DISCIPLINE-BASED UNIT OF STUDY

ARTHUR BUTRON

NATIONAL UNIVERSITY

ITL 522

PROFESSOR PHILLIPS

STAGE 1: PLANNINGYOUR TARGET: Standard, Goals & Outcomes

Teacher: Arthur Butron Grade/Subject: 7th grade/Physical Education

TARGET: Unpack Your Standard(s)

Part 1: My Standards, Goals and Outcomes

Academic Standards: STATE YOUR STANDARD

CCSS.ELA-LITERACY.SL.7.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.7.1.D

Acknowledge new information expressed by others and, when warranted, modify their own views.

STAGE 1: PLANNINGAcademic Standards: STATE YOUR STANDARD

PE.5.3

Evaluate the effect of expressing encouragement to others while participating in a group physical activity

Big Questions (Questions to frame student learning)

How can I express encouragement towards my teammates while competing in the Bowling Challenge? What

are the roles each player must fulfill? How can I communicate effectively with my teammates so we can

effectively accomplish a goal? How can I best support teammates who struggle with bowling? Does expressing

encouragement improve the performance of my teammates? How can I rotate between roles to ensure a

smooth transition? What is the proper terminology for the techniques used in bowling?

STAGE 1: PLANNINGKnowledge (Concepts to be understood and applied)

● The roles each student must fulfill

● When to effectively express encouragement

● How to coach teammates using proper

terminology

● How can I communicate during collaboration

using academic language?

Skills (what you will explicitly teach)

● How students will rotate roles within groups

● When expressing encouragement is appropriate

and effective

● When coaching teammates is appropriate and

effective

● How to evaluate teammate bowling skills and

offer coaching tips

● How to evaluate the effect of expressing

encouragement while competing in the Bowling

Challenge

STAGE 1: PLANNINGStudent Learning Goal: Students will be able to evaluate the effect of expressing encouragement with their

teammates while competing in the Bowling Challenge.

Content Objectives: By the end of the lesson, students will be able to articulate their evaluation of their peers

while competing in the Bowling Challenge.

Language Objective/Expectations: Students will be able to listen to teammate responses, articulate their

evaluation, and express any modified views.

Literacy Objectives/Expectations: Students will be able to present their ideas in speech, engage in active

listening, and apply strategies that promote effective group discussions.

Student Social-emotional Goal (LEARNER): Students will be able to communicate and collaborate with peers

by evaluating the effects of encouragement. Regardless of a student’s bowling ability, they will learn to

appreciate the positive outcomes of supporting a teammate’s confidence and provide coaching cues to improve

bowling technique.

STAGE 1: PLANNINGMy Classroom Composite: (TEACHER & LEARNER) Whole group (Broad needs of students; observable

patterns & trends; language and literacy subgroups; digital/technology fluency; emotional regulation)

I have 5 periods of nearly 200 students with a varied population of boys and girls. The ethnic population is

representative of the SARC report which is nearly 98% Hispanic or Latino. There are 24 English Language

Learners, 11 migrant students, and 16 students with IEPs. 3 students have been classified as intellectually

disabled and may require modifications to access the learning goal.

STAGE 1: PLANNING(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Focus Student #1: Special Needs (IEP Goals; 504; SST) Intellectually Disabled

In order to provide immediate support, this student will be seated in the front row where access to the projector

screen and to the teacher is optimal. A PowerPoint presentation will include visual aids and highlight main

ideas. As their teacher, I will also include audio support and close monitoring. During group work, I will ensure

this student will be paired with a higher performing classmate who is capable of providing both emotional and

cognitive support to reach their learning goal. Full sentences for expressing encouragement towards teammates

and evaluating its effects will be provided. Response to the modified prompt and engagement with others will

be my form of assessment of accomplishing the learning goal. It would be important to frequently check-in

with this student to check for understanding and to ensure they are engaged with the lesson activity.

