Elementary P.E (multigrade) Lesson

Elementary P.E (multigrade) Lesson planing

          I took multigrade subject last semester and I found it interesting to place it in my blog since i already have my own sample. Integrating technology in teaching multigrade class (P.E) is an effective one since students/pupils are millennial learners. The approach known as multigrade teaching – It is common in elementary especially in remote areas, teaching classes of students not only of different ages and abilities but also at different grade levels. Multigrade teaching is not always easy, but doing it well means that you are a teacher in your mission, vision and profession, therefore helping them gain the knowledge and skills they need for a more promising future. It helps children, especially those in remote and isolated areas, realise their right to education and therefore learn what they need – and want – to learn. It encourages children from different backgrounds to learn with the help of their peers and therefore promotes cohesiveness, cooperation, and healthy competition among students, strengthens interpersonal and leadership skills and develops a positive attitude towards sharing. It benefits you as a future multigrade teacher by helping you to plan your work better and be more efficient in your use of time. Through the variety of teaching practices used in multigrade classrooms, it contributes to your students’ cognitive development seeing challenges as opportunities. All teaching offers challenges, and as a future multigrade teacher you have specific things to think about to ensure you get the best out of the students in your class.

Not just in P.E but in all subjects a teacher needs a lesson plan weather detailed, semi-detailed or Understanding by design (UbD) to plan the flow of the class and be prepare as well.

questions that a teacher would ask are:

Whom do I teach? 

             In teaching P.E to the elementary pupils he/she must consider the different types of learners in a classroom and so with their ability to learn. In my lesson plan below since the pupils loves to move, see videos and hear some music I let them do the action ( hands on, minds on activity so that the class would be lively. 

What must I teach? 

              Next step is to plan what topic/lesson to be taught. A lesson most be align in the Dep.Ed. curriculum guide and teacher's guide. The objective must have Cognitive, Affective and Psycho-motor.

How do I teach? 
                 In this stage a teacher would use variety of teaching strategy.   

When do I teach?
                 It refers to the time that a certain lesson could cover.

Why do I teach this? 
                 This refers to the topic.

Some ways to consider in teaching multigrade P.E class in elementary: 

Know your objective. At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, "Students will be able to Name and function of the different Body Parts for grade 1, know the Shapes(Stretch, curl, Tuck, twist) for grade 2 and Standing and Kneeling positions for grade 3 class.

Plan your timeline.If there's a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow down to accommodate changes as they happen. We'll use a 1-hour class as an example.

1:00-1:10: Warm up. Bring class into focus and recap yesterday's discussion on great tragedies; relate it to Hamlet.

1:10-1:25: Present information. Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.

1:25-1:40: Guided practice. Class discussion regarding major themes in the play.

1:40-1:55: Freer practice. Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.

1:55-2:00: Conclusion. Collect papers, assign homework, dismiss class.

Get to know your students. Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a combination)? What might they already know, and where might they be deficient? Focus your plan to fit the overall group of students you have in class, and then make modifications as necessary to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.

Odds are you'll be working with a pile of extroverts and introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences.

You'll also wind up having a few students that know just about as much as you do on the topic (unfortunately!) and some that, while smart, look at you like you're speaking Neptunian. If you know who these kids are, you'll know how to pair them up and divide them (to conquer!).

Use multiple student interaction patterns. Some students do well on their own, others in pairs, and yet others in big groups. So long as you're letting them interact and build off each other, you're doing your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!

Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding more pairs of scissors!

Address a variety of learning styles. You're bound to have some students that can't sit through a 25-minute video and others who can't be bothered to read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up your activities to utilize every student's abilities.

Every student learns differently. Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you've spent a great while talking, stop and let them talk about it. If they've been reading, come up with a hands-on activity to put their knowledge to use. They'll get less bored, too!

During the actual demonstration:

Warm them up ( icebreaker). At the beginning of every class, the students' brains aren't primed yet for the content. The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!) or it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking. Get them thinking about the topic (even if you don't explicitly say it yet). In my lesson plan they sing a song in the video and do the dance steps. 

Present the information.  It could be a video, a song, text, or even a concept. It's the very core the entire lesson is based on. Without this, the students will go nowhere. You may find it useful to flat out tell the students what they'll be learning. That is, give them your objective. You can't make it any clearer than that! That way, they'll walk away knowing what they learned that day.

Do a guided practice. Now that the students have received the information, you need to devise an activity that allows them to put it into action. However, it's still new to them, so start off with an activity that has training wheels. Think worksheets, matching, or using pictures. You wouldn't write an essay before you do a fill-in-the-blank!

Check their work and assess their progress. After the guided practice, assess your students. Do they seem to understand what you've presented so far? If so, great. You can move on, possibly adding more difficult elements of the concept or practicing harder skills. If they're not getting it, go back to the information. How do you need to present it differently?

Do a freer practice. Now that the students have the basics, allow them to exercise their knowledge on their own. 

Leave time for questions. Bring the focus to the front of the class and lead a group discussion. Interesting points are bound to pop up!

Conclude the lesson concretely. Take five minutes to go over concepts for the day.

Here is my own sample of semidetailed lesson plan ( I made this during my Multigrade class) 

Semi –Detailed Lesson Plan in Physical Education 1-3        1:00-1:50

I. Objectives:           At the end of the class, 100% of the Grade 1-Gold will be able to:   a. describe  and identify the different body parts;   b. realize that each body part has its own use; and c. write a prayer of thanks to the Almighty for His gift of beautiful bodies.	I. Objectives: At the end of the class, 100% of Grade 2-Emerald will be able to:  a. describe  and identify the different body shapes such as stretch, curl, tuck and twist;  b. realize that we can form different shapes with our body ; and c. perform body shapes using the different parts of the body.	I. Objectives:       At the end of the class, 100 % of the grade 3 Onyx will be able to : a.    describe the proper way of doing body positions while standing and kneeling position; b.    appreciate the importance of the different body shapes and actions; and c.    demonstrate the different standing and kneeling positions with ease and balance.
II. Subject Matter: Part of the Body a. Topic: Name and function of Body Parts b. References: P.E K-12 DepEd Curriculum    Guide Grade 1                         PE1BM-Ia-b-1                         Sing, Sketch, and Stay                           Healthy 1 Teacher's Guide, pages xxx and pages 69-71                         Sing Sketch  Stretch and     Stay Healthy 1 work text, pages 202-207	II. Subject Matter: Body shapes   a. Topic: Body Shapes(Stretch, curl, Tuck, twist)   b. References: P.E K-12 DepEd Curriculum    Guide Grade 1                         PE2BM-Ia-b-1                         Sing Sketch Stretch & Stay Healthy 2 teachers guide page xxx and pages 82-83.                          Sing Sketch Stretch & Stay Healthy 2 work text pages 214-216.	II. Subject Matter: Body Shapes andActions a. Topic: Standing and Kneeling positions b. References:  P.E K-12 DepEd Curriculum    Guide Grade 1                     PE3BM-Ia-b-1                     SSSSH WT , pages 184-187                SSSSH 3 Teachers Guide, pages xxix and 104-105
III. Materials:     -picture/illustration of the human body parts, charts, flash cards of the different body parts,  laptop/projector and speaker	III. Materials:     -whistle, chart of the body shapes, laptop/projector, speaker and charts/IM's.	III. Materials : laptop/projector, speaker and Charts
Strategy:                 Socratic method Behavioral check:                 Give stamp star to their paper or hands with an indicator of; excellent, very good and good; depend upon the score or behavior in class.                  Names written in the misbehaving students will help the assign cleaners.                    Wall of fame monthly.	Strategy: Socratic method         whip around strategy Behavioral check:                 Give cut out star with equivalent points of 3 each stars, which would be counted at the end of the week for recording.                  Names written in the misbehaving students will help the assign cleaners.                   Wall of fame monthly.	Strategy: Socratic method whip around strategy Behavioral check:   Give cut out star with equivalent points of 3 each stars, which would be counted at the end of the week for recording.                  Names written in the misbehaving students will help the assign cleaners. Wall of fame monthly.
