Block Plans

         Along with writing lesson plans, a teacher can do other things to organize their classes; one thing is to create block plans.  With block plans they can just plan a whole week day by day on a chart instead of looking at the lesson plan.  The block plan is a lot easier to read and to go off, at least to me it is.  It has each day of the week and then under each day it has the whole day planned out.  These two block plans are two block plans that I wrote in the same groups as with the scope and sequences. 

The first one is for the badminton unit for a fourth grade class.

 

Week	Day One	Day Two	Day Three	Day Four
1	Instant Activity: Freeze Tag	Instant Activity: Grabbing a partner and serving to each other	Instant Activity:  Grabbing a partner and serving and receiving.	Instant Activity: Grabbing a partner and playing a little game, while using all the skills learned.
	Intro: Give idea of what is going on for the day. And talk about how to hold racket.	Intro:  Review of previous day and what will be occurring for the day	Intro: Review of previous day and what will be occurring for the day	Intro:  Review of previous day and what will be occurring for the day
	Safety: Be aware of the people around you.  Be sure to look before you swing your racket. Do not use the rackets to hit people with.	Safety:  Be aware of the people around you.  Be sure to look before you swing your racket. Do not use the rackets to hit people with.	Safety: Be aware of the people around you.  Be sure to look before you swing your racket. Do not use the rackets to hit people with.	Safety: Be aware of the people around you.  Be sure to look before you swing your racket. Do not use the rackets to hit people with.
	New Skill: Forehand short serve	New Skill: Receiving the birdie and how to hit it back.	New Skill: A smash	New Skill: A overhead clears
	Guided Instruction: Using a balloon to begin with.	Guided Instruction: Be sure to keep racket high.	Guided Instruction: Use balloon again.	Guided Instruction: Using the balloons again
	Group Closure: Go over how to hold racket, go over the cues, and ask questions.	Group Closure:  Skill evaluations, go over the cues, and ask questions.	Group Closure:  Skill evaluations, go over the cues, and ask questions.	Group Closure: Skill evaluations, go over the cues, and ask questions.

The Second one is for my Yoga unit that is for a middle school level. This is also a different way to format the block plan.

Day 1 Into – give safety statement, talk about the poses Warm up – yoga tag Lesson focus – 5 basic poses Fitness component – flexibility, muscular endurance Physical activity –yoga tag, poses, step count Assessment – quiz, self assessment Closure – review	Day 2 Intro – review of previous day and talk about what will be occurring today Warm up – fitness bingo Lesson focus – 5 new basic poses, breathing Fitness component – flexibility, muscular endurance Physical activity – bingo, poses, step count Assessment – self assessment Closure – review
Day 3 Intro – review of previous day and talk about what will be occurring today Warm up – fitness tag Lesson focus – review 10 basic poses, breathing Fitness component – flexibility, muscular endurance Physical activity – tag, poses, step count Assessment – self assessment Closure – review, reminder of test next class	Day 4 Intro – review of previous day and talk about what will be occurring today Warm up – line tag Lesson focus – review poses, test Fitness component – flexibility, muscular endurance Physical activity – tag, poses, step count Assessment – teacher assessment & testing of 10 poses Closure – we will start some more difficult poses next class
Day 5 Intro – review of previous day and talk about what will be occurring today Warm up – buffalo bill tag Lesson focus – 5 more complex poses, breathing Fitness component – flexibility, muscular endurance Physical activity – tag, poses, step count Assessment – self assessment Closure - review	Day 6 Intro – review of previous day and talk about what will be occurring today Warm up – fitness bingo Lesson focus – 5 new complex poses, breathing Fitness component – flexibility, muscular endurance Physical activity – bingo, poses, step count Assessment – self assessment, peer assessment Closure - review
Day 7 Intro – review of previous day and talk about what will be occurring today Warm up – squad square fitness Lesson focus – review 10 more complex poses Fitness component – flexibility, muscular endurance, cardio fitness Physical activity – squad square fitness, poses, step count Assessment – self assessment Closure - review	Day 8 Intro – review of previous day and talk about what will be occurring today Warm up – fitness tag Lesson focus – review poses, test Fitness component – flexibility, muscular endurance Physical activity – tag, poses, step count Assessment – teacher assessment & testing of 10 poses Closure - review

            With practicing writing block plans I feel that I will be better prepared with organizing my classes.  And with organization I will be able to create a better learning environment for my students.  With the learning environment, the students will be able to have a better learning experience and then they will be able to learn more compared to if they were in a horrible learning environment where the teacher does not help students with learning.  If the students are able to learn in a place where they can feel safe and have fun then they will have a better experience.  One thing that I have been hearing from student teachers who in their experience now is to be organized, and by practicing writing block plans, scope and sequences, and lesson plans then I will be better off during my own experience and even in my teaching in the future. 

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.