Teacher Candidate: Jarred Altfillisch Elementary/Middle School Methods Physical Education Lesson Plan Template Lesson Title ___Wizard

Pinball ____________________________________________________________ Unit ___________Soccer__________________________________ Day# _day three Grade level(s)/Course 7th grade_________________________

Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title: P.E. Activities for Grades 3-4 Publisher: Parker Publishing Company Date of Publication: 1992 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Inclusion of all students into the lesson.

Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 40 minutes per day Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Inclusion of all students into the game. I will pair June with someone who is a good leader and is very helpful with her. List any other special features of your school or classroom that will affect the teaching of this lesson. Responsible student to help June

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students___30______ # of Males__14________ # of Females___16_______ Special Needs Students: Number of Accommodations and/or pertinent IEP Objectives Category Students Students with IEPs 1 IEP Goal #1-June will be active within her target heart rate for at least 50% of the class IEP Goal #2-June will increase muscular strength and endurance in her upper torso in order to perform 3 push-ups in mature form. IEP Goal #3-June will increase abdominal strength in order to complete 20 sit-ups in 1 minute
English Language Learners

Gifted and Talented

504

Autism or other special needs (Emotional-Behavioral Disorders)

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

ASSESSMENT BEFORE THE LESSON Pre-assessment: We will be able to identify each students kicking skills while doing the warm-up activity and be able to correct any of the students form.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

Skill Development 1. Basic Skill Instruction TSW become proficient in accurate passing skills. 2. Application of Skills TSW apply the skills in both the pin ball activity and wizard pinball 3. 4. Fitness Benefits Life Skills Skill Related Fitness 5. Effort: TSW give a full effort regardless of skill Agility will be address during the second part ability. of wizard pinball by having them dribble around cones or obstacles 6. Goal Setting: The students in a group will set team goals for Wizard pinball and try to reach or Coordination will be used by the students in exceed each goal during the activity. both activities when they kick the soccer ball. Health Related Fitness Muscular Strength will be used while the 7. Communication: students use force to kick the soccer ball. TSW use verbal communication while discussing their Cardiovascular Endurance will be addressed goal. during wizard pinball as they run and dribble up and down the court. June will be in her target heart rate 50% of the time (IEP Goal 1)

Planned Transitions:
As the students come in, we will have the students line up on the side line with their backs facing the other courts.

Introduction: Keep it in Total time: 4- 5 minutes

Formations / Cues

Assessment

Lesson Objective(s): (1-5) Keep the ball in control and on the ground Questioning students on the three Ps. 6-8 people per circle Absorb the ball with your foot June-document the number of sit-ups TSW circle up and kick the ball across the circle completed to another player. That player first traps the ball, and then kicks it across the circle to a different player. Keep the ball in the circle If ball stays in circle for 2 minutes, then TSW start walking in a clock wise rotation. If the ball goes out the students will do 5 sit-ups June will attempt sit-ups when the ball goes out of bounds (IEP goal #3)

Plant, Putt, Push

Observation of proper soccer passing skills.

Planned Transitions Line up on baseline, shoulder to shoulder

Main Activities Wizard Pin Ball 2.0 Total time:10- 15 Minutes

Lesson objective(s): 1.2.3.4.5.6.7. 4-5 people per team Pick a team name One student will scoot to half court One team member will run to the opposite side of the court (behind the targets)and do sit-ups their teammates ball reaches them. June-IEP Goal #3 One student will dribble to half court, stop the Ball on the poly dot, grab scooter and return to baseline. Scooter person will kick the ball at the targets, and replace the ball retriever. The ball retriever will pick the ball up and run it back to the baseline. If proficient, obstacles will be added for dribbler and scooter rider. June will participate and keep in her target heart rate 50% of the class(IEP Goal #1) Throughout the game Junes aid will remain next to her

Formations / Cues Non-kicking foot next to the ball Kick with the inside of your foot Contact ball below the middle of the ball Follow through Carry the ball back Hands gripped on handles at all times

Assessment Assess students dribbling/kicking ability. Assess students listening abilities Provide feedback to help students develop better soccer skills. June-document the percent of time June was in her target heart rate zone.

Planned Transitions Line up on baseline shoulder to shoulder

Cool-down: Bubbles Total time: 4-5 Minutes Lesson objective(s): Dribble your ball around the playing area Do not let your bubble touch another bubble or go out of bounds If this occurs, you must do 5 push-ups and come back into the game June will attempt 5 push-ups if her ball goes out of bounds (IEP Goal # 2) Planned Transitions

Formations / Assessment Strategy Spread out on entire playing area. June: Document the number of push-ups Observe students dribbling skills

Assessment at the end of the lesson

Assessment of sportsmanship: Did you and your team stay positive and work together to achieve the team goal? Assessment of technique: Who can tell me the three Ps of passing? Assessment of equipment: Where should the soccer ball be if you are waiting for your turn?

Equipment needs 4 breakaway hula hoops (different colors for point values) 16 cones 4 poly dots 25 soccer/kick/round balls 1 Slightly deflated ball for June Heart rate monitor for June

Safety Considerations Spatial awareness Keep ball on the ground Be in control of ball to avoid injuries Keep hands on scooter If June starts to get too hot she will walk around the perimeter of the playing area until cooled down

Differentiated Instruction
Modify equipment Slightly deflated ball for June Modify task Larger targets Modify instruction take out dribbling and scooters if it is too hard, Junes aid will stay next to her during the activities.

Classroom Management/Democratic Practices

Student grouping- Students will be numbered 1-4 as they enter gym. These numbers will be used for the warm up and main activity.

June will be with a responsible and helpful student

Activity Formations and or field diagrams: Attached to lesson plan

Possible Community Resources: They can join a community based soccer club and use their skills on the field.
Supplemental materials: *this is where you need to place any information or document that a substitute would need access to teach this lesson. (i.e. student worksheets, checklists, rubrics, station instructions) LESSON PLANNING CHECKLIST Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will be introduced and how will you introduce it?

 Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Did you address all of the components within this template? Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not productively engaged.)