Physical Education Rubrics Collection Rubrics Education Physical CEI-PEA 30 Appendices (Blank Materials)

Appendix A: Physical Education Syllabus Appendix B: Rubrics Collection Booklet Appendix C: Sample Lesson Plans Appendix D: Quizzes Appendix E: Student Work

Appendix A: Physical Education Syllabus Sheryl Kelley Doug Williams

Physical Education 14-15 Mrs. Kelley and Mr. Williams PE Office 362-3188 ext. 206 [email protected] [email protected] Physical Education Website: http://physed.oracleteachers.com/ Consult website for information concerning the units, skills and written work that are done in PE class. Physical Education Medical work can also be found on the website. PHYSICAL EDUCATION POLICIES 1) Participation in all activities is mandatory. 2) Students may not bring food, drinks, or gum into the gym. 3) Electronic devices are not allowed in the gym. 4) WE ARE NOT RESPONSIBLE FOR LOST OR STOLEN ARTICLES. 5) NO JEWELRY is allowed to be worn during PE (except for medic alert bracelets). 6) All students are encouraged to change into a PE uniform for class and change back into their school clothes after class (details below). 7) No student may leave class without permission.

CLOTHING SUGGESTIONS The gym uniform at Oracle for the school year consists of appropriate:  Sneakers (other shoes accepted per teacher discretion)  T-shirt (no tank tops, must have sleeves)  Shorts (no booty shorts allowed, must be appropriate length)  Sweatpants  No Jewelry

EVALUATION IN PHYSICAL EDUCATION  30% of student’s grade is based on the daily grade:  5 points for behavior, sportsmanship and participation recorded daily in teacher’s grade book  60% of student’s grade is based on physical skill performance, demonstration of understanding and use of game rules, scoring and safety procedures  10% of student’s grade is based on quizzes and other written work

How I Earn My Grade: Class/Participation Grade Dimension 5 4 3 2 1 0 Participation Completes all Completes all Completes Completes Completes Completes no warm- up warm-up required warm- some required some required required warm- activities. activities. up activities. warm-up warm-up up activities. Always stays Seldom needs Occasionally activities. activities. Refuses to focused and teacher needs teacher Exhibits Refuses to participate, works diligently direction and direction and difficulty participate, even with on tasks without motivation to motivation to staying on task; even with teacher teacher direction stay on task. stay on task. teacher teacher direction and and motivation. constantly direction and motivation. Displays ability gives direction motivation. to demonstrate and motivation. leadership and other appropriate social skills.

PE ACTIVITIES

Activities include and are not limited to the following:

Frisbee, Soccer, Basketball, Handball, Flag Football, Badminton, Fitness, Floor Hockey/Field Hockey, Cooperative Activities, Volleyball, Pickleball, Kickball/Whiffleball, Fitness, Walking

FITNESS

Students are evaluated the same as in the Physical Education classes. There is a project due at the end of the 2nd and 4th quarters. The projects are a part of the 60% skill performance, demonstration of understanding and use of game rules, scoring and safety procedures. Activities include and are not limited to muscular strength, endurance, power and flexibility with the use of resistance, cardio and fitness training. The first half of the year focuses on acquiring skills on lifting and form. The second half of the year focuses on each student being able to personally train another person and CPR, First Aid and AED use.

PHYSICAL EDUCATION PROCEDURES

Entering the classroom  Students enter the gymnasium with speed and purpose as they proceed into the locker room.  Locker room door and lights must stay on at all times (boy’s locker room).  Students change into PE clothes and sneakers and lock up belongings with a lock.  Students enter their respective classrooms to read the lesson focus/perform practice or warm ups.

Restroom privileges  Bathroom and water breaks are taken at appropriate times.  Bathroom and water breaks are taken during game play or skill practice.  Bathroom privileges are given to students who ask permission to enter the locker room.  Three minutes are given; if violated, the teacher decides how long privileges will be taken away.

In class  Respect is given to each speaker in the class.  Do not leave the gymnasium or open the gymnasium doors for any reason.  At the end of class, gather for closure and proceed to the locker room.

Student behavior  Comply with directions.  Teacher discretion on consequences for behavior is a linear process.  If teacher detention is given, show up to the gym 5 minutes after dismissal.  When teacher detention is skipped, a referral is given to the Dean of Students.

Exiting the gym  Students are dismissed to the locker room by the teacher.

Equipment in the classroom  Students must leave equipment where it rests until the teacher gives specific directions.  Returned equipment must be put back where it was found, how it was found and without throwing it.  Equipment must be used appropriately and safely at all times. Inability to do so will result in loss of equipment privileges.

Quizzes  Student takes the quiz where the Chromebook rests on the floor (no moving the computer to another spot).  Student must face the stage at all times.  No talking.  Raise your hand if you have a question; wait patiently for the teacher to come to you.

Fire Drill  Line up at the double doors next to the water fountain.  Do not exit the gym until the teacher leads the class out to the parking lot.  Class must stay quiet to take attendance.

------PLEASE SIGN AND RETURN THIS FORM TO THE PHYSICAL EDUCATION DEPARTMENT.

I have read and understand the requirements and policies of the Physical Education curriculum.

Students:

Print Name: ______Signature: ______Date: ______

Parents/Guardians:

Print Name: ______Signature: ______Date: ______

Appendix B: Rubrics Collection Booklet

Skill Rubrics Collection By Sheryl Kelley and Doug Williams

2014-15 Collection Units using rubrics in order of instruction

1. Cooperative Games

2. Frisbee (no rubric)

3. Basketball  Squaring up to basket, BEEF

4. Soccer  Qualitative Assessment for Shooting  Dribbling

5. Kickball, Whiffleball, Softball  Transition to Throwing  Fielding/Catching Ground Balls

6. Field Hockey

7. Exercise  Circuit  Fitness

8. Football  Center/Quarterback Exchange

9. Floor Hockey Stick Handling

10. Volleyball  Overhead Serve

11. Golf Swing

12. Badminton  Serve

13. Physical Education Reflection

Physical Education Course Description Grades 9 and 10 Full year - ½ credit Grades 11 and 12 Full year - ½ credit

The Physical Education program is designed to empower all students. It is based on physical activities in which every student is challenged and given the opportunity to be successful. In grades 9-12, the activities are primarily instructional with an emphasis placed on personal fitness and lifetime wellness. These activities in the program are action oriented. It is arranged to enable each student to become physically educated in a variety of sports and lifetime activity.

