Scope and Sequence

      Something that is also a teacher’s responsibility is creating a scope and sequence (or vertical plan) that plots where students should be at certain age levels.  Creating these plans allows a teacher to be able to plan their teaching around the students’ abilities.  This vertical plan is time consuming and it can be difficult to write but by creating practice ones it has taught me how to write them.  After the first one, it was a lot easier to write one for a middle school Yoga unit.  I believe that these plans will be very helpful in the future because it will help me plan my lessons and units around the students so that the classroom is student centered for a better learning experience.  Both of these scope and sequences were group projects where we had to teach these units to our peers in our teaching classes.
This was my first vertical plan that I wrote for a Badminton unit for grades K-12

Grade	Standards	Skills and Exit Competencies
K	1a/1	-Demonstrate how to hold the racket with a basic understanding.
	1a/1	-Demonstrate the forehand serve with a basic understanding.
	2c/5	-Tell about the rules of the physical setting and basics of the game.
	1a/2	-Explain non-locomotor and manipulative skills within combination.
	2b/2	-Identify activities that contribute to a healthy lifestyle.
	1a/1	-Demonstrate space awareness movement concepts for directions.
	2a/5	-Demonstrate responsible personal and social behavior in physical activity settings.
1	1a/1	-Demonstrate selected elements of non-locomotor skills of balancing, bending, jumping, rocking, rolling, etc. in isolated areas.
	1a/1	-Demonstrate the selected elements of mature forms of locomotor skills of walk, run, skip, leap, gallop, and hop.
	1a/2	-Identify selected elements of the following manipulative skills: forehand serve and the forehand return.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
	2a/5	-Exhibit selected behaviors which exemplify some of the personal/social character traits of responsibility, best effort, and cooperation.
	1a/1	-Demonstrate space awareness movement concepts for directions.
2	1a/1	-Demonstrate the selected elements of the mature forms of manipulative skills of the forehand serve.
	1a/1	-Demonstrate the correct way of holding a racket.
	1a/1	-Demonstrate space awareness movement concepts for directions.
	2a/5	-Exhibit appropriate behaviors that exemplify personal/social character traits of constructive competition, leadership, working with a group, gaining confidence about how to play badminton.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
	1a/1	-Demonstrate movement concepts associated with the basic skill levels of serving and forehand.
3	1a/2	-Use feedback from the teacher to improve motor skills, movement patterns, fitness, and physical activities in an isolated setting.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
	1a/1	-Demonstrate movement concepts associated with the basic skill levels of serving and forehand.
	2a/5	-Exhibit appropriate behaviors that exemplify personal/social character traits of constructive competition, leadership, working with a group, gaining confidence about how to play badminton.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
4	1a/2	-Explain the cues of the forehand serve.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
	1a/1	-Demonstrate movement concepts associated with the basic skill levels of serving, clearing, and forehand.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
	2a/5	-Exhibit appropriate behaviors that exemplify personal/social character traits of constructive competition, leadership, working with a group, gaining confidence about how to play badminton.
	1a/1	-Introduce play of the birdie.
5	2a/5	-Exhibit appropriate behaviors that exemplify personal/social character traits of constructive competition, leadership, working with a group, gaining confidence about how to play badminton.
	1a/1	-Show a basic understanding of the game.
	1a/1	-Demonstrate movement concepts associated with the basic skill levels of serving, clearing, forehand, backhand.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
6	2a/5	-Exhibit appropriate behaviors that exemplify personal/social character traits of constructive competition, leadership, working with a group, gaining confidence about how to play badminton.
	1a/1	-Show a basic understanding of the game.
	1a/1	-Demonstrate movement concepts associated with the basic skill levels of serving, clearing, forehand, backhand.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
	2a/5	-Maintain a good level of sportsmanship and support of classmates.
7	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
	1a/1	-Demonstrate movement concepts associated with the intermediate skill levels of serving, clearing, forehand, and backhand.
	1a/1	-Explain the rules of the game.
	2a/5	-Exhibit appropriate behaviors, which show good personal/social character traits of initiative, leadership and working together cooperatively.
	2a/5	-Maintain an appropriate level of good sportsmanship and support of classmates.
8	2a/5	-Exhibit appropriate behavior when working with others, and gain confidence and self-esteem by focusing on basic elements of the game
	1a/1	-Explain the role of good offensive strategy during a single game.
	1a/1	-Demonstrate proficiency in serving
	1a/1	-Demonstrate movement concepts associated with the intermediate skills of serving, clearing, forehand, and backhand strokes during a modified game.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
	2a/5	-Show an appropriate level of good sportsmanship and support of classmates.
9	2a/5	-Exhibit appropriate behavior when working with others, and gain confidence and self-esteem by focusing on basic elements of the game
	1a/1	-Demonstrate movement concepts associated with the intermediate skills of serving, clearing, forehand, and backhand strokes during a singles game.
	1a/2	-Explain the appropriate time to use certain shots.
	1a/2	-Demonstrate an understanding of doubles play.
	1a/1	-Demonstrate space awareness of the badminton court and its boundaries.
10	2/5	-Maintain an appropriate level of sportsmanship.
	2a/5	-Exhibit appropriate personal and social behaviors.
	1a/1	-Demonstrate movement concepts associated with the intermediate skills of serving, clearing, forehand, backhand.
	1a/2	-Demonstrate space awareness of the badminton court and its boundaries.
11	2a/5	-Exhibit appropriate behaviors that are expected when you are competing during badminton.
	1a/2	-Exhibit an understanding of the use of good strategy.
	1a/1	-Demonstrate movement concepts associated with the advanced skills of badminton during a singles game
	1a/2	-Demonstrate space awareness of the badminton court and its boundaries.
12	1a/2	-Space awareness of badminton court.
	1a/1	-Demonstrate the movement concepts associated with the advanced skills of the drop shot, serve, smash, clear while competing during a double game.
	1a/2	-Demonstrate an understanding of double and singles play
	2a/5	-Demonstrate responsible personal and social behavior within the class setting.
	1a/2	-Demonstrate the concept of game play, in other words having a strong offense, and the idea of deception.

This is my second vertical plan, even though it is only for middle school, I wrote it for my Yoga unit in my one class that was put into my first Work Sample.
 

Grade	Standards		Skills and Exit Competencies
6	1a/1		Students will be capable of performing the basic poses learned.
	1a/1		- The students should know how to perform, with help, Ju Fu Kata.
	3/3-4-6		-Students learn about how to locate a yoga institution with the help of a parent or adult.
	2a/5		-Exhibit appropriate behavior when working with others, and gain confidence and self-esteem while performing the poses to their ability.
	2a/5		-Maintain an appropriate level of support of classmates.
7	1a/1		-Students will gain the knowledge of how to create their own yoga sequence.
	3/3-4-6		-Students will be able to locate a yoga institution and know how to register for a class.
	1a/1		Students will be capable of performing the basic poses learned.
	1a/1		- The students should know how to perform, without help, Ju Fu Kata.
	2a/5		-Exhibit appropriate behavior when working with others, and gain confidence and self-esteem while performing the poses to their ability.
	2a/5		-Maintain an appropriate level of support of classmates.
8	2a/5		-Exhibit appropriate behavior when working with others, and gain confidence and self-esteem while performing the poses to their ability.
	1a/1-2		- The students should know how to perform, without help, Ju Fu Kata.
	3/3-4-6		-Students will be able to locate a yoga institution and know how to register for a class.
	2a/5	-Maintain an appropriate level of support of classmates.
	1b/2	-Students will gain the knowledge of how to create their own yoga sequence by using harder poses.