Focus Standards for the Entire Unit:

Display consideration of others while participating in activities (NASPE Standard 5).

1. Unpack:

• What is the verb: Displays

• What is the skill or content: Consideration

2. Evidence of learning:

• The student can display consideration of others while participating in activities.

3. Assessment tool/task:

• Structured observation: The student will display consideration of others while participating in activities.

4. Criteria for competence:

• According to the US Army, " 'Consideration of Others is those actions that indicate a sensitivity to and regard for the feelings and needs of others and an awareness of the impact of one's own behavior on them...' This definition emphasizes that ultimately Consideration of Others involves the awareness, the actions, and the responsibility of the individual soldier. The capability of each of your soldiers [students] to recognize that their attitudes, actions, and words affect others in the unit [classroom]; and their willingness to take responsibility for those attitudes, actions, and words - to the point of changing them when necessary - is what Consideration of Others is all about." http://www.scribd.com/doc/1822873/US-Army-Consideration-of-Others-Handbook

5. Levels of quality for displaying consideration of others while participating in activities (5-point rubric):

5. Student always displays consideration of others while participating in activities (competitive and group activities) without any reminders.

4. Student puts great effort into displaying consideration of others while participating in activities.

3. Student displays consideration of others most of the time while participating in activities.

2. Student displays consideration of others some of the time while participating in activities.

1. Student does not display consideration of others while participating in activities.

Being Considerate

• Students will share personal ideas about playing fair and being considerate of others. Talk about ways that friends can get along when two or more friends are together and how important it is to include everyone at playtime/PE.

• Student will name his/her favorite game and explain the game's rules. Role-play (act out) how friends can solve a dispute during playtime/PE and share ideas that might help solve common challenges, like how to choose who goes first and who will be responsible for putting equipment up.

• Decide on an activity or allow the students to vote on their favorite. Explain that you will be looking for fair play and considerate behavior. When you observe fair play and consideration, reward the students with praise or other method.

Exhibit both verbal and nonverbal indicators of enjoyment (NASPE Standard 6).

1. Unpack:

• What is the verb: Exhibit

• What is the skill or content: Verbal and nonverbal indicators

2. Evidence of learning:

• The student can exhibit both verbal and nonverbal indicators of enjoyment.

3. Assessment tool/task:

• Structured observation: The student will exhibit both verbal and nonverbal indicators of enjoyment.

4. Criteria for competence:

• Students display enjoyment through participation, attitude, action, smiles, laughter, and enthusiasm.

• Verbal indicators of enjoyment include requests for increased physical education time, expressions of fun and excitement while engaged in play, positive comments following games and activities.

5. Levels of quality for exhibiting both verbal and nonverbal indicators of enjoyment (5-point rubric):

5. Student exhibits both verbal and nonverbal indicators of enjoyment in all game settings.

4. Student exhibits both verbal and nonverbal indicators of enjoyment.

3. Student exhibits verbal or nonverbal indicators of enjoyment.

2. Student struggles to exhibit verbal or nonverbal indicators of enjoyment.

1. Student does not exhibit verbal or nonverbal indicators of enjoyment.

Voice on! Voice off!

• Say, "Show me your verbal skills!" (students should start to talk, laugh, etc.)

• Say, "Show me your nonverbal skills!" (students should stop talking and smile, frown, cross their arms, etc.)

• If the students do not understand "verbal" and "nonverbal," explain the terms and repeat steps 1 and 2.

• Ask, "What do you say when you enjoy something?" (I like it!, This is fun!, etc.)

• Ask, "How do you look when you are enjoying something?" (Smiling, thumbs up, etc.)

• Choose an activity or have the students vote on one and look for signs of enjoyment. Share these observations with the class so they understand that it is good to have fun and show enjoyment. (Example: "Look at Susie's big smile! I can tell she is having fun!" or "Joey just told me what a great time he is having, who else is having fun?")
  

• Throughout today's lesson, look for verbal and non-verbal signs of enjoyment and consideration. Inform the students of your method for reward during this unit, and be sure to reward the class at unit's end! A whole-class goal, such as filling a marble jar or spelling a word is suggested.