Students start the school year in an Adventure/Team building course. This course takes on the Project Adventure philosophy and TEAM (Together Everyone Achieves More) viewpoint. The approach is different from the traditional teaching style. It allows students to set their own goals and at a later time reset their goals at an even higher level. Educators and students maintain an atmosphere of mutual support in which cooperation and encouragement are consistently present.

The course utilizes non-traditional warm-up exercises, games, intuitive problems, trust building activities, and low and high challenge courses.

Personal fitness/wellness is based on the balance of behaviors and actions that enhance good health, quality of life, and well-being. In Physical Education, the fitness/wellness component includes physical fitness and is taught as a unit of instruction or found within the context of various physical activities at all four levels. Students gain an understanding of the related fitness. They also realize that a physically active lifestyle addresses various wellness components such as disease risk reduction and is a natural resource for maintaining quality of life and well-being. In addition, positive social involvement and interaction are emphasized in all class activities and at all levels. Students are also trained in CPR/AED and First Aid. Each student has the opportunity to be certified through the American Red Cross. Unit tests, interim tests, mid-terms and a final project are all part of this class.

It is a New York State requirement that students pass Physical Education in order to meet graduation requirements.

ADAPTIVE PHYSICAL EDUCATION – Full year - ½ credit

When a student cannot safely or successfully engage in unrestricted participation in the activities of the regular program, he or she will participate in an adapted or modified Physical Education program. A certified Physical Education teacher will supervise these activities. It is anticipated that each child with a temporary or permanent disabling condition will participate in Physical Education to the degree that he/she is able based upon the medical recommendations of both the child’s physician and the district medical examiner.

Class Routine Students enter the gym, immediately moving to the locker rooms to put their belongings away. They enter the gym and perform a fitness walk and warm-up activity. The teacher reviews the lesson and objectives for the class. The teacher demonstrates the skills (I do). Students perform the skills in pairs or by themselves (We do). Students are assessed on the skills either qualitatively or quantitatively. Students play small group or large group games (You do). Students perform a closure activity.

Role of Reflection On class days when we are focusing on student game play, the closure for the lesson is a reflection piece. See Collection #14 for Reflection Rubric used during class after game play. Students take time to look back at their game play and discuss what they did well and what they need to work on to improve their game play.

Assessment Plan

Daily Grade Chart An anecdotal X or a score for proficiency level based on a skill rubric is given on this chart.

Name 10 BD Grade level Chynna 11 Bhagoat 10 Leemaris 11 Jayla 10 Susila 9 David 10 Johnathan 9 Rashawn 10 Phurba 12 Madhu 12 Torian 9 Abimael 9 Nyasja 10 Nafia 10 Justin 10 Da'Nai 10 Ta'lon 9 Nekeia 10 Buddhi 12

Mastery Chart An anecdotal X or rubric score is given.

Grades are calculated by the following:  60% based on skill assessments (Mastery chart)  30% class participation  10% quizzes and written work

Cooperative Games Checbric

Criteria Definitions 4 3 2 1 Always Most Some Never of the of the time time (2/3) (1/3) Appropriate Language Students refrain from:  the use of language that is biased against any gender, racial, ethnic, religious, age, or other group.  comments, generalizations, examples, or jokes that affirm or give negative stereotypes.  the use of stereotypes.

Positive Communication  Harsh criticism, defensive posturing and negative tones hinder communication. Being positive does not mean smiling through every discussion. Some topics require serious consideration, but keeping your tone neutral and replacing harsh accusations like, “You never get anything done” with “I really needed your help with this now” gets to the issue without causing your listener to become defensive.  Use praise and compliments, be respectful and kind and speak the way you want to be spoken to in class.

Challenge by Choice  The simple principle is that participants are invited to take part in each of the activities to help create a group culture that respects the right of an individual to choose his/her degree of participation. Participating at a different level is not refusing to participate. However, refusing to participate by any means will not satisfy this category.

Willingness to work together  Students are willing to work with and cooperate with various individuals and groups. Students refusing to work with certain individuals will not satisfy this category. COMMENTS

Basketball Dribbling Skill Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which hand positions and placement  Slight jog  Slight jog  Walking  Walking allow the ball to move forward with repeated slight  Uses fingertips to dribble  Uses fingertips to dribble  Uses the palm to dribble  Uses the palm to dribble touches or bounces in a continuous progression  Uses right and left hand  Uses right and left hand  Uses right and left hand  Uses two hands to hold without pausing or holding to dribble to dribble to dribble the ball and/or uses only the ball the same hand to dribble PE1.A. the ball PE1.B.  Ball bounces below the  Ball bounces above the  Ball bounces above the  Ball bounces above the waist with the body bent waist and body is straight waist and body is straight waist and body is straight

 Moves to the right with  Moves to the right with the right hand and to the the right hand to the left left with the left hand with the left hand

 Ball crosses over to the  Ball crosses over to the other hand when other hand when changing directions in a changing directions fluid and developed manner where the player moves the ball between the legs, behind the back or with a spin of the body

 Continuous dribble with  Continuous dribble with  Continuous dribble with  Double dribble with no double-dribble no double-dribble no double dribble pausing or holding the ball (pausing or holding the (pausing or holding the (pausing or holding the ball) ball) ball)  Moving lazily with little exertion or force on the ball

COMMENTS

Square up to Basket, BEEF Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the  Receives pass and  Receives pass and  Receives pass and  Receives pass and takes a student transitions from squares up to the basket squares up to the basket squares up to the basket shot at the basket using receiving a pass, into the with the lead foot with the lead foot with a lead foot pointing choppy, slow mechanics triple threat position, and pointing to the center of pointing to the center of to the center of the then shoots the basket, while getting the basket, while getting basket, while getting into  Uses improper BEEF into the triple threat into the triple threat the triple threat position technique to execute the BEEF technique = position in a seamless position in a seamless using choppy, slow shot Balance – foot spacing manner manner mechanics shoulder width apart with the lead foot facing the  Uses proper BEEF  Uses improper BEEF  Uses improper BEEF center of the basket, knees technique to execute the technique to execute the technique to execute the bent, and the shooting shot shot shot hand on the top and center of the ball

Eyes – looking at rim of hoop

Elbow – pointing at rim directly in front of the body with the guide hand on the side of the ball

Follow through – full extension of the shooting arm, fingertips facing down and the guide hand shot is stationary in a vertical position

PE1.A. PE1.B.

