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Physical Education Lesson Plan Template

Name:​ Morgan Bloyer Equipment (be specific, consider the whole lesson):
Content/Skill theme: ● 30 soccer balls
Lesson:​ 1 Date/Time:​ 3/18-3/19 ● 3 pinnies
Grade:​ 6th-8th Class Size: ​25-39 Safety (be specific, consider the whole lesson):
● During the tag game make sure you are in control when you are
dribbling the ball to unfreeze someone.

State Standards & Outcomes


Standard: 1. Movement Competence and Understanding in
Physical Education

e. Dribble and pass a ball to a partner while being guarded (DOK


1-3)
National Standards & Outcomes
Standard 1: Demonstrates competency
in a variety of motor skills and
movement patterns.

Foot-dribbles or dribbles with an


implement with control. Changing speed
and direction in a variety of practice
tasks. (S1.M9.6)

Foot-dribbles or dribbles with an


implement with control, changing speed
and direction during small-sided game
play. (S1.M9.8)

Student Objectives (ESWBAT) Assessment


ESWBAT discuss the what strategies were used
Affective Informal assessment through CFU questions.
with team during 4 corner soccer.
ESWBAT describe the cues of how to dribble
Cognitive Informal assessment through CFU questions.
with a soccer ball during the activities.
ESWBAT demonstrate 2 of the 4 cues of
Psychomoto dribbling a soccer ball during small-sided game
Informal assessment through teacher observation.
r
play.

Teacher Objectives Assessment


1. Stick to time given for each activity. Informal assessment through observation with a timer.
Keeping track of how many times wrong language is used when
2. Use gender-neutral language (avoid saying “guys”)
rewatching video.
Observe if students are having a hard time with instructions and
3. Have simple, clear instructions
how long instruction time takes.

Performance Adaptations &


Student Activities
Instant activity, task development, goal orientation
Cues Organizational Arrangement Modifications
Time Behavior prompts; Potential adaptations to
progressions, learning experiences, and game-skill Diagram showing organization of students; Managerial
(min) practice-game specifics; instructional task statements; teaching cues; specific task statements student activities to
closure feedback; teacher meet the needs of ALL
actions students.
Warm-up

● Students will have 5 minutes time to


dress out.
7 min ● Students will line up on the baseline to N/A N/A
take attendance.
● Students will then run 3 warm-ups laps
around the gym then go to center circle
to get ready for the fitness circuit.
Fitness Circuit Behavior
Prompts Students will be
● On the whiteboard there will be a 4 ● Please able to go at their
sets of exercises for the whole body, show me own pace.
upper body, leg exercise, and
what self
abdominal exercises. There are different
control
● The students will do 10 of each and options of
then continue to through the sets again looks like exercises if
until the music stops. Teaching Cues students are
● They should try to switch to different ● Burpees: struggling to do a
exercises. Go from a particular one or if
● Whole body: push-up they would like to
○ Jumping jacks, ski jumps, position, challenge
burpees. push up themselves.
● Upper body:
into a
○ Push-ups, Incline push-ups, Push-ups can be
jump and
10 min reverse push-ups. done on their knees
● Lower body: then back and if they need
○ Lunges, squats, calf raises. down. extra help they can
● Abdominal: Bicycles, scissors, forearm ● Push-ups: use the wall.
planks. keep back
straight, For planks,
90 students can go
degrees onto their hands
with a straight
down.
back instead of
● Incline
forearms.
push-ups:
Move
hands
back,
make an
upside
down V
with body.
● Lower
body:
Make sure
to stay on
heels not
toes.
Specific Skill
Feedback
● Good job
staying on
those
heels
while
squatting.
Specific Behavior
Feedback
● Thank
you for
respecting
your
classmates
self space.
Teacher Actions
● Keep back
to wall
● Use
proximity
● Use
selective
ignoring
.
Performance Adaptations &
Student Activities
Instant activity, task development, goal orientation
Cues Organizational Arrangement Modifications
Time Behavior prompts; Potential adaptations
progressions, learning experiences, and game-skill Diagram showing organization of students; Managerial
(min) practice-game specifics; instructional task statements; teaching cues; specific task statements to student activities to
closure feedback; teacher meet the needs of ALL
actions students.
Instant Activity Soccer Tag Behavior If students aren’t
● Every person will have a ball to Prompts getting tagged
dribble within the coned area except ● Please enough add more
for the taggers. show me taggers
● There will be three taggers who will be
what
wearing the red pinnies. If too many
self-contr
● If the ball gets knocked out of bounds, students are being
students will carefully retrieve the ball ol looks tagged, take away
and re-enter the playing area and like when a tagger.
freeze by putting the ball above their you are
head. dribbling If students are
● Students can become unfrozen by with the struggling to
making a tunnel with their legs so that soccer dribble then they
5-10 min other dribblers can dribble their ball ball. they can practice
between the students legs. They can with one foot, then
Teaching Cues
only become unfrozen when someone once they are
● Gently tap
dribbles their ball between the legs. comfortable they
● If the ball rolls outside the coned area, the ball can try using both.
they are then frozen as well. using the
● Switch taggers after 1-2 minutes. inside of
the foot
between
the laces
and the
big toe.
● Dribble
the ball
while
using the
outside of
the foot.
● Keep the
ball close
to the
body
while
dribbling.
● Try and
keep the
eyes up as
much as
possible.
Specific Skill
Feedback
● Great job
keeping
the ball
close and
under
control.
Specific Behavior
Feedback
● Thank
you for
respecting
your
classmates
self space.
● Thank
you for
going
outside of
the
boundarie
s to spell.
Teacher Actions
● Keep back
to wall
● Use
proximity
● Use
selective
ignoring

