Physical Education Lesson Plan Template

Name:​ Morgan Bloyer Equipment (be specific, consider the whole lesson):
Content/Skill theme:​ Striking with Short Handled Implements ● 22 lollipop paddles
Lesson:​ 4 of 6 Date/Time:​ 4/10/18 8:40am ● 22 pickleball paddles
Grade:​ 3rd Class Size: ​22 ● 22 foam balls/ pickleballs
● 22 bean bags
● 22 yarn balls
● 6 baskets
● Sworkit Kids App
● 2 ipads
● 22 Poly Spots
● 1 parachute
● Timed Music
● Team Shake app
● 2 posters with exercises for instant activity
● Station Cards of each activity
Safety (be specific, consider the whole lesson):
● Watch out for others swinging
● Eyes up when moving throughout space
● Equipment down during instructions
● Place equipment on the outside of the boundaries before
moving to next station.
● High five gently
 National Standards & Outcomes State Standards & Outcomes

Standard 1:The physically literate individual Standard 1: Movement Competence and

demonstrates competency in a variety of motor Understanding in Physical Education
skills and movement patterns
S1.E1.3d - Demonstrate throwing, catching,
S1.E24.3a - Strikes an object with a short-handled
striking, or trapping in an activity (DOK​ 1-2)
implement, sending it forward over a low net or to
a wall.
Standard #3: Emotional and Social Wellness in
Physical Education
S1.E24.3b - Strikes an object with a short-handled
implement while demonstrating 3 of the 5 critical
S3.E1.3g - Congratulate friends for a well
elements of a mature pattern.
executed movement (DOK 1-2)

Standard 4: The physically literate individual

exhibits responsible personal and social
behavior that respects self and others.

Praises others for their success in movement

performance. (S4.E4.3b)

Recognizes the role of rules and etiquette in

physical activity with peers. (S4.E5.3)

Student Objectives (ESWBAT) Assessment

 ESWBAT encourage and praise others for success in activities
and recognize the role of rules in those activities.
Affective  
Formal assessment using Plicker questions.

ESWBAT know the cues of how to strike an object with a

Cognitive Informal assessment using CFU questions.
short handled implement when prompted.
ESWBAT demonstrate striking with a short handled
Psychomotor implement using 3 of the 5 critical elements of a mature pattern Informal assessment through teacher observation.
when hitting against a wall or to a partner.

Teacher Objectives Assessment

1. Have my students reach 50% MVPA for the class period Formal assessment using pedometers
Informal assessment observing how long it takes for instructional
2. Give quick instructions that are two minutes or under.
time
3. Pace well through activities. Try and stick to the time planned in lesson. Watch video and time how long is spent at each activity.