Qualitative Assessment for Shooting Soccer Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the  Approach to the ball is  Approach to the ball is  Steps are taken to  No steps are taken to student uses their instep coming from the non- coming from the non- approach the ball but approach the ball and the proper placement striking foot side striking foot side are unbalanced (stand and swing) of the non-striking foot OR OR PE1.A.  Approach is from  Only a single step PE1.B. directly behind the is taken on the ball approach

 Pronounced bend at  Pronounced bend at  Leg remains straight the knee before the the knee before the  Bends at the knee before the kick kick kick before the kick  Non-striking foot is  Non-striking foot is  Non-striking foot is  Non-striking foot is placed next to the ball next to the ball close to the ball, but close to the ball, but is not right next it not right next to it  Contacts the ball with  Contacts the ball with the toe or the side of the instep  Contacts the ball with  Contacts the ball with the foot the instep the toe or the side of  Ball travels directly the foot  Ball travels in the toward the designated  Balls travels in the general direction of the target. general direction of the  Ball travels in the target target general direction of the OR target  Travels to either side of the target COMMENTS

Unknown Source, Sheryl Kelley and Doug Williams

Soccer Dribbling Skill Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement Contact with object and  The middle of the  The middle of the  Player only uses one  Player only uses one speed soccer ball makes soccer ball makes side of the foot, side of the foot The extent to which the contact with the instep contact with the inside exposing one side of allowing the opponent student demonstrates as well as the inside and outside of the foot, the ball allowing the the option to steal the proficiency using the and outside of the foot maintaining control of opponent the option to ball proper part of the foot to maintaining control the ball with a force steal OR make contact with the with a light enough that keeps it near the OR  Uses the toe making soccer ball and the degree force that keeps the feet  Player strikes the ball the ball travel in a to which the athlete can ball close to the with unpredictable random direction move using speed as a tool player’s feet, making it force that sends it in a AND to avoid defenders hard to steal random direction  Player strikes the ball with unpredictable PE1.A. force that sends it in a PE1.B. random direction

 Pace allows for quick  Consistent pace allows  Inconsistent pace is  Walking pace is used bursts of speed and the player to protect used and the soccer with the soccer ball, change of pace the soccer ball from ball may be open to making it open to AND the defender being taken by a being taken by a  Is able to change defender defender directions quickly while maintaining control

COMMENTS

Fielding with Transition to Throwing Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the  Body is directly behind the  Body is directly behind the  Body is directly behind the  Body is in a standing student can transition from a ball in a squat position ball in a squat position ball and is bent at the waist position low level in a ground ball pick OR AND up to a standing position, ready  The body is off to the side  Waits until the ball is at to throw a ball to a teammate of the ball and is bent at the feet to bend at the to get the runner out the waist waist PE1.A. PE1.B.  Feet are shoulder width  Feet are shoulder width  Feet are close together  Feet are close together apart apart

 Ball is picked up using two  Ball is picked up using two  Ball is picked up using two  Stops the ball with the feet hands with the back of the hands with the back of the hands with the back of the and legs, then picks it up hand facing the floor hand facing the floor hand facing the ceiling with one hand with the back of the hand facing the ceiling

 Movement is fluid and  Movement is rigid from  Movement is rigid from  Movement has pauses smooth from the scoop to the scoop to the throw the scoop to the throw throughout from the scoop the throw to the throw

 Opposite shoulder starts  Chest is facing the target  Chest is facing the target  Chest is facing the target turning towards the target and the throwing hand moves from a high to low position

 Steps with the opposite  Steps with the opposite  Steps with the opposite  Steps with the opposite foot when throwing foot when throwing foot when throwing foot when throwing OR OR  Steps with the same foot as  Steps with the same foot as the throwing arm when the throwing arm when throwing throwing

COMMENTS

Field Hockey Dribbling Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement Contact with object and  The hockey ball makes  The hockey ball makes  The hockey ball makes  The hockey ball makes speed contact with the flat contact with the flat contact with the flat contact with both sides side of the hockey side of the hockey side of the hockey of the hockey stick The extent to which the stick, maintaining stick, maintaining stick, maintaining allowing the opponent student demonstrates control of the ball with control of the ball with control of the ball with the option to steal the proficiency using the flat a force that keeps it a force that keeps it a force that allows the ball side of the hockey stick to near the hockey stick near the hockey stick ball to be moved away AND make contact with the from the hockey stick  Player strikes the ball hockey ball with enough  Hand placement on  Hand placement on OR with unpredictable force to maintain the level hockey stick is hockey stick is  Player strikes the ball force that sends it in a of skill performance, and shoulder width apart shoulder width apart with unpredictable random direction the degree to which the forcing the student to forcing the student to force that sends it in a OR athlete can move using be in a bent position be in a bent position random direction  Uses both sides of the speed as a tool to avoid with right hand in with right hand in blade with one hand on defenders middle of stick middle of stick  Student is in a slightly top of the hockey stick PE1.A. bent position with pushing the ball with PE1.B. hands close together the flat side of the stick

 Pace allows for quick  Consistent pace allows  Inconsistent pace is  Walking pace is used bursts of speed, change the player to protect used and the ball is and the ball is open to of pace, AND the the hockey ball from open to being taken by being taken by a student is able to the defender a defender defender change directions quickly while maintaining control

 Reverse stick is used to  Reverse stick is used to  Reverse stick is used to  Reverse stick is used to move the ball in a bring the ball back to bring the ball back to stop the ball from different direction the stick side the stick side moving

COMMENTS

Exercise Rubric for Circuit Training in the Gym  The student performs a circuit of total body exercises for 60 seconds while a partner uses this rubric for feedback by recording the number of repetitions and commenting on rubric criteria.  The student later repeats the circuit with a personal goal for improvement toward mastery based on peer feedback.  The student uses the rubric for self-assessment.  NOTE: This rubric contains only 3 levels of performance for ease in giving immediate feedback and recording repetitions on a recording chart that follows this rubric.

