Edtpa Lesson Plan Guide

Name: Tia-Ann Thompson Grade/Subject: 7th PE Date: 7/12/2023
1. Texas Essential Knowledge and Skills (TEKS): (C2)
Combine and apply a variety of locomotor skills during dynamic fitness, sport, and rhythmic activities;
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will identify and demonstrate different locomotor skills.

Students will understand the essential concept of basic locomotor skills.
Students will combine multiple locomotor skills in order to perform dynamic fitness, sport, and rhythmic activities.
3. SMART At the end of the lesson students will be able to create a workout that allows them to achieve
Objective(s): (C3) individual fitness goals.
Essential Question: How will they use what they know about muscle strength and endurance to achieve their fitness
goals.
4. Central Focus The purpose of this lesson is to build upon the student’s previous basic locomotor skills. The
(C4) students will learn how to perform a series of locomotor skills to achieve certain tasks and
How will this lesson link fitness goals. This lesson will also serve as a building block on developing sport specific and
with other lessons in the rhythmic skills. Students will need to know these sport specific and fitness skills in order to live
unit? a healthy lifestyle.
Learning Targets I can identify and perform locomotor skills.

I CAN statements that I can combine multiple locomotor skills to perform different skills.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language Demonstrate. Perform. Identify. Combine. Achieve.
represents the language
of the discipline that
students need to learn
and use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in Locomotor. Fitness Goal. SMART Goal.
meaningful ways.
There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen, Video project. In class performance.
demonstrate and perform.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Graphic organizers. Charts. Outline
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Verbal and visual demonstration. Verbal ques and correction.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Learning vocabulary in both written text and oral speech
understand, use, and
practice the concepts and
language they need to 2. Indirect learning of vocabulary, for example, using vocabulary words in numerous different
learn within the contexts
discipline
Discourse strategies - (GO TO Page)
Site the researcher’s -Write: Outlining
name as you refer to the
strategy. -Talk: Small Group learning
Syntax - (GO TO Page)

1. Graphic Organizers
2. Technology
Making Content Comprehensible (R9)
Personal dictionaries
7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be M/C quiz. Exit quiz. Bell ringers.
aligned to the TEKS,
and objectives. Summative:
End of unit test. Video project. Group project. Essay
Assessment of your language demands:

Formative:
Vocabulary quiz. Matching written assignment. Exit quiz
Summative:
Research Project. Performance Tasks.
8. Hook (C7) Hook activity (make connections to prior learning)

Have them play a simple playground game. Explain to them the different locomotor skills they
used in that game without even knowing what locomotors are.
Closure (C7)
Closure Activity: (make connections to prior learning)
3-2-1: 3 things they learned, 2 things they have a question about, 1 thing
they want the instructor to know
Student Assets (C7)
Personal assets: interests, knowledge, everyday experiences, family backgrounds, and so on
Cultural assets: traditions, languages, worldviews, literature, art, and so on
Community assets: where they live, such as resources, local landmarks, community events and
practices
9. Body of Lesson/
Teaching Strategies and I DO – I will identify and perform locomotor skills. I will also perform and explain the
Learning Task(s) process of combining skills to achieve sports and fitness activities.
(C9)
Be sure to include: WE DO – The students will practice as individuals and in groups the skills demonstrated.
How will students learn I will give constructive feedback and corrections.
and use academic
language?
YOU DO – The students will create graphic organizers comparing different skills and
locomotors needed to achieve them
Three higher order
thinking questions.
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):
Marzano Strategy
o Second Language learners / Cultural Diversity: I will use Tomlinson’s differentiation
strategy of Flexible grouping in order to make sure everyone can learn and work at a
reasonable pace.
o Gifted / advanced learners: I will use Tomlinson’s differentiation strategy of anchor

activities to help keep the students that work or learn at a higher rate stay engage.
Technology: -(GO TO page)

Chromebook, Youtube, canva, Zoom, Prezi
Marzano Strategy - (GO TO page)

Advanced Organizers. Venn Diagrams and KWL chart
Higher Order Thinking Questions (GO TO page)

1. Identify the locomotor skills needed to perform a set of sports-based skills.
2. Describe how the outcome of sport is affected when there is a lack of knowledge of
proper locomotor skills.
3.How you compare/contrast the locomotor skills needed to perform different fitness
activities?
Grouping / Partnering Technique: (Hattie)
Small group instruction. Positive peer influence
Potential misconceptions and your plan to address it:

The locomotor skills are the same as sports skills. I will identify that locomotor skills are
building blocks to sport and activity.
10. Resources and Pen, pencil, chromebook/laptop, gym clothes, gym equipment, access to internet
materials needed (C9)
(E7) (How might you differentiate materials and resources for learners with various needs?)
Walker wheelchair. Hearing aid. Pencil grip.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1. 2 whistles means to stop moving and talking, find coach and wait for further instruction.
Management Strategies 2. Greeting every student at the door at beginning of every class.
(CBM5) 3. “Foul” calling a foul when someone says something hurtful to someone else or about
What procedures will you themselves.
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1. Visuals and auditory aids
strategies and planned
supports, will you employ to 2. allow to give answers orally
meet the needs of each
student that has identified
3. provide notes/outlines
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1. lessen number of required performed skills
2. more practice time for the skill
3. adjustment of rules for certain activities
(E11)
Strategies for ELLs (strategies that support language acquisition)
1. Repeated instruction
2. written instruction
3. Slower reading
4. more processing time
5.word wall for vocab

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Name: Tia-Ann Thompson Grade/Subject: 7th PE Date: 7/12/2023

1. Texas Essential Knowledge and Skills (TEKS): (C2)

Students will identify and demonstrate different locomotor skills.

Learning Targets I can identify and perform locomotor skills.

There are 4 language

Syntax - (GO TO Page)

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Assessment of your language demands:

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

o Gifted / advanced learners: I will use Tomlinson’s differentiation strategy of anchor

Technology: -(GO TO page)

Marzano Strategy - (GO TO page)

Higher Order Thinking Questions (GO TO page)

Grouping / Partnering Technique: (Hattie)

Small group instruction. Positive peer influence

Potential misconceptions and your plan to address it:

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

2. more practice time for the skill

3. adjustment of rules for certain activities

4. more processing time

5.word wall for vocab

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