Focus Student #2: English Language Learner (ELL); Standard English Learner (SEL);

STAGE 1: PLANNING(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Focus Student #2: English Language Learner (ELL); Standard English Learner (SEL); ELL Emerging

During directed instruction, this student will be paired and seated next to a reclassified classmate who will

provide academic and emotional support. This student will be able to communicate with their paired peer in

home language while their partner will be modeling language response in second language. A PowerPoint

presentation will provide visual aides, graphics, and audio support through an embedded YouTube video.

During group work, the student will be given the prompt by their paired peer. Depending on their language

and literacy ability, their partner will provide language support accordingly by providing ample think and

response time. Frequent monitoring and checking for understanding will ensure this student has access to the

curriculum.

STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Multiple Means of Representation (modeling & practice)

How will the content be presented/shared in multiple ways to highlight critical features, represent different

formats, media types and cultural diversity? How will you monitor and assess understanding of representation?

A PowerPoint presentation will highlight main aspects of the lesson and will compliment directed instruction

from the teacher. The learning goal, objectives, details of the bowling activity, student roles, a vocabulary word

list, and leveled sentence frames will be projected on screen. A video emphasizing the importance of

encouragement and positive coaching will also be included for additional visual and audio support. The teacher

along with student volunteers will also model how the Bowling Challenge will be performed. Student roles will

be assigned and the rotation of students will be demonstrated. Student engagement during directed instruction,

visual prompts (thumbs up or down) to check for understanding, effective group collaborative work and an

informal observation of the class as a whole will help me assess understanding of representation.

STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Multiple Means of Engagement

How will students engage in the process of new learning? How will the content become accessible, meaningful,

and relevant to the learner? How will you monitor and assess this process?

To optimize individual choice and autonomy, most students will be allowed to form groups of no less than four

on Day 1. Students with IEPs and ELLs with partners will be given the choice to form groups by selecting two

other students. Sentence frame responses will be leveled giving each student options based on their literacy and

language ability. The learning objective of expressing encouragement will be made relevant to each student by

illustrating how the skill can be transferred to other aspects of their life. Socio-emotional benefits will also be

highlighted. Personal response and reflection through collaborative speaking and listening will also make the

content meaningful. In order to monitor and assess this process, an informal observation will be conducted by

the teacher and students will be randomly selected to share their responses.

STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Multiple Means of Expression

What principles of choice for the product of learning will you accept? How will you provide a space for

communication, creativity, critical thinking, and collaboration (4 C’s)? Which measures will you use to assess

products of learning?

Sentence frames with graduated levels of support will be provided and projected on the screen for students to

access during their group discussions. Limiting directed teaching and increasing student participation and

collaboration will provide students a space for the 4 C’s. After completing their Bowling Challenge, students

will convene privately with their groups in a structured discussion. Informal observation in the form of

checking-in with groups, allowing volunteer responses, and randomly selecting students to share their

evaluations are measures to be used to assess products of learning.

STAGE 1: PLANNINGAccommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management)

Managing the Classroom Environment

How will you manage the classroom/setting so students transition successfully through instructional stages and

student groupings? How will you create an optimal learning environment (space, time, pacing, interactions,

expectations, assessment)?

All students have been previously assigned seating for roll call. Students with special needs and those who

require additional support have been strategically seated towards the front for ease of access to the Teacher.

Expectations during directed instruction have been established since the beginning of the year. Students are

also familiar with how groups are orderly formed. Prior to breaking off into their groups, group expectations

will be reviewed. The majority of students are then allowed to choose team members and will be acknowledged

by the teacher when they are seated quietly back to back. Each group will choose their own bowling lanes and

will be responsible for the distribution and collection of equipment. Group collaboration will occur at their

lanes while seated in a circle.

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What is my learning map sequence for day 1, day 2, day 3…?