DIMENSION 3 Proficient 2 Developing 1 Needs Improvement The extent to which the student  Moves the weight through a  Moves the weight through a  Moves the weight through a performs movements of muscular full range of motion. partial range of motion partial range of motion strength and/or endurance with an Movements are jerky at times Movements are jerky or attempt to repeat the exercise  All movements are smooth with little use of other parts of swinging throughout the correctly PE1.A. and there is no extra use of the body to enable the exercise exercise with extra use of PE1.B. other parts of the body to to be done to completion other parts of the body to enable the exercise to be done enable the exercise to be done to completion to completion

 Performs repetitions of each  Performs repetitions for each  Stops exercising before the exercise for the full 60 seconds exercise with starts and stops full 60 seconds without stopping during the 60 seconds

 Cleans up the station putting  Some equipment is on the all the equipment on the mat floor and some is on the mat  All the equipment is on the floor  Treats the equipment with the  Swings, slams or performs utmost respect by using it as it other movements with the  Swings, slams or performs is intended equipment that is unrelated to other movements with the the exercise at that station equipment that is unrelated to the exercise at that station. COMMENTS

Circuit Training Chart

Exercising Rubric for Fitness Class  The student uses this rubric for self-assessment.  NOTE: This rubric contains only 3 levels of performance for ease in giving immediate feedback.

DIMENSION 3 Proficient 2 Developing 1 Needs Improvement The extent to which the student The exercise is consistently The exercise is inconsistently Weight is too light to be a performs movements of muscular performed throughout all performed using the proper challenge strength exercises with an attempt to repetitions using the proper weight at the student’s level of repeat the exercise correctly weight at the student’s level of challenge Completes 10 out of 12 challenge OR repetitions of the exercise Weight is too heavy, therefore it PE1.A. is too great a challenge or the PE1.B. weight is too light to be a challenge

Uses a full range of motion Range of motion is over or under Weights appear to be stationary extended with a slight range of motion

All movements are smooth and Movements are jerky at times Movements are jerky or swinging there is no extra use of other parts with little use of other parts of the throughout the lift with extra use of the body to enable the lift to be body to enable the lift to be done of other parts of the body to done to completion. to completion. enable the lift to be done to completion

Right and left sides of the body Right and left sides of the body Right and left sides of the body are symmetrical while doing the are inconsistently symmetrical are asymmetrical throughout the lift while doing the lift repetitions of the lift COMMENTS

Football Center/Quarterback Exchange Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the ball Center: Center: Center: Center: transfers from the Center to the • Tip of the ball remains on the  Ball remains on the ground  Ball starts on the ground, then  Ball starts in the air Quarterback to start the down ground until the action of the snap until the action of the snap is lifted in the air before the PE1.A. snap PE1.B. • One hand is on the ball  One hand is on the ball  Two hands are on the ball  Two hands are on the ball

 Ball is snapped on the cue of  Ball is snapped on the cue of  Ball is snapped on the cue of  Ball is snapped before the cue the Quarterback and travels in the Quarterback and travels in the Quarterback and travels from the Quarterback and a direct line from the floor to a direct line from the floor to below the Quarterback’s knees travels below the the Quarterback’s hands the Quarterback’s hands OR Quarterback’s knees AND  Ball travels over the OR  Tips of the ball are pointing Quarterback’s head  Ball travels over the towards the ground and ceiling Quarterback’s head

Quarterback: Quarterback: Quarterback: Quarterback:  Gives the Center a target using  Gives the Center a target  Arms are hanging at the  Arms are hanging at the his/her hands using his/her hands side of the body side of the body

 Uses commands loud enough  Uses commands loud  Uses commands too  Waits for the Center to to let the Center snap the ball: enough to let the Center softly to let the Center snap the ball down, set, and hut know to snap the ball know to snap the ball  Ball bobbles when caught  Catches the ball  Catches the ball  Ball bobbles when caught  Hands remain on the  Rotates the football to place  Rotates the football to  Hands remain on the football where it is first the throwing hand fingers on place the throwing hand football where it is first caught the laces while doing the 3 step fingers on the laces caught drop  Stands in the spot where  3 step drop uses a back  Stands in the spot where the ball was caught  3 step drop utilizes a cross pedal the ball was caught over step

 Non-throwing arm is pointing down field

COMMENTS

Floor Hockey Sticking Handling Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement Contact with object and  The hockey puck/ball  The hockey puck/ball  The hockey puck/ball  The hockey puck/ball only speed makes contact with both makes contact with both makes contact with both makes contact with one The extent to which the sides of the hockey blade sides of the hockey blade sides of the hockey blade side of the hockey blade student demonstrates maintaining control of the maintaining control of the maintaining control of the allowing the opponent the proficiency using both sides of puck/ball with a force that puck/ball with a force that puck/ball with a force that option to steal the the hockey blade to make keeps it near the blade of keeps it near the blade of allows the puck/ball to be puck/ball contact with the hockey the hockey stick the hockey stick moved away from the AND puck/ball with enough force to blade of the hockey stick  Player strikes the maintain the level of skill OR puck/ball with performance, and the degree to  Player strikes the unpredictable force that which the athlete can move puck/ball with sends it in a random using speed as a tool to avoid unpredictable force that direction defenders sends it in a random OR PE1.A. direction  Uses both sides of the PE1.B. blade with both hands together at the top of the  Hand placement on the  Hand placement on the  Hand placement on the hockey stick hockey stick is shoulder hockey stick is shoulder hockey stick is shoulder width apart forcing the width apart forcing the width apart forcing the student to be in a slightly student to be in a slightly student to be in a slightly bent position bent position bent position OR  Uses both sides of the blade with both hands together at the top of the hockey stick

 Pace allows for quick  Consistent pace which  Inconsistent pace is used  Walking pace is used with bursts of speed, change of allows the player to and the puck/ball is open the hockey puck/ball and pace, AND the student is protect the hockey to being taken by a it is open to being taken able to change directions puck/ball from the defender by a defender quickly while maintaining defender control

COMMENTS

Volleyball Overhead Serve Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the  Volleyball toss travels in  Volleyball toss travels in  Volleyball toss travels in  Volleyball toss travels in student can toss the volleyball a straight line a straight line an arched direction an arched direction and strike it for an overhead serve  Tosses the ball with one  Tosses the ball with one  Tosses the ball with one  Tosses the ball with two NOTE: hand only or two hands hand hands Striking side of body = stepping forward with the  Volleyball height on the  Volleyball height on the  Volleyball height on the  Volleyball height on the opposite foot from the toss is higher than the top toss is level with the top toss is just above the toss is just above the striking hand of the net of the net head head PE1.A. PE1.B.  Staggered stance is used  Staggered stance is used  Feet are shoulder width  Feet are shoulder width with the non-dominant with the non-dominant apart apart foot facing the net foot facing the net  Striking hand starts down  Striking hand starts down  Striking hand starts  Striking hand starts by the side by the side behind the ear and the around the shoulder arm forms a right angle

