8%) answered flexibility.

The third question was a true/false question: It is better to jump as high as you can when

you jump rope. A: True and B: False. 14 students (77.8%) answered correctly and said false. 4

students (22.2%) answered true. Overall, the students understood that when jumping, you should

stay on your toes and not jump as high as you can.

 For the fourth question: Which skill is a non-jumping skill? A: Rocker, B: Basic Jump, C:

Helicopter. 11 students (61.1%) answered correctly (C: Helicopter). 4 students (22.2%) answered

basic jump, and 3 students (16.7%) answered rocker. Overall, the majority got this question right.

If I were to give this quiz out again, I would try to add pictures or gifs so it can be more clear

with what the skills are. This might also help with ELLs and students who struggle with reading.
 The fifth question was another true or false question. The size of the jump rope is

important to consider when performing a jump rope skill. 16 students (88.9%) answered

correctly with true. Only 2 students (11.1%) answered false. Overall, the students understood that

if a jump rope is too short or long, it may be difficult to perform a skill.

The last question was: A jump rope is the right size for you if when stepping on the

middle of the rope the handles reach your.. A: Knees, B: Waist, C: Armpits, D: Head. 15 students

(83.3%) answered correctly with armpits. 2 students (11.1%) answered waist, 1 student (5.6%)

answered head, and 0 students answered knees. I kept reminding students throughout the unit,

that everytime they grab a jump rope they need to size it correctly.
 Overall, with the cognitive assessment, students were able to get the vast majority of the

questions correctly. The only question that the majority got incorrect was the component of

fitness, so I will be more mindful and teach the components of fitness more thoroughly. The

students were able to try their best and take the knowledge that they learned and apply it to the

quiz. If I were to use this again, I would allot more time for students to take it and I would add

images so it will be easier for some students to read/complete the questions.

For the affective assessment, the learning target was SWBAT effectively expresses

different challenges they faced during jump roping. Students completed a google form alongside

the cognitive assessment on the 2nd day of their jump rope unit. It is important to note that the

students completed this with conjunction to the cognitive assessment. On top of that, this 3rd

grade class tends to struggle with their reading and writing. The students answered the following

questions: In your own words, explain how improving in jump rope takes grit and in your own

words, explain how you overcame challenges in jump rope. Again, we had to provide more

support by reading the questions aloud with the individual students as well as help them type
their responses. After giving out this form, I decided that the rubric may not be appropriate

especially for this class/grade. By reading their responses, I can still get a grasp on their

understanding of grit.

For the first question, In your own words, explain how improving in jump rope takes grit.

11 students (61%) all had the same idea with not giving up and taking practice. Grit was the

character trait of the month of January, so the students discussed grit both in and out of PE.

Below are the responses for this question.

In your own words, explain how improving in jump rope takes grit
It is hard

By not giving up and keep jumping

never give up

by keep trying and never give up

dy keep trying and to not give up

by braktesig
to not hit people

you put the jump rope on your armpits

if you fail it takes grit

some people don't know how to jump rope

not giving up and pushing threw it.

nevr give up
exrsize
by not giving up

Because it takes practice

l now jump roping is hefr
It takes by a basc jump

It takes grit because at first it is hard.

 For the second question, in your own words, explain how you overcame challenges in

jump rope. The students discussed not giving up, by practicing, keep trying, doing it over and

over, etc. Overall, the students were able to describe how they overcame challenges throughout

the unit. Below are the responses for this question.

In your own words, explain how you overcame challenges in jump rope
I kept trying
By not giving up
practice
keep trying jest like grit
keep trying just like grit
by doinet ovre and ovre
a hard thing is to jump 100 time it is very hard for me i tried it it is very hard
dont give up
by grit
I kep't trying
practice
jump lower
esay
its hrde
I practiced
l now how jump is
long rope
practice and practice.

Overall, with the affective assessments, students were able to successfully explain grit

and their challenges. Although there were some struggles with reading and writing. So, I will be

more mindful with possibly going over the questions as a whole class as well as, provide more

time for them to complete their responses.