Tim Student Activities Adaptations & Modifications

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

● Pedometer will be handed to students

outside of the gym before students enter.
● Students will be instructed to reset the N/A
2
pedometers, clip it onto waistband and N/A
min place name tag onto chest.
○ Do not switch pedometers
● They will enter the gym doing a locomotor
activity. They will find spots to be told the
instructions. Make sure to explain to work
 on encouraging others in their class,
respecting their classmates, and what
following the rules of the activities does. It
helps everyone to be successful and have
fun.
Instant Activity: High Five Bank Behavior Prompts
● The object is to take as many high-5’s to ● Show me what self Allow students to move at their
the bank as you can in 2-minutes. space is own pace. If they would like a
● On the start signal move, using the given ● Please show me challenge they can speed up, or
locomotor skill, to another player and give if they are having a hard time
what self control
her or him a high-5. Then, quickly move to they can decrease their speed.
looks like
someone else and get another high-5. If they need a challenge they can
● As soon as you collect 5 high-5’s, take Teaching Cues do jumping lunges.
them to the bank by doing 5 of an exercise ● Skip: Step, hop,
on the poster. You now have 5 high-5’s in switch lead foot.
the bank. Repeat this sequence as many ● Crab walk: Move
times as you can in 2 minutes. Keep track Forwards.
of how many high-5’s you put in the bank. ● Jog: Keep arms
● Stop after 2 minutes to give rest time and straight, knees
8
ask the amount they all had in the bank. *If
min high.
you had over 5 raise your hand?*
● Gallop: One foot in
● Have two banks on either side of the gym
with 2 posters. Exercises on poster: front, leave that
○ Jumping Jacks foot in front.
○ Push-ups ● Slide: Move with
○ Squats lead foot to the
○ Mountain Climbers side, and bring
○ Lunges back foot to lead
foot.
● Push-ups: Move
elbows to 90
degrees, can go
onto knees, or wall.
 ● Squats: Heels
down, knee behind
toe.
● Mountain
Climbers:
Shoulders over
hands, drive kees.
● Lunges: Keep heels
down, 90 degrees at
the knees.
Specific Skill Feedback
● I like how you are
bringing your knee
up high while
skipping.
● I really like how
everyone is sliding
low to the ground.
Specific Behavior
Feedback
● Thank you for
respecting your
classmates self
space.
● Thank you for high
fiving gently.
Teacher Actions
● Keep back to wall
● Use proximity
● Use selective
ignoring
 Student Activities Performance Cues Organizational Arrangement Adaptations & Modifications
Time Instant activity, task development, goal orientation Behavior prompts; teaching cues; Potential adaptations to student activities
Diagram showing organization of
(min) progressions, learning experiences, and game-skill specific feedback; teacher
students; Managerial task statements
to meet the needs of ALL students.
practice-game specifics; instructional task statements; closure actions
Fitness Activity: Parachute Behavior Prompts
● Students will walk in a straight line around ● Show me what If the students are doing really
borders, the teacher will lead them around self-control looks well with the activities, increase
the parachute to their handles. the time.
like.
● Students will be using a parachute, each If they were struggling, decrease
student will grab onto parachute and be able ● Please hold times of activities.
to move it and explore. parachute still If
● Emphasize how important it is to not pull when instructions there
on the parachute hard and to respect the are being given. are
equipment. ● Only hold onto not
● Start out with students moving clockwise your handle.
(left) just walking with one hand holding Teaching Cues
onto the strap during all of the activities ● Skip: Step, hop,
such as galloping, skipping, sliding,
switch lead foot.
jogging.
7 min ● Jog: Keep arms
● Then have them moving counterclockwise
(right) , galloping. straight, knees
● Student will bend over, keeping legs high. enough handles have students
straight, to the floor (or close) so that they ● Gallop: One foot grab two, or make sure it is
are stretching their legs. in front, leave that centered.
● Then students reach up and stretch their foot in front. If there are too many handles
body. ● Slide: Move with have students hold onto the
● Then they will stand up and move lead foot to the sides of the parachute.
clockwise (left) skipping.
side, and bring
● They will move counter clockwise (right)
holding onto the parachute with both hands back foot to lead
and slide their feet. foot.
● Move the opposite direction.
● While sliding lift up arms holding
parachute. Specific Skill Feedback
 ● Next students will sit on the ground with the ● I like how you are
parachute pulled to their shoulders. When lifting those knees
directed students will sit up lifting the when skipping.
parachute down, and then up again. ● I really like how
● Moving clockwise students will jog while everyone is
waving the parachute in a controlled stretching as far as
manner. they can.
● If there is a time, or certain students are Specific Behavior
struggling working next to each other, Feedback
everyone will lift the parachute over their ● Thank you for
heads while the teacher yells out a color. respecting your
Whoever is holding onto that color must classmates space
move to the center and try and find a on the parachute.
different handle of that same color. ● Make sure we are
Emphasize looking for others. not pulling on the
● Each of these will last for at least 30 parachute, but
seconds. respecting the
● Make sure to always move in the opposite equipment.
direction of students to give feedback. Give Teacher Actions
high fives! ● Keep back to wall
● When the music stops it means the students ● Use proximity
need to stop moving with the parachute. If ● Use selective
they cannot focus during instruction have ignoring
them place it under their feet.
● Make sure students are staying in the same
general space while moving in the gym and
not going all over the gym.
● While giving instructions for next activity
start gathering up the parachute and storing
it out of reach of students.
Students will stand in their spots while teacher
demonstrates the stations.