 Volleyball is struck with  Volleyball is struck with  Volleyball is struck with  Volleyball is struck with an open hand above the an open hand at head the fingertips or a closed the fingertips or a closed head height fist fist

 Follow though of the arm  Follow through of the  Follow through of the  Arm remains bent during comes down to the arm extends out in front arm extends towards the the follow through opposite hip of the body ceiling  Striking side of the body  Striking side of the body  Striking side of the body  Striking side of the body stays stationary comes forward with the stays stationary stays stationary ] OR follow through OR  Same foot as the striking  Same foot as the striking hand steps forward on hand steps forward on the toss the toss COMMENTS

Golf Swing Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Needs Improvement The extent to which the student  Student lines up the golf ball  Student lines up the golf ball  Student lines up the golf ball  Student lines up golf ball in can approach the golf ball, grip the and the golf club head behind and the golf club head behind in the middle of the body the middle of the body club and swing the club the front foot the front foot PE1.A.  Feet are too close to the golf  Feet are too close to the golf PE1.B.  Feet are a proper distance  Feet are a proper distance ball or too far from the golf ball or too far from the golf away from the golf ball based away from the golf ball based ball ball on the type of club used on the type of club used  Grip – Hands are on top of  Grip – Hands are on top of  Grip –An interlaced grip  Grip – An interlaced grip each other at the end of the each other at end of the club using the pinky and index using the pinky and index club finger is used finger is used  OR  Lead hand is behind the golf  Hands are apart  Lead hand is in line with the  Lead hand is behind the golf ball golf ball ball  Lead hand is behind the golf  Swing – Lead arm bends ball  Swing – Lead arm stays  Swing – Lead arm stays right away in the backswing straight until the top of the straight until the top of the  Swing – Lead arm bends backswing where it slightly backswing where it bends at a  During the down swing the right away in the backswing. bends right angle chin stays pointing to the ground  Chin moves during the swing  During the down swing the  During the down swing the OR and knees bend chin stays pointing to the chin stays pointing to the  Chin moves during the swing ground ground and knees bend

 At the point of contact with  At the point of contact with  At the point of contact with  At the point of contact with the ball, the club face is the ball, the club face is the ball, the club face is open/ the ball, the club face is square to the golf ball open/closed to the golf ball closed to the golf ball open/closed to the golf ball

 Follow through-The entire  Follow through -The entire  Follow through- Upper body  Follow through- Whole body rotates with the chin body rotates with the chin only rotates during the follow body remains facing the same resting on the back shoulder resting on the back shoulder through direction as in the approach without rotating

COMMENTS

Badminton Serve – Backhand Rubric

DIMENSION 4 Advanced 3 Proficient 2 Developing 1 Need Improvement The extent to which the  Stands behind the service  Stands behind the service  Stands on the service  Stands in front of the student approaches the line line line service line service line, addresses the birdie and makes contact with  Staggered stance with the  Staggered stance with the  Stance has feet parallel  Stance has feet parallel to it feet is used feet is used to each other each other PE1.A. PE1.B.  Birdie is held with 3  Birdie is held with 3  Birdie is held by the  Birdie is held by the hand fingers at the top of the fingers at the top of the hand while hanging at while hanging at the side feathers at hip height feathers at hip height the side of the body of the body

 Racquet is held across  Racquet is held across  Racquet is held down  Racquet is held down by the body and with the the body and with the by knee level with the knee level with the racquet back of the hand facing back of the hand facing racquet head pointing head pointing towards the away at hip height away at hip height towards the ground ground OR  Racquet head is pointing towards the ceiling

 Racquet moves slightly  Racquet moves slightly  Racquet moves forward  Racquet moves forward behind the body and behind the body and only to make contact only to make contact with forward to make contact forward to make contact with the birdie that is the birdie that is thrown with the dropped birdie with the birdie that is thrown up into the air up into the air making thrown up into the air OR contact on the striking side  Racquet moves forward of the body only to make contact OR with the birdie that is  Racquet makes contact dropped with the birdie overhead

 Follow through of the  Follow through of the  Follow through of the  Follow through of the racquet is up and away racquet is up and away racquet is straight up racquet is straight up from from the starting point from the starting point from the contact point the contact point OR  Follow through of the racquet stays parallel to the floor COMMENTS

Physical Education Reflection Rubric 1. Give one example of what you did well in the game and briefly discuss how you contributed to your team’s success. 2. Give one example of what you need to improve on and briefly discuss how the improvement will support your team’s success.  Use complete sentences.  Support your examples by mentioning: the skills you performed to help the team. how well you contributed to your team’s success. the skills you need to improve in order to support your team’s success in the future. Dimension 4 Mastery 3 Proficient 2 Basic 1 Needs Improvement Score Reflection Gets to the heart of Selects relevant, Answers the question Answers the question 1. The extent to which the question by accurate and specific using generalized using a list of general or 2. the student is aware of responding with information about the information that irrelevant statements what he/she knows relevant, accurate and skill and the team to alludes to the skill AND and does not know specific information answer the question and/or team with Thinking reveals about a certain about the skill and the indirect statements misconceptions and task/skill with an team to answer the requiring inference by incorrect information understanding of how question in a concise, the reader to achieve mastery direct manner OR and a positive climate Thinking reveals for team success misconceptions with NYSPE: 1d,2d incorrect information Readability Uses precise skill- Uses skill-related Uses layman’s terms Uses irrelevant or 1. The extent to which related language to language to describe to describe the ideas meaningless language 2. the student makes support the example the ideas AND/OR AND effective PE language Uses complete Uses complete Uses incomplete Uses incomplete sentences choices, and uses sentences sentences sentences English conventions to communicate meaning CCLS: L.9-12.3 COMMENTS TOTAL 16/16: /16

Appendix C: Sample Lesson Plans

Name: Kelley and Williams Dates: Monday and Tuesday Unit: Floor Hockey Lesson 1: Floor Hockey Shooting

Safety Statement: Throughout the entire class, students will be totally aware of their surroundings. Students will use equipment appropriately and safely while understanding the abilities of their teammates. Students will be aware of the walls, stage and other moving players. Students will understand that the floor hockey ball/puck may leave the playing surface and strike a body part or head area unintentionally.

