A. Identify the title of a lesson plan to evaluate from either the “Health Lesson Plans for Evaluation” or “Physical Education Lesson Plans for Evaluation” supporting documents.
Note: If you evaluate a health education plan in part A, you must create a PE plan in part B. If you evaluate a PE plan in part A, you must create a health education plan in part B.
1. Evaluate each of the following aspects of the lesson plan you identified in part A (suggested length of 1 paragraph for each aspect):
a. effectiveness of the instructional plan, including the following:
• anticipatory set
• presentation procedures for new information or modeling (or both)
• guided practice
• independent student practice
• culminating or closing procedure or activity
b. differentiation for multiple abilities or interests
c. alignment to each of the standard(s) of the lesson
d. promotion of healthy lifestyles or attitudes (i.e., Does the lesson effectively promote healthy lifestyles or positive attitudes toward health? How?)
2. Identify three instructional changes you would make to the lesson plan to strengthen any of the four aspects from parts A1a–d.
a. Justify each of these instructional changes, using evidence from a relevant academic source (suggested length of 1 paragraph for each justification).
B. Choose a different health or physical education (PE) subject than the one you chose for your lesson plan evaluated in part A to create either a standards-based health education or PE lesson plan. Use the “Activity Plan Template” supporting document to develop your lesson plan.
Note: If you evaluate a health education plan in part A, you must create a PE plan in part B. If you evaluate a PE plan in part A, you must create a health education plan in part B.
1. Identify general information for the lesson plan you created in part B, including each of the following elements:
• the lesson’s title
• the lesson’s subject
• the lesson’s grade, level, or setting
• two prerequisite skills and knowledge required for the lesson
2. Identify each of the following lesson components:
• a state or national standard based on the requirements in the state where you will be teaching
• a measurable learning objective students should achieve to demonstrate they meet the standards, including a condition, behavior, and criterion for the measurable objective
3. Identify lesson materials for students and resources for the teacher that are necessary for the lesson plan.
4. Identify a technology and describe how you will use it to enhance teaching and learning in the lesson.
5. Explain lesson presentation procedures, including both teacher and student actions, for each of the following points:
a. anticipatory set
b. new information or modeling (or both)
c. guided practice
d. independent student practice
e. culminating or closing procedure or activity
6. Explain a differentiated lesson instruction accommodation for each of the following student populations:
• gifted and talented
• English learners (ELs)
• subgroup of students with other special needs of your choice (e.g., individuals who are deaf or hard of hearing, individuals who have learning disabilities or physical disabilities)
7. Describe a formative assessment, including how the assessment will be used to monitor, support, and extend student thinking.
8. Describe a summative assessment (e.g., quiz, test, product) that aligns with the lesson sequence and accurately measures students’ competency in the objective identified in part B2.
Note: A copy of the summative assessment may be submitted in addition to the description.
C. Justify the following aspects of the lesson plan you created in part B (suggested length of 1 paragraph for each aspect), including a citation from a relevant academic source for each:
• presentation or modeling of new information
• differentiated instruction (include justification for EL, Gifted and Talented, student with other special needs)
• assessment (include justification for formative and summative)
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