PHYSICAL EDUCATION LESSON PLAN FORMAT

Instructions: Search www and find a lesson plan you would like to use for a grade level of your choice. Fit the lesson plan into the forma below and come prepared to demonstrate it in class. Lesson from: http://joephysed.weebly.com/elementary-pe-lesson-plans.html GRADE: 4th STANDARD : Standard 1: Manipulative Skills 1.13 Strike, with a paddle or racket, a lightweight object that has been tossed by a partner. NEEDED EQUIPMENT: Paddles Tennis balls or yarn balls Balloons LEARNING GOAL/OUTCOME/OBJECTIVE: After the lesson on striking a ball, students will demonstrate how to strike an object using a short handled paddle with accuracy.

TIME

LESSON CONTENT ACTIVITY Describe the lesson components with much detail so that any substitute teacher could teach the lesson and so that any supervisor could easily see what you are planning to do. Note: TPA Tasks require this same type of descriptive writing.

TEACHING POINTS AND ORGANIZATION What must you do to be ready/preplanning to teach each lesson component point?

5 Min.

Opening /Introductory Activity: Everyone grab a paddle and start to hit a balloon in the air while in your self space and keep it in the air as long as you can. See how high you can get in the air. If you think your balloon went the highest try to find someone who can hit it higher.

Step 1: Divide students before the lesson, so students have enough space around them. Step 2: Rules need to be established before the lesson so students hold and hit the ball in an appropriate manner. Step 3: Have enough paddles for all students. Balloons should be filled with air before the lesson.

Instruction/Skill Development/Concept (What you will do to instruct the students on this standard) 15 min

Step 1: Instruct students how to hold the paddle and how to throw the ball. Step 2: Emphasize that the ball needs to be thrown in the air not at a classmate. Step 3: Make sure area is safe ad students have enough room to throw and hit the ball.

Pre-Lesson: 1) Try to balance your ball in the middle of your paddle. 2) If balancing the balloon in the center is too easy try to hit the balloon in the air staying in the space around you. !) "ow take a ball and try to bounce twice and catch it then repeat it over. #) $ets all try to hit the ball in the air now. %it it under control and catch it after one strike. Instruction: 1) &ind a space along the wall and try to hit it against the wall. 2) "ow hit the ball in the air let it bounce and catch it. 'eep doing this. !) 'eep striking the ball in the air as many times as you can. #) (nce you are sure you can strike the ball in the air without any trouble strike the ball in the air and spin around and catch it before the ball lands.

20 min.

ffecti!e Practice Acti!ity "#ow you will ha!e students practice this standard$

Step 1: Keep in mind students who have trouble practicing hand eye coordination skills. Step 2: Partner ELD student with a student who can translate. Step 3: Modify lesson for students with special needs.

1. &ind a partner and have your partner toss you the ball while you bounce the ball back to him)her. 2. This time you and your partner will hit the ball back and forth. *ake sure to stay in your general space. !. +ounce the ball off the wall without letting it hit the floor. Extra practice: 1. After you and your partner have hit the ball back and forth, line up along this line with your paddle and ball. Walk to the other end of the gym while striking the ball in the air. Remember to keep it under control. 2. Now you and a partner will strike the ball to each other while moving from one end of the gym to the other. If you drop the ball you have to start over again. 3. Now everyone grab another paddle and another balloon. Try to hit both balloons in the air twice without dropping them. 4. If this task is too challenging, drop one paddle and balloon and grab a ball. Now strike the ball in the air and rotate your paddle over each time you strike it.

10 min.

Closure After balancing and hitting the balloons did everyone feel comfortable moving on to hitting the balls with your partner? Did you find if challenging to keep the ball in the air when I timed you? What else could you use to strike an object? (e.g. stick and stone, hockey puck and stick). Give me some sports that involved striking an object with an implement. Does anyone play a sport that involved striking?
Assessment: How will you assess progress in this standard? I will ask students about their accuracy in striking an object with a paddle to assess and activate prior knowledge. During the lesson, I will monitor students progress through structured observations, selectedresponses, and performance tasks. After the lesson, students will write in their journals the steps to hitting a ball correctly. A rubric will be used to grade the components of the journal entry. (161) Class Management (How you will manage this instruction so that all students learn well) Students will constantly be doing something. If students have mastered a skill, they will be asked to move on to the next skill. I will identify where equipment is to be placed while I am speaking and giving directions (on the ground at their feet). I will constantly be moving around to monitor student progress and student behavior. The goal is to have every student engaged in the activity and have modifications ready for those students who have trouble performing the skill. Modifications for Special Types of Learners (Refer to PE Frameworks and provide page numbers) ELD Learner: Strengths: Learns quickly when skill is modeled (visual and kinesthetic learner) Weaknesses: The student understands and speaks limited English (CEL T Level !)" #our intervention or adaptation: $ will clearly enunciate all words and use gestures% &acial e'pressions% demonstrations% props% and visual aids ((!))" $ will also model steps and procedures one *y one" Special Needs Learner: Strengths: The student en+oys playing with classmates, has very good hand-eye coordination" Weaknesses: The student has asthma and cannot do moderate to vigorous activity" #our intervention or adaptation: $ will limit the amount o& time the student does the activity" .e will take *reaks in *etween the activities"

Step 1: Gather students in a circle Step 2: Emphasize the skill that has been learned. Restate the objective. Step 3: Emphasize form and consistency. Did students learn how to hit the ball with a paddle? Step 1: Create rubric/checklist and discuss class expectations before presenting skill Step 2: Explain the format and what the journal needs to include.

Step 1: Have extra activities available for those students who master the skill before all other students. Step 2: Have a plan ready for those who do not follow directions and cannot participate in an appropriate manner.

Step 1: Have visual aids (video) ready before the lesson. Step 2: Place pictures of directions on the wall or in front so ELD student can follow along.

Step 1: Decide on a signal that will alert the teacher that the student needs his inhaler. Step 2: Make sure inhaler can be accessed at all times. Step3: Be aware of medical history, doctor appointments, medications, etc.

Reflection: What have you learned a*out planning instruction &or a diverse student population in this content area/ I learned that all students are at different levels of skill acquisition. Some students will probably need more practice than others. Instructions and directions need to be repeated and modeled several times. Some students will probably be hesitant and will have a hard time controlling the ball. However, positive feedback and encouragement will be necessary for them to master the skill. What area o& this instructional plan was easy to complete/ The easy part to this instructional plan was the lesson content. Coming up with an activity to engage students is always the most fun part of instructional planning. I can get creative and incorporate a variety of strategies and techniques to ma imi!e student learning. What area will you need more knowledge0skill in order to do the task well/ "dapting and modifying instruction will take more practice and knowledge. "lso, I will have to get to know my students in order to meet their needs. I will have to apply research#based strategies that will help all students learn.