For the psychomotor summative assessment, the learning target was SWBAT

successfully combine intermediate jump rope skills/tricks during their jump rope routine.
Students completed this on the last day of the jump rope unit. It is important to note that

technically routines are more a 4th grade standard than 3rd. Annie and I decided to let them try it

out since they did really well in the gymnastics routines we did in the beginning of my student

teaching placement. That is also why we provided 2 skills for their routine. Looking at their

sheets, they were supposed to fill out their routine, although not required, but it should have been

a guiding framework for them to utilize. Just looking at the papers, only 4 groups filled out all

the slots (~6 students out of 16 total students). Then, looking at the videos, some of the students

who did not fill out any slots were able to complete a full routine. On top of that, this class

struggles with active listening and sometimes struggles staying on task, which is why I chose this

group because I wanted to challenge myself and the students.

By analyzing the videos, there were 5 students (31%) who got a score of a 4 on the

rubric. These students were able to create a fluid routine with around 8-9 different skills. There

were 2 students (12%) who received a 3 as they were able to include at least 7 skills. 2 students

(12%) received a 2 because they only had at least 6 skills. There were 4 students (25%) who

received a 1 because they struggled with the routine. Lastly, there were only 3 students who had

no video. This could have been because they did not have enough time. Below are a few

examples of the students' sheets.

 With the routines, they could pick any skill and they could also repeat skills, so a lot of

students just focused on the basic jump and did a few of those for their routines. I constantly

reminded them that they could do invisible rope skills instead of adding different skills. A lot of

students did not do well with this assessment. I am planning on re-teaching them the necessary

skills for a routine. Again, routines are not until 4th grade based on the national standards, so I

knew this was going to be a stretch for the students. Based on the videos and observation,

students were able to successfully jump rope. The most important part I noticed was that the

majority of the class were able to brainstorm and practice their skills. Annie and I mentioned to

them that it is not about if they can perform the different tricks, but being able to not give up on

getting the basic skills down. So, a lot of students were able to just practice that which is

perfectly fine with me because that is what they needed. Based on the data, re-teaching or

allowing them to go back to the routines for a little more time will be beneficial for them to

become more successful and comfortable with jump roping.

For the pre/post assessment, students were told to do either a basic jump or jogger and

had to perform as many as they could. I looked out for mature jumping patterns with the rubric

provided in the assessment planning section. For the pretest, there were 19 students who were

there, 20 students total in the class. The students were scored from 1-4 (1 being the lowest and 4

being the highest). The pretest scores were low which is what we wanted, so we can show

growth. There were 11 students (57%) who scored a 1, 6 students (31%), 0 students scored 3, and

2 students (10%). Only 2 students were able to do 20 jumps, the rest were ranging from 1-7

jumps. Based on the post-test, there were 2 students absent. 0 students scored a 1, 4 students

(22%) scored a 2, 8 students (44%) scored a 3, and 6 students (33% scored a 4. There was a lot

of growth between the two assessments. Students were also able to increase their number of
jumps significantly. Now ranging from 4-50. 0 students showed no growth, 8 students increased

by 1 level, 6 students increased by 2, 2 students increased by 3 and 2 maintained their level 4.

Overall, these students were able to show significant improvement throughout the unit. With

more time, I think they could have increased by more levels. Also, some students are still on the

lower end, by giving them more time and feedback they could easily increase by the end of 3rd

grade going into 4th grade.

Part 8b: Professional Growth

Throughout the jump rope unit at Skyview Elementary School, I believe I have grown

and fine tuned my skills as a professional physical educator from the National Standards for

Initial Physical Education Teacher Education. For this unit, I taught jump rope to 3rd grade and I

was able to demonstrate content knowledge, skillfulness, planning and implementation,

instructional delivery and management, assessment of student learning and professional

responsibility. On top of that, I built positive relationships with my students and ensured student

success throughout.

