Block Plan Content Examples

Unit Outcomes: This is where you indicate what you want the
students to be able to accomplish by the end of the entire unit. For
example: SWBAT win the NEWMAC Championship or SWBAT travel to
California by the way of Massachusetts. The SPOs are the daily
objectives that will help them accomplish the outcomes. Be sure to:
include one unit outcome for each domain (psychomotor, cognitive,
affective);
cite NASPE and MA CF for each outcome
Focus: This is where you indicate what you are doing for the lesson.
For examples:
Circuit Training
Experience and learn more about target heart rate and
cardiovascular endurance
Explain benefits of cardiovascular exercise and why it makes for a
healthier person
Informing: This is where you . . .
explain the purpose of the lesson (i.e. improve cardiovascular
endurance / reaching target heart rate 70%-80% of maximum
heart rate);
define important concepts (i.e. what is muscular endurance);
identify the benefits (i.e. why is it important to enhance flexibility);
indicate stop/start signals (i.e. Go signals = Ready, Go. Stop
signals = Freeze/Stop.);
identify safety concerns (i.e. If not feeling well during the activities,
immediately come to the teacher).
Refining: This is where you provide skill cues for each skill or task
and extension for each. For example:
Skill Cues for Downward Facing Dog:
*Stretch the arms away from the body keeping them aligned with the
spine

*Have the heels hip width apart and the legs straight
*Push through the heels and up through the tailbone in opposing
directions.
*Extension Up identify one for each skill

Learning Activities: This is the sequence of your lesson. Here you

should . . .
identify the warm up (i.e. Warm-Up: Students will begin by doing
two laps around the gym. Two students will then be asked to
volunteer to lead the class through the following static stretches
[identify]. Teacher and volunteers will give a demonstration of each
stretch).
list the activities/stations that will be occurring, how long students
will spend at each station, and the number of reps/sets (i.e.
Stations: Five stations on cardiovascular endurance with five
students at each station. Students will have six minutes at each
station. When the music begins students will start the station,
when it changes they will switch to the next station and begin the
activity after recording their heart rate).
identify cool-down (i.e. Cool down: Students will walk around the
gymnasium twice to bring their heart rate back down. A new pair
of volunteers will be chosen to lead a static stretch).
Assessment: This is where you will identify at least one method of
assessing the lesson content. For example:
*Students will write a journal response reflecting on the days lesson
and how they think different flexibility activities could benefit their
overall health.