Performance Adaptations &


Student Activities
Instant activity, task development, goal orientation
Cues Organizational Arrangement Modifications
Time Behavior prompts; Potential adaptations to
progressions, learning experiences, and game-skill Diagram showing organization of students; Managerial
(min) practice-game specifics; instructional task statements; teaching cues; specific task statements student activities to
closure feedback; teacher meet the needs of ALL
actions students.
Timed Dribbling Station Behavior Remind students
Prompts that they can move
● This is going to be a small introduction ● Please at the pace that
to the Sport Ed. model for the students. show me they feel most
● There are going to be sets of six cones comfortable.
what
10 min set up around the gym.
self-contr
● Students will be in groups of 4-5.
● Students in the groups will take turns ol looks
timing each other. like when
● They will be dribbling through the you are
cones to the end and back. dribbling
● They will have time to go multiple with the
times to see if their time improves. soccer
ball.
Teaching Cues
● Gently tap
the ball
using the
inside of
the foot
between
the laces
and the
big toe.
● Dribble
the ball
while
using the
outside of
the foot.
● Keep the
ball close
to the
body
while
dribbling.
● Try and
keep the
eyes up as
much as
possible.
Specific Skill
Feedback
● Great job
keeping
the ball
close and
under
control.
Specific Behavior
Feedback
● Thank
you for
respecting
your
classmates
self space.
● Thank
you for
going
outside of
the
boundarie
s to spell.
Teacher Actions
● Keep back
to wall
● Use
proximity
● Use
selective
ignoring
Performance Adaptations &
Student Activities
Instant activity, task development, goal orientation
Cues Organizational Arrangement Modifications
Time Behavior prompts; Potential adaptations to
progressions, learning experiences, and game-skill Diagram showing organization of students; Managerial
(min) practice-game specifics; instructional task statements; teaching cues; specific task statements student activities to meet
closure feedback; teacher the needs of ALL
actions students.
Four Corner Soccer Behavior Remind students that
Prompts they can move at the
● The same groups from before will stay ● Please pace that they feel
together for this game. show me most comfortable.
● Set a playing field with a goal area in 4
what
corners. If the game is
self-contr
● Divide players into 4 teams. 1 player moving too slow
from each team is a Goalie. ol looks another ball can be
● Each team chooses a goal for their like when added.
Goalie to guard. you are
● All other players gather on the playing dribbling
field. The ball is tossed into the center with the
and the game begins. soccer
● Using only their feet, players try to ball.
10 min kick the ball into the goal of another
Teaching Cues
team. The Goalie tries to stop the ball
● Gently tap
from going past the goal.
● The team with the most goals wins. the ball
using the
inside of
the foot
between
the laces
and the
big toe.
● Dribble
the ball
while
using the
outside of
the foot.
● Keep the
ball close
to the
body
while
dribbling.
● Try and
keep the
eyes up as
much as
possible.
Specific Skill
Feedback
● Great job
keeping
the ball
close and
under
control.
Specific Behavior
Feedback
● Thank
you for
respecting
your
classmates
self space.
● Thank
you for
going
outside of
the
boundarie
s to spell.
Teacher Actions
● Keep back
to wall
● Use
proximity
● Use
selective
ignoring

Performance Adaptations &


Student Activities
Instant activity, task development, goal orientation
Cues Organizational Arrangement Modifications
Time Behavior prompts; Potential adaptations to
progressions, learning experiences, and game-skill Diagram showing organization of students; Managerial
(min) practice-game specifics; instructional task statements; teaching cues; specific task statements student activities to meet
closure feedback; teacher the needs of ALL
actions students.
Closure

● Students will meet in center circle.


● Talk to students about Sport Ed.
module.
10 min
● Students will have 7 minutes to dress
out.