IV. Procedure: a.    Motivation v  Demonstrate the song and do the action first so that the students will follow. v  The teacher will instruct the students to follow the dance steps that the teacher execute or follow the dance steps from the video and sing the song “my toes my knees”. v  He/she will then ask the students to stand. v  The teacher will also join with the students in singing while doing the dance steps with a video that shows the lyrics of the song. v  They would place their hands on the parts of their body as they are mentioned in the song.  Presenting the lesson         1. Ask the pupils what body parts are involved in dancing head shoulder knees and toes (referring to the video presented). Teacher would ask if they were able to touch the different parts of their body correctly.         2. Show the picture/illustration of the body parts of the human body.          3. Let the pupils look at the chart/picture of the boy & girl on the board. Ask the pupils: v  What do they see in the picture? v  Do they have the same body as the one in the picture? v  Do they take care of their body? How? v  Why is it important to take care of their body?          4. Tell the pupil that aside from realizing the importance of taking care of their body, it is also important to know its parts. Discuss with them the different parts of the body.          5. Have them point at each part in the picture. Then, have them point at the part of their own body.	IV. Procedure: a.    Review Checking of assignment. Assessment of the previews lesson           Complete the poem by writing the correct body parts on the lines. Then, recite the poem while pointing at each body part they mention.                   The body poem I have one healthy body so special to me. I have two _______ to listen to soft music. And a _________ to smell sweet flowers. I have a ________, with my shiny white teeth. With my two ________, I can see all pretty things around me. I also have my shoulders and two arms to sway. With my _______, I can touch everything carefully, And with my two _______ I can go walking each day.	IV. Procedure: a.    Review Checking of assignment. Assessment of the previews lesson            Given a pictures on the board the different body shapes, the students will identify what body shape were shown on the picture and describe each body shapes (give its description) 1-4 items only.            Checking of the activity. b.    Activity    The students will answer an activity.     Define balance. Why is it important to balance our body?            Can our body be formed into different letters?              Draw 3 body shapes that show any of the letters from the alphabet (draw a picture of body position that shows an alphabet). Checking of the activity. The students will read in advance the topic: Body shapes and Actions on pages 184-187. c.    Motivation v  Ask the pupils to listen to “Looby Loo”. v  Have the pupils to sing by heart while doing the action stated in the song until the fourth verse. Ask them to march on the beat on the refrain part of the song. v  Ask the student on what they observe in their dance stepping. What does it shows? v  Tell them that they do balancing while doing the different body shapes. v  They also do actions. Presenting the Lesson v  Tell the pupils that they can do different body actions while standing and kneeling just like in dancing “looby loo”. Because of their ability to balance their bodies. Explain that balance refers to the ability to keep steady with an equal amount of weight on each side of the body. v  Arrange the pupils by lines making sure that each of them has enough space to move around. v  Let the pupils follow you as you demonstrate the diff. standing and kneeling position step by step on pages 184-187. Let the pupils do all the positions again. Move around to check if each of them is performing the actions correctly. Guide those who are having difficulty doing the positions.
b. Application          Activity: “Pair, Guess/Touch & Share”         1. The pupils will be paired by 2's.         2. Each of the paired students will pick one flash card of the different body parts. One of them will guess what body part and touch the part that he/she mentioned and the other will be the one to describe the body part and say its importance/function/use.  3. Let the paired students share at least 2 answers to the class (reflection).       4. Upon realizing the importance and use of the body parts. The students will write a simple prayer of thanks to the Almighty for this Gift of beautiful body parts (at least 3-4 sentences).	b.    Motivation v  Ask the pupils to listen to the “head shoulder knees and toes”. v  Have the pupils to sing by heart while doing the action stated in the song. v  Ask the pupils to answer the questions about the song. v  Were you able to point and touch the different parts of the body correctly? v  What movements/body shapes can you do with the different parts of the body?  Presenting the Lesson        1. Ask the pupils what they observed/ what are the different body parts they use when they were dancing head shoulder knees and toes. v  Are there body shapes they perform? What are the different body shapes they perform?        2. Let the students observe the different body shapes that shown in the charts.        