Enduring Understanding: Proper movement improves performance in physical activities/sports. Essential Question: How does movement affect performance in physical activities/sports? Guiding Questions:  What is the proper technique to shoot a hockey ball/puck?  What is the main difference between a wrist shot and a snap shot?

Materials:  Hockey balls/pucks  Hockey sticks  Goggles  Taped squares

Vocabulary: floor hockey, puck, hockey stick, blade, shot, wrist shot, snap shot, goggles, goalie

Objectives: Psychomotor: SWBAT properly shoot a hockey ball/puck to a target 10 feet away eight out of ten times.  I can use a sweeping motion with a hockey stick to shoot the puck/ball at a target.  I can transfer my weight from back to front to get speed on the puck/ball when shooting.

Intro Warm Up: Time [10 minutes]  Students enter the gym and use the locker room to put their belongings away.  Students complete a Fitness walk.  Students complete a Fitnessgram warm up –pacer, sit ups, pushups, stretching.

Lesson Body: Time [8 minutes]  Teach shooting through cues.  The bottom hand on the stick should slide 2-3 inches further down.  Weight transfers are very important; drive the odd back leg.  A sweeping motion of the stick should be faster than a pass.  Bend knees a little more.  Roll wrists over and point the blade at the target.  The height of the follow through affects the height of the shot.

 For a wrist shot, the stick blade remains on the floor in the back swing; there is a snap of the wrist in front.  For a snap shot, the blade of the stick comes off the floor in the back about a foot above the floor.

Practice: Time [10 minutes]  Participate in wall target shooting: 20 times each for a wrist shot and snap shot.

Modifications:  Move students closer or further from the target.  Use various size targets; the student can pick what size they want to use.

Assessment:  Shoot 10 times at the target keeping track of how many hit inside the target.

Game: Time [20 minutes]  Play 3 on 3 games with no goalie; half the gym is used.

Modification: 1. Have sideline players in the middle of the gym. Assessment: Time [5 minutes]  Conduct a quantitative assessment for shooting.

Modifications: N/A Closure: Time [4 minutes]  Ask students for the cognitive cues for shooting. o What is the main difference between a wrist shot and a snap shot? o When would you take a shot in a game?

Reflections:

Name: Kelley and Williams Dates: Wednesday and Thursday Unit: Floor Hockey Lesson 2: Floor Hockey Passing

Safety Statement: Throughout the entire class, students are totally aware of their surroundings. Students use equipment appropriately and safely while understanding the abilities of their teammates. Students are aware of the walls, stage and other moving players. Students understand that the floor hockey ball/puck may leave the playing surface and strike a body part or head area unintentionally.

Enduring Understanding: Proper movement improves performance in physical activities/sports. Essential Question: How does movement affect performance in physical activities/sports? Guiding Questions:  What is the proper technique to shoot a hockey ball/puck?  Where do you want to place the hockey ball/puck when passing to a teammate?

Materials:  Hockey balls/pucks  Hockey sticks  Goggles  Taped squares

Vocabulary: floor hockey, puck, hockey stick, blade, shot, wrist shot, snap shot, goggles, goalie Objectives: Psychomotor: SWBAT pass a hockey ball/puck to a teammate keeping the ball within 1 stride while the teammate is moving.  I can move the puck/ball from my back foot to the front when making a pass.  I can slide the hockey stick across the floor pushing the puck/ball towards my partner.  I can pass the puck/ball to a spot just in front of my moving teammate.

Intro Warm Up Time [20minutes]  Students enter the gym and use the locker room to put their belongings away.  Students complete a Fitness walk.  Students take a Hockey Quiz. This should take approximately half the class time.

Lesson Body: Time [10 min] Review shooting – assessment  Allow 3 minutes for shooting at a target.  Assessment: Students will shoot 10 times at their target, keeping track of how many hit inside the target.

Teach passing- (Forehand):  Puck and stick start behind the back foot.  Eyes should be on the puck the entire time.

 Sweep the puck parallel to the foot line.  The puck is released slightly in front of the front foot.  Roll the wrist forward toward your partner.  The blade should end up 1-2 feet from the floor. Backhand:  The motion is the same as in forehand, just reverse.  The puck starts at the back foot.  The weight is placed on the back foot.  Transfer the weight to the front foot.

Practice: Time [10 minutes]  Participate in a partner pass from the green line to the green line.

Modifications:  Move around the gym.  Use forehand and backhand passing.  Change the distance between partners.

Time [20 minutes]  Play 4 vs. 4 within half the court with goalies and regular hockey sticks.

Assessment: Time [5 minutes]  Conduct a quantitative assessment for shooting.

Modifications: N/A Closure: Time [4 minutes]  Have students say cues for shooting and passing. o What is the proper technique to shoot a hockey ball/puck? o Where do you want to place the hockey ball/puck when passing to a teammate? o When would you take a shot in a game? o When would you pass in a game?

Reflections:

Name: S. Kelley and D. Williams Dates: Tuesday - Friday Unit: Floor Hockey Lesson 3: Floor Hockey Stick Handling

Safety Statement: Throughout the entire class, students are totally aware of their surroundings. Students use equipment appropriately and safely while understanding the abilities of their teammates. Students are aware of the walls, stage and other moving players. Students understand that the floor hockey ball/puck may leave the playing surface and strike a body part or head area unintentionally.

Enduring Understanding: Proper movement improves performance in physical activities/sports. Essential Question: How does movement affect performance in physical activities/sports? Guiding Questions:  What is the proper technique to shoot a hockey ball/puck?  Where do you want to place the hockey ball/puck when passing to a teammate?  Why is stick handling important?

Materials:  Hockey balls/pucks  Hockey sticks  Goggles  Taped squares  Pinnies

Vocabulary: floor hockey, puck, hockey stick, blade, shot, wrist shot, snap shot, goggles, goalie, stick handling, butt end, defense, forward, center Objectives: Psychomotor: SWBAT maintain control of the puck/ball while stick handling through cones scoring a 3 or 4 on the rubric.  I can keep the puck/ball on the blade of the hockey stick.  I can use both sides of the blade of the hockey stick.  I can keep the puck/ball in front of the body.

Intro Warm Up Time [10minutes]  Students enter the gym and use the locker room to put their belongings away.  Students complete a Fitness walk.  Students complete a Fitnessgram warm up –pacer, sit ups, pushups, stretching.

Lesson Body: Time [10 minutes]  Review shooting for an assessment.  Review passing.  Review stick handling.

Practice: Time [10 minutes]  Participate in a partner pass.  Individually shoot the hockey ball/puck.