For planning and implementation, I have been able to apply content and foundational

knowledge to plan and implement appropriate learning experiences that are aligned to national

and state standards. For this jump rope unit, I planned and implemented 3 lessons. According to

one of my observation sheets, Annie (Mentor Teacher), said “well prepared for lesson” and

“excellent preparation and thoughtful design led to fun and engaging lesson hitting on key

standards”. I was able to thoughtfully plan my lessons to ensure that all students’ needs are

accommodated for. For each lesson, I made sure I planned appropriate objectives for each grade.

Some of my 3rd grade objectives were: Psychomotor: SWBAT successfully jump rope

continuously during their jump rope routines, Cognitive: SWBAT accurately describe how their
heart feels before and after their routine, Affective: SWBAT effectively engage in responsible

behavior during the routine. On top of my mentor teacher’s observations, my principal, Amanda,

also observed. Regarding planning she said, “There was such strong evidence of intentional and

thoughtful planning”. I have strived to ensure that I was well prepared before teaching a lesson,

so my students can get the best they can get out of any lesson I teach.

For instructional delivery and management, I was able to engage the 3rd graders in

meaningful learning experiences by communicating, providing feedback, using technology, and

also using both instructional and managerial skills to enhance learning. For this unit, I was able

to implement the use of technology. With jump roping, I used slide decks with a variety of gifs

and each one was a different jump rope skills. As for communicating, according to Annie I

“communicated learning intentions and success criteria clearly.” From my observation with

Amanda, she said, “Bry, you did a nice job getting started right away and maximizing

instructional opportunity throughout the lesson.”, “Nice job, Bry! Naming the specific and

observable behaviors you expect your students to demonstrate is a highly effective strategy. It

‘makes visible’ the skills you want students to portray which supports student success in

replicating these behaviors/skills.”, and “Throughout the lesson, I observed many examples of

effective pacing and momentum of lesson. You use a variety of tools to gain student attention.”

Overall, I believe I was able to provide meaningful experiences for my students throughout this

unit.

For assessment of student learning, I was able to select and implement a variety of both

formative and summative assessments within the three domains that helped me monitor and

guide my decision making related to instruction and learning. Through this unit, I had 4 different

assessments. My psychomotor formative was a pre/post test just seeing if the students can jump
in a mature pattern. The cognitive formative assessment was a google form that tested the

knowledge of skill and technique. The affective formative was a 2-question short answer on

challenges during jump rope. Lastly, my psychomotor summative focused on creating a routine

and performing it. For the cognitive assessment, the majority of the students were able to

successfully answer the google forms’ questions. The only question that was a challenge for the

students was the component of fitness which only 4 students got correct. That is a do-better on

my part, so I plan on integrating components of fitness more often. The pre/post test showed

great improvement with the majority of the students and they were able to get better at jumping

in a mature pattern. The affective assessment, showed that most students were able to

demonstrate their knowledge on grit and challenge. As for the routine assessment, most students

were able to perform a routine, and most were able to film a fluid, creative routine. Overall, I

was able to implement a variety of assessments. I believe I am doing well, but can also still work

on ensuring I am giving an assessment where I can guide my own instruction and planning to

help students succeed in class.

 For standard 6, I was able to demonstrate professional behaviors throughout the unit. I

believe I was able to exhibit professional ethics and continued to seek opportunities to grow.

Since the beginning of my placement, I was able to show up early and eager to help and learn. I

remain passionate about this profession, which pushes me to be better every day for not only

myself, but my students. Annie and Amanda have both mentioned my willingness and

commitment to this school. I ensure that I am always dressed in my PE professional attire, using

appropriate language, and always coming ready to learn and teach. I believe I have been able to

reach this standard throughout my placement.

Throughout this unit, I believe I have grown as a professional physical educator from

planning and implementing content, instruction and management, assessment, and professional

responsibility. With this unit, I plan on taking what I have learned from the students, my mentor

teacher and myself to take with me after my completion of student teaching.