Comprehensive Lesson Plan for Grade 2 Essay
Age Level: Grade 2
The level of development of the Age group: The motor skill of Children in second grade is limited to repeated patterns that form the foundation of the skill.
Number of students: 12
State standard: Children in second grade should be able to perform locomotor skills such as moving sideways, hopping and skipping. They are also able to balance their body parts at differing degrees.
Fundamental motor skills are simply regular motor activities with definite recognizable patterns. Majority of the skills utilized in sports as well as movement activities are intricate variations of the basic motor skills. For instance, tossing in softball or cricket or a tennis serve is a complex type of the overhand throw. In general, children cultivate motor skills in a chronological manner. Each level of fundamental motor skill is learned through a progressive acquisition of the skill. At every particular age a degree of the fundamental motor skill is learned and is advanced into elaborate forms as the child continues to increase in years (Arnheim & Sinclair, 1979).
Usually, fundamental motor skills are exhibited during play time and include activities such as running, leaping and dodging. Each of these activities should be introduced at a specific level or age in order for them to be mastered into high level skills later on. Failure to master this basic skills result in the child becoming unwilling to participate in advanced tasks in order to avoid public failure. In this lesson, the fundamental motor skill to be introduced to students in first grade is dodging. Mastering to dodge will enable the student to develop sport specific skills such as basketball, football, martial arts as well as softball. This in turn will make possible the utilization of the children abilities beyond studies. In elementary school however, the prominence is founded on putting motor skills into practice as opposed to learning regulations as well as the structures of sports. The idea behind the movements is comparable to adverbs, that is, they depict how an action is carried out. They are further categorized into three parts, this are space awareness, effort, as well as relationships. Children under the age of five are at the appropriate age to learn dodging (Gallahue, 1976). Skill mastery on the other hand will depend on their individualistic characteristics together with the quality and quantity of teaching. The instructions should focus on components of the skill being cultivated (Winnick, 2000).
Students will form three groups each containing four students. Each group will make a straight line parallel to each other. The utilization of groups helps students with lesser ability to acquire a better comprehension of the task while the more skilful children can serve as role models and also offer direct assistance. A student from each group in a single file amid parallel lines will then alternate in walking through course basically walking as well as pushing off sideways from the right and the left foot together with touching the lines and interchanging on the right and the left. Allow the students walk in a zigzag manner before starting the course.
To dodge the skill criteria entails lift-off from a single foot and hoping so as to land while resting on the other foot. The arm should be converse to the lead foot as it reaches forward and the head should stay in an upward position with the eyes focusing forward instead of down. A soft landing is achieved by falling on the ball of the leading foot for the purposes of expressing a cadenced movement (Keogh & Sugden, 1990). This will take place in the gym where there is a defined open space. Moreover, the open area of a gymnasium together with the diversity of movements permits the student to acquire spatial awareness. However, in order to maintain the attention of the children, distractions such as the sun should be avoided (Nicols, 1990). To prevent injuries in case a student falls down, padded floors will be utilized. The students are placed in lines as a safety measure to prevent them from colluding into each other which would otherwise lead to injuries as well as disorganization.
Cautious preparation is required in order to establish the balance amidst a challenge and unacceptable risk. This necessitates safe guidelines that are explainable and understandable to the children (O’Connor, 1992). Hence, bad behavior should not be tolerated in order to enforce safety during the lesson. For example, students deliberately pushing others will be given a time out or be required to participate in isolation while those who are actively involved and are participating regardless of whether they understand should be rewarded. The reward could be in the form of a congratulatory form or applause from the rest of the students (Kirchmer, 1992). Another guideline to consider during assessment is isolating girls from boys where necessary as sometimes girls’ performance has proven to be negatively subject to peer pressure from boys. Consequently, the two genders could be put in separate groups. The primary objective is to ensure that students acknowledge and build up accountability for their individual safety as well as that of their classmates (Godfrey & Kephart, 1998). An affable enthusiastic approach to the children will serve as a huge motivation force.
Children today in physical education we will be learning about dodging. This is going to be a lot of fun and it will help you develop your sporting ability. Who wants to join me in learning about dodging? To do this, we are going to arrange ourselves in groups of four. This will enable us to be organized and prevent accidents. I have a box containing coloured balls some are blue, some are red some are yellow and some are green. I am going to let each one of you pick one ball. You will belong to the group of the colour you pick. Close your eyes then pick a ball. Now let everybody with blue balls form a line and everyone with the red ball make another line parallel to the blue time followed by the green team then lastly the yellow team.
Now this is what we are going to do. Imitate exactly what I am demonstrating. Lift your right foot up, followed by a swing then gently land on the ball of the foot you had initially lifted. Let as do it a second time to help as master the new skill. You can also help a member of your team. Make sure you give your classmates space to practice in order to avoid falling and colliding into one another. Is there anybody in need of my help in perfecting this skill? If you don’t give enough space for your team mates I am going to give you a time out or you will practice by yourself without your team mates. When you land gracefully and are able to do another dodge in rhythm then I will know you have mastered the skill.
Now that we have mastered it, can we dodge one member at a time from each group? Since we have all done well, let us clap for ourselves and give each other a high five.
Connecting what is learned in school at home
An Email to Parents
RE: REINFORCING SKILLS LEARNT IN THE PHYSICAL EDUCATION
Today in school second grade students learnt about dodging. It is one of the fundamental motor skills that children at this age need to learn with the purposes of developing their sporting abilities particularly in areas such as soft ball, cricket and football. This will enable students to participate in extra curriculum activities. It is due to this importance that I urge you to help enhance the efficiency of what your child has learned in class today in order to perfect this newly acquired skill.
Dodging only requires a little demonstration from you as a parent. It entails jumping up on the leading foot a swing with the hand in the opposite direction of the leading foot and a graceful landing on the ball of the other foot. This activity can be done on carpeted floors to avoid falling injuries. Also ensure to get lots of space both for you and your child. Your assistance will benefit the child’s effective development of motor skills and will also be highly appreciated. Thank you.
In case there is a child who is handicapped for instance he or she is in a wheel chair, then the lesson should incorporate fundamental skills that are interrelated to enable the child with physical disability to participate in part of the activity. In this case an activity involving throwing can be introduced to enable a group of the students to throw a ball will others try to dodge the ball that has been thrown. In case the physical disability has affected the hands, then balancing might prove problematic and hence modifications regarding the skill will be geared to prevent falling. The teacher would also assist the student in terms of balancing.
Alterations involving weather can also affect learning this physical skill as it could rain forcing the activity to be carried out in doors such as a small class room. In this case, the children will be limited in space hence as opposed to dividing them into groups, the children could pair up. This will enable the less competent partner to be assisted by their peer. Another alternative approach would be for the students to walk, dodge as well as weave within the defined area by forming free space.
Lastly, in case there are other classes of a different age group joining the class, the dynamics also have to be altered. Students from higher grades have a more developed level of this type of fundamental motor skills. As a result, they will require a complex routine because of the simplicity the skill due to the ability of second graders. If modifications will prove difficult to students in second grade, the older children could assist the teacher in helping younger students in mastering the skill. For younger students than second graders, learning could be made simpler and a little effort could go a long way. They could be helped with second grade students who are proficient in dodging. The Children could also be divided with regards to age and modifications made depending on their age or motor skill development.
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