 Participate in stick handling around the cones.  Students assess their partners using the rubric.

Modifications:

 Change the distance between partners.  Shoot on targets. o Pick your target size. o Decide your distance away from the target.  Participate in stick handling around the cone course.

Games: Time [20 minutes]  Participate in mini games with 3 vs. 3 and no goalies.

Assessment: Time [5 minutes]  Conduct a quantitative assessment for shooting.  Conduct a qualitative assessment for stick handling – see rubric.

Modifications: N/A Closure: Time [4 minutes]  Have students say cues for shooting, passing and stick handling. o What is the proper technique to shoot a hockey ball/puck? o Where do you want to place the hockey ball/puck when passing to a teammate? Why? o When would you take a shot in a game? o When would you pass in a game? o Why is stick handling important? o Why do you want to stick handle when you first receive a pass?

Name: S. Kelley and D. Williams Dates: Monday - Friday Unit: Floor Hockey Lesson 4: Floor Hockey Games

Safety Statement: Throughout the entire class, students are totally aware of their surroundings. Students use equipment appropriately and safely while understanding the abilities of their teammates. Students are aware of the walls, stage and other moving players. Students understand that the floor hockey ball/puck may leave the playing surface and strike a body part or head area unintentionally.

Enduring Understanding: Proper movement improves performance in physical activities/sports. Essential Question: How does movement affect performance in physical activities/sports? Guiding Questions:  What is the proper technique to shoot a hockey ball/puck?  Where do you want to place the hockey ball/puck when passing to a teammate?  Why is stick handling important?  What are the positions for floor hockey?  Where do the 6 positions play?

Materials:  Hockey balls/pucks  Hockey sticks  Goggles  Taped squares  Pinnies

Vocabulary: floor hockey, puck, hockey stick, blade, shot, wrist shot, snap shot, goggles, goalie, stick handling Objectives: Psychomotor: SWBAT use passing, shooting and stick handling to help their team to score or move the puck/ball to the other end and get a shot on goal.  I can make accurate passes.  I can keep the puck/ball on my stick when stick handling.  I can take a shot on goal when I am close to the net.

Intro Warm Up Time [10minutes]  Students enter the gym and use the locker room to put their belongings away.  Students complete a Fitness walk.  Students complete a Fitnessgram warm up –pacer, sit ups, pushups, stretching.

Lesson Body: Time [10 minutes]  Review shooting. Conduct an assessment as needed.  Review passing.  Review stick handling. Conduct an assessment as needed.

 Review positions: goalies, defense, offense, and center.  Review the part of gym that students must stay on during game play.

Practice: Time [10 minutes]  Participate in a partner pass.  Stick handle around the cone course.  Students assess their partner using the rubric.

Modifications:  Use forehand and backhand passes.  Change the distance between partners.  Shoot on targets. o Pick the personal size target. o Decide the personal distance away from the target.

Games: Time [20 minutes]  Participate in a full game – 6 vs. 6.

Modification: N/A Assessment: (as needed) Time [5 minutes]  Conduct a qualitative assessment for shooting.  Conduct a quantitative assessment for stick handling: see rubric  Complete reflection worksheet: see rubric.

Closure: Time [4 minutes]  Have students say cues for shooting, passing and stick handling. o What is the proper technique to shoot a hockey ball/puck? o Where do you want to place the hockey ball/puck when passing to a teammate? Why? o When would you take a shot in a game? o When would you pass in a game? o Why is stick handling important? o Why do you want to stick handle when you first receive a pass? o What are the positions for floor hockey? o Where do the 6 positions play? o Complete game situation questions.

Reflections

Appendix D Quizzes

Frisbee Quiz Name______Period ______

1. In the game of Kan Jam your partner stands a. next to you b. on the same side as you c. on the opposite side d. none of the above \

_____2. In the game of Kan Jam you score how many points when the Frisbee is jammed into the Kan? a. 3 b. 2 c. 5 d.1

_____3. In the game of Ultimate Frisbee how many passes does a team need to complete prior to scoring a touchdown? a. 1 b. 2 c. 5 d. 6

_____4. In the game of Ultimate Frisbee who gets the Frisbee after a turnover? a. defense b. offense c. no one

_____5. In the game of Ultimate Frisbee it is better to spread out amongst teammates because it creates a. confusion b. space c. fewer passes needed d. none of the above

6. Explain which type of throw you would use during a game of Kan Jam. (Use full sentences.)

7. Explain when and why you would use a forehand throw during an Ultimate Frisbee game. (Use full sentences.)

8. In both the backhand and forehand throws, with which leg are you stepping?

9. Catching the Frisbee with 2 hands with one on top and one on the bottom is called what type of catch?

10. How far away do you need to be when marking the player with the Frisbee during Ultimate Frisbee?

Kickball/Softball/Whiffleball Quiz Name ______Period______

Directions: Answer the following questions using full sentences.

1. Player X is on second base. There are no outs. Player Y hits a pop fly. The fielding player standing 10 feet behind player X catches the ball. Where must player X run?

2. Player S is on first base with no outs. Player Y hits a ground ball to 2nd base on the ground. List 3 different ways the fielding team can get player S or Y out.

3. Player O is on 2nd base with 1 out. Player P hits the ball to 3rd base. The fielding player at 3rd base fields the ball and steps on 3rd base; is player O out? If not, explain how to get player O out if they run to 3rd base.

Directions: Match the vocabulary terms with the correct letter. A. Tag up B. Tag out C. Force out D. Pop out E. Softball F. Whiffle ball G. Kickball

_____4. Ball caught out of the air without touching the ground.

____ 5. A player goes back to the base they were originally on when a fly ball is caught before advancing to the next base, or else the defense can throw the ball to the base that the runner was on before he/she can return to it and record another out.

____ 6. After a batter hits the ball, s/he must advance to 1st base. The defense can get her out by throwing the fielded ball to 1st base before the runner reaches the base. Additionally, other base runners must advance if they are forced by a base runner behind them.

