Progressive lesson plans unit 2



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PROGRESSIVE LESSON PLANS UNIT 2



LO for unit

  • Perform the simple body schooling actions of frog hopping, foxes, happy and angry cat, bunny hopping, crawling soldiers, ships and bridges, trains and tunnels ,log rolling, cups and saucers and sky divers, trains and tunnels, crabs and scorpions, cat roll, Pogo jumping and trap the mouse.

  • Practise to improve the fluency/flow of actions in sequence - Body Tension

  • Work with a partner, share ideas about what to include in a paired sequence

  • Consolidate routines for lifting, carrying and placing trestle tables, benches and mats

  • Make suggestions to describe the strengths and weaknesses of their own performance using appropriate terminology

  • Increase the amount of time over which they can sustain activity Consolidate descriptions of the changes that happen to their bodies during exercise




Lesson 5 Lesson 6


Learning Outcomes: WALT( we are learning to …)
  • Perform an sequence using frog hopping, happy and angry cat, foxes, bunnies, crawling soldiers, ships and bridges, cups and saucers, cat roll, trains and tunnels, pogo jumping and trap the mouse and scorpions and crabs developing fluency between movement.


  • Make suggestions to describe the strengths and weaknesses of their own performance using appropriate terminology




Learning Outcomes: WALT

-Perform your body schooling story to your partner showing, fluency, change in direction and speed.



Warm Up

  • Play scorpions and crabs see CD

  • What body parts are you making stronger when you are in a scorpions and crabs?

Watch the scorpions and crabs game in the classroom whilst changing.

Warm Up

  • Ask the pupils which game they want to play and if someone would like to lead it.

Recap

Read the story you have written to your partner who performs the BSA when they hear it.





Recap

Your body schooling story



Explore

Moving as a scorpion in different directions and move from a crab to a scorpion showing fluency. See cards for spinning crabs.



Explore

Where in the story there is a change in speed and direction.




Create

A sentence that you can add into your story using scorpion and crab.



Create

Your BS story to include changes of speed and direction.

Reinforce fluency of movements.


Intervention

Ensure quality of shape and tension in all BSA.

Reinforce ways that you can move fluently from one movement into the next. E.g. twisting , turning, rolling and stepping.


Intervention

Ask pupils who are demonstrating good quality movements showing changes in speed and direction to perform to the rest of the class.

Reinforce ways that you can move fluently from one movement into the next. E.g. twisting , turning, rolling and the apparatus


Performance/practice

With a partner practice your Body Schooling (BS) stories.




Performance

To another pair your BS story.




Evaluation/ WILF(What I am looking for)

Teacher led:-

Observation and feedback to each partnership looking for fluency moves

. E.g. twisting , turning, rolling and stepping


CONCLUSION

Encourage the pupils to use the digital movie maker to capture their work.






Evaluation/ WILF

Pupil led:-

What was the ‘wow’ factor in the story?

What were they doing when they were moving quickly?

How can they make their movements look like those on the CD?
CONCLUSION

Encourage the pupils to use the digital movie maker to capture their work.









Unit 2 lesson 5&6 (Y3&4) - -






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