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PHED 239/639

PPA Worksheet
NAME: Tom Hurley

DATE: 3/7/16

STANDARD 1: Curriculum, planning, and assessment standard


INDICATOR 1a: Curriculum and Planning Indicator: Knows the subject matter well, has a good grasp of child development
and how students learn, and designs and effective and rigorous standards-based units of instruction consisting of well-structured
lessons with measurable outcomes.

EVIDENCE: (two)
1. Lesson Plan #1, Modules 239- 2/3/16
(P) Demonstrate how to get open off of a give and go or pick and roll in modified game or game play, at least once
per a game (National # S1.H1.L1; MACF# 2.17; Task/Activity-2,3,4)
(C) Identify when you should pass to a teammate doing a pick and roll or give and go during at the closure of class
when teacher asks them. (National #S1.H1.L1; MACF #2.17; TASK/ACTIVITY-3, 4)
Stay in personal space at all times and do not intentionally foul students to hurt them or stop them from scoring.
(National #S4.H5.L1, S4.H2.L1; MACF #2.26;Task /Activity- 3, 4)

2. Observation #1, Modules 239-2/3/16- Ms. Lussier


Lesson Presentation #5: Skills/Activities are challenging, motivating, and creative: Modified game was challenging
for the students making then use the pick and role and give and go to get open on the hotspot.

DISCUSSION: (justify how each piece of evidence supported the standard)


1. My SPO objectives from Lesson Plan 1 from Module 239 supports Standard 1a because all three SPOs justify the
subject matter well and allows the students to understand the material for the future and the present. The SPOs are
developmentally appropriate and measurable for high school level and were challenging but successful to the
students.
2. Observation 4 supports Standard 1a because it shows that the material presented to the students was challenging
and allowed the students to relate and use the knowledge they learned in class.

PHED 239/639
PSTs Worksheet
NAME: Tom Hurley

DATE: 3/7/16

STANDARD 2: Teaching all students standards


INDICATOR 2f: Classroom Management Indicator: Employs a variety of classroom management strategies, and establishes and
maintains effective routines and procedures that promote student behaviors.

EVIDENCE: (two)
1. Lesson Plan #3-Modules 239: 2/23/16
Objective is to get your whole group to the other side of the court.
-4 groups of 6
-each group will have 4 hotspots (2 less than the amount in the group)
-Teacher will randomly select the teams
-Can only get to the other side of the court by stepping on the hotspots
- Everyone in the group has to reach the other side
-If you step off the hotspot and touch the court at all with your feet then the whole group has to go back to the start
-First team to cross the finish line wins
-Once your team finishes you have to cheer on a different team trying to finish as loud as you can
Extensions:
UP: Give one person on each team a blindfold
DOWN: Give the team that is struggling more hotspots

2.1.Observation #3-Module 239: 2/23/16


Ms. Lussier
Teacher Behavior: Actively monitors lessons/withitness;reacts to misbehavior appropriately: Stopped Dangerous
behavior of piggyback ride, right away

DISCUSSION: (justify how each piece of evidence supported the standard)

1. Activity 2 from Lesson Plan 3 justifies management strategies because the students are spread out
actively in the space provided for the gymnasium. The space is being used effectively. Also, there is a set
routine that the students will be following throughout the class.
2. Observation 3 justifies management strategies because of withitness. Being aware that the
students were doing unsafe behavior. They were piggy back riding to make the activity easier but they were
being unsafe. This shows good classroom management and with-it-ness by the teacher.

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