Day 1

● Introduce the learning goal through PowerPoint

● Activate prior knowledge as students think-pair-share about their experiences with expressing

encouragement

● Students will share responses while supported with sentence starters

● PowerPoint presentation continues with details of the Bowling Challenge, review of bowling skills, roles

within each group, tips on coaching cues, and sentence starters for expressing encouragement.

● Teacher and volunteer students will demonstrate the rotation of roles (Bowler, Retriever, Pin Setter,

Coach)

● Students break off into teams to begin the activity

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What is my learning map sequence for day 1, day 2, day 3…?

Day 1 (cont)

● At approximately 10 minutes to the bell, students will return equipment and meet with their groups at

their lanes to evaluate while sentence frames are projected on the screen

● Prior to dismissal, students will voluntarily share their responses or will be randomly selected

Day 2

● Introduce the learning goal through PowerPoint

● Activate prior knowledge as students think-pair-share about their experiences with expressing

encouragement from yesterday’s lesson

● Students will share responses while supported with sentence starters

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What is my learning map sequence for day 1, day 2, day 3…?

Day 2 (cont)

● Introduce the learning goal through PowerPoint

● Activate prior knowledge as students think-pair-share about their experiences with expressing

encouragement from yesterday’s lesson

● Students will share responses while supported with sentence starters

● PowerPoint presentation continues with a review of the Bowling Challenge, bowling skills, roles within

each group, tips on coaching cues, and sentence starters for expressing encouragement

● Teacher and student volunteers will review the rotation of roles (Bowler, Retriever, Pin Setter, Coach)

● Students will be assigned teammates with an even distribution of genders within each group

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What is my learning map sequence for day 1, day 2, day 3…?

Day 2 (cont)

● Teams will begin the activity by gathering equipment and choosing lanes

● At approximately 10 minutes to the bell, students will return equipment and meet with their groups at

their lanes to evaluate while sentence frames are projected on the screen

● Prior to dismissal, students will voluntarily share their responses or will be randomly selected

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What materials will I use for day 1, day 2, day 3?

Day 1 & 2

● Chromebook with Google Slides presentation

● MPR Projector and screen

● 9 Carpeted bowling lanes, 9 bowling balls, and 90 pins

Think-Pair-Share Sentence Starters

I think…. In my opinion... Based on my experiences..

I believe... It seems to me that... I’ve concluded that...

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What materials will I use for day 1, day 2, day 3?

Day 1 & 2

Post-Reflection Group Discussion Sentence Starters

“What is one positive piece of feedback you can give about receiving encouragement/coaching during the

activity?”

“One positive piece of feedback I have is…”

“I appreciated how/that…” Come up with your own academic sentence frame

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What materials will I use for day 1, day 2, day 3?

Day 1 & 2

Post-Reflection Group Discussion Sentence Starters

“What is one suggestion you have for how encouragement/coaching during the activity could improve?”

“I would suggest that…” “My constructive criticism is…”

“To improve, this group might…”

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

What materials will I use for day 1, day 2, day 3?

Day 1 & 2

Post-Reflection Group Discussion Sentence Starters

“What can you take away from this activity that you will apply while working with a group?”

“In the next group activity, I will…”

“I want to remember to…” “I liked the way __________, so I will…”

STAGE 2: TEACHINGDAILY AGENDA: WHAT WILL YOU USE TO MANAGE DAILY INSTRUCTION

How will I assess student learning on day 1, day 2, day 3? What evidence will I collect over the course of your

unit of study?

Assessment of student learning will be based on informal observation for Day 1 and Day 2. Students will be

observed and monitored during the activity and group collaboration. The teacher will check-in with each group

to ensure understanding and provide clarification if necessary. A total of 10 points will be awarded for

participation and engagement.

Resources

English Language Arts Standards » Writing » Grade 7. (n.d.). Retrieved from

http://www.corestandards.org/ELA-Literacy/W/7/

Physical Education Model Content for California Public Schools

Kindergarten Through Grade Twelve. (2010, September, 17). California

Department of Education. Retrieved from

https://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf.