Teaching Sequence Analysis

Outdoor play is a great tool to engage a child and incorporate all seven areas of learning. Well thought out activities can excite, challenge and memorize children, teaching them new skills or experience new ideas all through play. For example, building a ball run is a simple activity in itself. However children often work as a team, sharing ideas and overcoming problems in the process. Number could be incorporated if the children are asked to build the ball run from a pre-drawn instruction

The objectives and learning goals used are aligned with the State Standards as listed above due to the fact that every student should be able to complete the specific skills required, and allow for teammate interaction and a feeling of satisfaction during play. This lesson is designed to introduce the skills to the students so that he/she can be more familiar with the sport of volleyball and learn that the sport can be carried on and used later in life. The main goal, however, during every physical education lesson, is to promote a lifetime of physical activity for my students. Making activities fun, enjoyable, and enthusiastic will allow them to want to continue participating for a lifetime. Previous knowledge of movement is important in physical education. Each student will be required to move during every activity he/she is involved with.

Activity is an obstacle course. I am going to make a circle of obstacles possibly including a tyre wall, a hurdle, a climbing frame, a crawl net, a tunnel, a step through, stepping stones and balance beam a ladder and slide, crate steps. The activity is planned for a Lewis, a 3 and a half year old boy, who is not as physically confident as some of his peers, but is showing an interest in new physical challenges,

Read the poem “Five green and speckled frogs”. Read it once out loud with them. Then pass out the little cards paper clipped together to random students. Have them find the words that match the sounds in the poems.

Warm Up: Large Group: Activity: Teacher will read the story about Johnny Appleseed. Then chart information of how he was being a good citizen.

2, Game. Teacher spear them to two group. Let each group have one people come finish today topic sentence, then got the corresponding points. (I will focus on the inside instead of the outside). This game make more student exciting, especially third grade student, they move, jump their body.

Ask students who would like to play a game with the teacher. One student will play against the teacher the game 21.

After students have completed the activity and recognized the common trends in the games, I would bring the class back to have a group discussion. I will ask the class which game has the best odds and why. I ask for volunteers to write the fraction of the odds on the board for every game, and would encourage multiple answers for each game. Then as a teacher I will ask students how they found the faction they wrote on the board, and circle the class agreed upon correct answer for each game. I will then ask students what they notice, about the relationship between the odds and the fractions. I will scaffold my questioning until a student points out that the larger the fraction, the better the odds are in winning the game. Students would be able to check and compare their results with the class and ask questions to better understand the material.

As a first generation student there has been an abundant amount of obstacles that have been placed into my path as a test to view how dedicated I truly am to my goals. Ever since I was a kid I aspired to be someone successful in my family and still do to this day. It was always my dream to be the first one to accomplish what the rest weren’t able to. To me being in school was already hard enough for me ever since I was a kid, because I could never get along with the rest of my classmates. Most of them would consider me as weird, just because I was a shy individual with a dora haircut. I never really spoke either because I felt so isolated from the rest, it was just so obvious for me I was different.

Mandigo, J. L., & Anderson, A. T. (2003). Using the pedagogical principles in net/wall games to enhance teaching effectiveness. Teaching Elementary Physical Education, 14(1),

Throughout the semester we have been reading about stories of students and how “On Course” has impacted their lives. However there are students like me Shawnel Begay that has gone through the entire semester and realize On Course had no impact towards my life, only became a waste of time. To be honest I have found many of these lessons to be useless in life, such as the inner guide, inner critic or the inner defender, my beliefs and habits are different compare to On Course.

If students successfully knock down the pins they have performed a spare. Don’t tease a bowler who is not doing well. Help to make sure that everyone is having a good time. A copy of the safety and etiquette rule are written out on poster paper and the teacher uses the board to help guide discussion. Next, students will be asked to find a partner and sit back to back with that partner. Next, students will be given one minute to think about the whole group discussion. After the minute, partners will turn and face each other, and discuss what safety and etiquette should look like while playing a game of bowling. Next, partners will group with another set of partners and will be given the task to demonstrate what safety and bowling etiquette looks like. Lastly, the groups will be called on one group at a time, and will be given approximately 1 minute to discuss and demonstrate safety and bowling etiquette. To ensure that every learner is addressed in the lesson discussion, students will participate in a set of partner and flexible cooperative grouping activities and technology will is implemented via video

In this activity group of 8 to 10 participants will be made and a small bean bag ball will be placed in the center of octaband and participants will bounce it to music and will count how many times they can do it. This activity will increase focus and desire to connect with others and will also motivate others

With this new philosophy, the curriculum needs improvements to align with the new goals. These new concepts need to be fully implemented in order to achieve success. The physical education name has been tarnished over the years, and needs to incorporate a new standard for the department. The focus of the new curriculum will include: “cardiorespiratory fitness, muscular endurance, muscular strength, flexibility, and related concepts” (HCPS, Revised 9/13/16). These will be incorporated into the various sports; invasion, net & wall, striking, and target sports. Examples of these types include, but are not limited to: invasion; soccer, basketball, flag football, ultimate Frisbee, street hockey. Net & wall; volleyball, tennis, badminton. Striking; baseball, softball, kickball. Target; golfing, bow & arrow, and bowling. The approach the teachers will use for incorporating is the tactical games approach, and the way the students will be evaluated is performance based assessments.

To introduce the reading comprehension strategy “cause and effect,” I will be telling the students a verbal scenario about my weekend such as, “my aunt came to visit on Saturday so I didn’t get a lot of my homework done that day.” The students will be asked “why didn’t I get my homework done”, and hopefully explain that “”my aunt visiting” was the cause (or the why/reason) of not getting homework done. Therefore, “not getting homework done” was the effect (or the what/result). This will get the students thinking about cause and effect. Then one of the students read the “I can statement” for the lesson, which will be “I can identify cause and effect relationships in everyday situations, videos, and written text.” Next, the students will be asked to verbally give a definition for cause and effect in their own words. Then, the students will copy an agreed upon definition into their reading notebooks, which I will write on the board for all to see. Cause, is the reason, or why something happened, and it always happens before the effect. Effect, is the result, or what happened because of the cause. I will then give them a real like example by walking into a desk and knocking something like a water bottle off of it. I will ask the students, “what was the cause of the water bottle falling from the desk?” and they will likely say,