3. The teacher will enumerate the different body shapes he/she will then explain & demonstrate each of them.        4. Each step that the teacher demonstrates, the students should also follow. These are stretch, curl, tuck and twist.         5. Tell them that their body does one or many of these shapes every time they move. c. Application       Activity 1: “Pair Follow Share”     1. Let the paired students follow and memorize one body shape (the pair will follow the body shape in their book on page 215) and execute/form one shape using their body which is being assigned to them.       2. The pair will then perform this assigned body shape and explain to the class on how to properly execute it.     3. They are only given 5-10 minutes to do the said activity.     4. After doing the activity, the students will answer an activity given by the teacher which is identification of the different body shapes being described in a given picture of different body shapes (picture will the posted on the board).
c. Processing the results of the Activity.         Ask questions about the activity.         Little teacher would rise one flash card of one of the different body parts and the students will identify what body parts and its function (they see from the picture of stick puppet).         Give at least two body parts they remember.         Give one body parts and its function.
d.  Generalization:         What are the different body parts and its uses?          What should you do to make your body healthy?         Given a clash cards, they will identify what part of the body and give its uses.         Given a situation, ask what part of the body is used.          Knowing your body parts will help you appreciate their importance. Your body is a Gift, take good care of it.	d. Processing the result of the activity.          -Ask questions about the activity.          How many body shapes are there?          What are the different kinds of body shapes?          Give one body shape and how do you execute that body shape.           (In one question 3 students could answer it differently through raising their hands. Each correct answers is equivalent to one star, which is 3 points each)	d. Application:                    Activity: “Execute It!” v  Group the students by 2’s. v  Let the choose 2 standing and 2 kneeling positions to execute. v  They are given 10 minutes to practice. v  And 2-3 minutes to execute and explain to the class. After doing the activity each of the students will create 2-3 sentences reflection about the importance of performing body actions.
e. Evaluation Let the students answer Stay Fit exercise. Look at the pictures on the board. Name the different parts of the body of the children. Write the names on the line.	e. Generalization:       Using the whip around strategy (pupils quickly and verbally share one thing they learned in the class today. The pupils can have them toss a ball from one to another or just have volunteers.), ask the pupils; v  What have you learn about the body shapes?         The pupils may write the pupils’ responses on the board to lead them in the summary of the lesson.         Tell them that our body is always formed in one or more body shapes. Everything you do takes on a body shape. Remember that you can form shapes using your body. For example, in an emergency you need to tuck your body to protect some of its important parts.	e. Processing the result of the activity.          -Ask questions about the activity.        What are the diff. kinds of kneeling and standing positions? ( give at least 2 positions each standing and kneeling)        How do you execute them?( give at least one position each from standing and kneeling, execute them step by step)
f. Assignment:          Answer Stay Fit Exercise C on page 206	f. Evaluation: Given a pictures on the board the different body shapes, the students will identify what body shape were shown on the picture and describe each body shapes (give its description).	f.    Generalization            Using the whip around strategy (pupils quickly and verbally share one thing they learned in the class today. The pupils can have them toss a ball from one to another or just have volunteers.), ask the pupils; v  What have you learn about the body shapes? v  What is balance? v  What are the different standing and kneeling positions?         The pupils may write the pupils’ responses on the board to lead them in the summary of the lesson.       Explain to them that performing diff. body positions will help them develop better balance and greater flexibility in doing physical activities. Encourage them to have fun exploring varied body actions
	g. Assignment:           On a long bond paper draw at least 3 different body shapes choose on pages 217 and 218 and demonstrate it to the class.	g. Evaluation: 1-4.Enumerate the standing positions. 5-8. Enumerate the kneeling positions. 9-10. What is balance.
		h. Assignment: Practice at home the sitting positions on pages 187-189.

Rubric for Grade 2 and 3 Application              

Cooperation –         2 pts.

Proper execution – 5 pts.

Explanation –          3 pts.

Total :                    10 pts.

Submitted by:

Wilchen G. Olaguer

                       BEED-3