Physical Education

Task 1: Planning Commentary

TASK 1: PLANNING COMMENTARY

Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[ ]
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
 movement patterns,
 performance concepts, and/or
 health-enhancing physical fitness.
[ ]
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[ ]
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[ ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[ ]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[ ]
3. Supporting Students’ Physical Education Learning

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 Physical Education
Task 1: Planning Commentary

Respond to prompts 3a–c below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students’ prior academic learning, their assets, and
research/theory.
[ ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[ ]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.

Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ ]
4. Supporting Physical Education Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.

Analyze Compare Evaluate Sequence Signal Summarize

[ ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
 Vocabulary
 Plus at least one of the following:
 Syntax

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All rights reserved. V07
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
 Physical Education
Task 1: Planning Commentary

 Discourse
[ ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
 Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[ ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.

a. Describe how the assessments throughout the learning segment will provide direct
evidence of students’ development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[ ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.

Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ ]

Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.  3 of 3 | 9 pages maximum
All rights reserved. V07
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.