____ 7. A base runner that is not on a base when s/he is tagged by a player with the ball, is out.

____ 8. A larger ball used to strike with a bat that is pitched under hand

____ 9. A smaller ball used to strike with a bat that is pitched over hand

____ 10. Ball rolled on the ground used to strike with the foot

Soccer Quiz

Name______Period______Multiple Choice: Place your answer on the line provided

______1. What part of the foot is used to shoot for power? a. inside b. outside c. instep d. hands

_____2. What part of the foot is used to pass for accuracy? a. inside b. outside c. instep d. hands

_____3. The purpose of trapping a moving soccer ball is to… a. get a bouncing ball under control b. keep the ball still so one may strike c. stop the ball from moving d. all the above

______4. Name the positions that can use their hands. a. center b. defense (fullback) c. striker (forward) d. keeper (goalie)

______5. Name the position that can move any place on the field. a. center b. defense (fullback) c. striker (forward) d. keeper (goalie)

______6. Name the position that’s major purpose is to prohibit the offensive team from shooting. a. center b. defense (fullback) c. striker (forward) d. keeper (goalie)

______7. Name the position that’s major purpose is to create chances to shoot and score. a. center b. defense (fullback) c. striker (forward) d. keeper (goalie)

______8. What is the purpose of shielding the ball from a defensive player? a. To gain possession b. Using various techniques to put your body between the opponent and the ball c. To block the shot d. All of the above

______9. After a keeper makes a save, he/she should a. Roll the ball to a teammate b. Throw the ball in the air to a teammate c. Set the ball down and kick the ball all the way down the field d. Set the ball down and pass to a teammate

10. Explain why you chose the answer that you did for number 9 using full sentences.

11. Label and place where each position should be for only 1 team on the diagram above.

Goalkeeper (G) Left Defense (LD) Right Defense (RD) Center (C) Left Forward (LF) Right Forward (RF)

12. Shade in the area where the Goal Keeper can use their hands on the above diagram. 13. Place an X on the line in which the defense cannot pass on the above diagram. 14. Place a on the line in which the offense cannot pass on the above diagram. 15. Draw a circle around the area where the left forward should be playing on the above diagram.

Appendix E Student Work

NOTE: Sheryl Kelly and Doug Williams teach the same units using the same assessments and scoring in the same manner. The student work samples that follow are from a class that is co-taught by Sheryl Kelley and Doug Williams.

Doug Williams/Sheryl Kelley – Analysis for Student Use of Peer Skill Feedback Recording Sheet

Below are 3 samples of student work using the Peer Skill Feedback Recording Sheet for the Floor Hockey Stick Handling Rubric.

The following chart with student work demonstrates:  how the teachers use the unit skill rubric for peer assessment (Score given peer).  how the teachers use the unit skill rubric for each student’s assessment (Teacher score).  how the teachers gain insight into the student’s ability to understand the Skill rubric by giving an accurate score – the closer the teacher and student score, the higher the probability that the rubric is reliable.

Student initials Score Given by Teacher Score Teacher Comment concerning Peer quality of feedback comments by student for peer Student MW 3 3 Score is accurate. Improvement description wording taken from rubric Student TY 3 3 Score is accurate. Improvement description wording taken from rubric

Rubric used: Student initials Score Given by Teacher Score Teacher Comment concerning Peer quality of feedback comments by student for peer Student R 3 2 Score is inaccurate. Improvement description wording needs to use terms from rubric. Student A 3 3 Score is accurate. Improvement description wording taken from rubric.

Rubric used Student initials Score Given by Teacher Score Teacher Comment concerning Peer quality of feedback comments by student for peer Student DO 3 2 Score is inaccurate. Improvement description not taken from criteria on rubric Student DA 3 3 Score is accurate. Improvement description taken from criteria on rubric.

Actual Student Papers for Peer Skill Feedback

Sheryl Kelley and Doug Williams – Analysis for Student Reflection after a Game Play

Below is an analysis of 4 samples of student work using the Reflection Rubric. The samples and the rubric follow the analysis.

Assignment 1. Give one example of what you did well in the game and briefly discuss how you contributed to your team’s success. 2. Give one example of what you need to improve on and briefly discuss how the improvement will support your team’s success.  Use complete sentences.  Support your examples in the two paragraphs by mentioning: the skills you performed to help the team. how well you contributed to your team’s success. the skills you need to improve in order to support your team’s success in the future.

Student Soccer Game Play Score Teacher Rationale for Score 1st Quarter Tan Did Well Reflection. 4  Supported by skills performed to help the team Readability 4 and what needs to be improved Needs Improvement Reflection 4 Readability 4 Total 16/16 Da Did Well Reflection 4  Supported by skills performed to help the team Readability 2 and what needs to be improved Needs Improvement Reflection 4  Mixed the use of Tier 3 terms and layman terms to Readability 3 describe skills Total 13/16 De Did Well Reflection 2  Used indirect statements and generalizations Readability 2 Needs Improvement  Mixed the use of Tier 3 terms and layman terms to Reflection 2 describe skills Readability 3  Improvement was about improving effort, not Total 9/16 skill

Ta Did Well Reflection 2  Used indirect statement and generalizations Readability 2 Needs Improvement  Said there is no improvement needed Reflection 1  Mixed the use of Tier 3 terms and layman terms to Readability 3 describe skills Total 8/16

Physical Education Reflection Rubric 1. Give one example of what you did well in the game and briefly discuss how you contributed to your team’s success. 2. Give one example of what you need to improve on and briefly discuss how the improvement will support your team’s success.  Use complete sentences.  Support your examples in the two paragraphs by mentioning: the skills you performed to help the team. how well you contributed to your team’s success. the skills you need to improve in order to support your team’s success in the future.

Dimension 4 3 2 1 Score Mastery Proficient Basic Needs Improvement Reflection Gets to the heart of the Selects relevant, Answers the question Answers the question 1. The extent to which the question by responding accurate and using generalized using a list of general 2. student is aware of what with relevant, accurate specific information that alludes or irrelevant he/she knows and does not and specific information about to the skill and/or team statements. know about a certain information about the the skill and the with indirect statements AND task/skill with an skill and the team to team to answer the requiring inference by Thinking reveals understanding of how to answer the question in question. the reader. misconceptions and achieve mastery and a a concise, direct OR incorrect information. positive climate for team manner. Thinking reveals success. misconceptions with NYSPE: 1d, 2d incorrect information. Readability Uses precise skill- Uses skill-related Uses layman’s terms to Uses irrelevant or 1. The extent to which the related language to language to describe ideas. meaningless language. 2. student makes effective support example. describe ideas. AND/OR AND PE language choices, and Uses complete Uses complete Uses incomplete Uses incomplete uses English conventions sentences. sentences. sentences. sentences. to communicate meaning. CCLS: L.9-12.3 COMMENTS TOTAL 16/16: /16