Time Student Activities Performance Cues Organizational Arrangement Adaptations & Modifications
(min) Instant activity, task development, goal orientation Behavior prompts; teaching cues; Diagram showing organization of Potential adaptations to student activities
progressions, learning experiences, and game-skill specific feedback; teacher actions students; Managerial task statements to meet the needs of ALL students.
practice-game specifics; instructional task statements; closure
Stations Behavior Prompts If students aren’t comfortable
● Station 1: Hitting a yarn ball up with just a ● Show me what self with the paddle they can use
hand. They can challenge themselves to see lollipop paddle.
space looks like
how many hits they can achieve. If students are struggling with the
● Station 2: There will be one ipads propped ● Please hold paddle normal pickle balls provide
up on baskets. All the students have to do is still when options for bean bags and yarn
hit start on the Sworkit kids app. They will instructions are balls.
follow along with activities. being given.
● Station 3: Strike the ball towards the wall. Teaching Cues
The options will be pickleballs or yarn Striking upward
balls. Grip: Use shake-hand grip
● Station 4: Students will hit a ball to their to hold the paddle/racket.
partner who catches it then hits the ball
Bend Knees: Keep your
back. They will repeat. If they want a
challenge they can hit it back and forth knees slightly bent.
20 without catching. Firm Wrist: Wrist stays
min ● Station 5: There will be one ipad propped firm.
up on baskets. All the students have to do is Strike: Strike the ball
hit start on the Sworkit kids app. They will upward and keep the paddle
follow along with activities. in a "flat" position.
● Station 6: There will be four cones with two Flat racket/paddle: Face of
jump ropes to set up nets. Students will hit paddle/racket points to the
the ball to a partner across the net. They
sky or ceiling
will bounce the ball and then hit at waist
level to them. They will try and hit back and
forth. Place poly spots for them to stand on Specific Skill Feedback
to aim for. ● I like how you are
● After each station students will do a keeping your
locomotor skill for a lap, counterclockwise, paddle flat
on the inside of the boundaries to the next ● I really like how
one. Once they get to that station they can Ben is using a
begin. handshake grip
 ● There will be 4 students at each station with Specific Behavior
one station with 2 students so that there is Feedback
always an even number for partners. Place ● Thank you for
students into groups before class. staying in self
● They will spend 2 minute at each station space
with 30 seconds to get to the next. There ● Make sure we are
should be time to go through the stations being aware of our
twice. surroundings
● There will be paddles at each station so that Teacher Actions
they will not have to carry those with them. ● Keep back to wall
Exercises on Swortit kids: ● Use proximity
Crunches ● Use KISS strategy
Lunges
Mountain Climber
Squats
Superman
Swimming
High Knee March
Jumping Jacks
Arm Circles
Bending Windmill Stretch
Hamstring Stretch Standing
Overhead Arm Pull
After students will place all of the equipment back
into the baskets.

Assessment
● There will be questions on the television for Behavior Prompts If students are having a hard time
the students to answer. ● Show me what with a partner they can hit to the
● They will grab their Plickers that are placed self-control looks wall to themselves
5 min on the borders, look at the question and do Students can choose to switch
like.
walk around the borders. ● Please hold paddle back to a lollipop paddle if they
-​Did you encourage others or can you improve? still when are having difficulties
a. Yes
 b. Can improve instructions are
- Did you respect your classmates or can you being given.
improve? Teaching Cues
a. Yes Striking
b. Can improve Racket back and side to
-Did you follow the instructions of the activities and target
stations? Contact ball at or just
a. Yes below waist level
b. Can improve Keeps elbow away from
body
Steps into the swing or
shifts weight onto opposite
foot
Swing low to high
following through to
shoulder height
Sworkit Kids App
Lunges 
Make 90 degrees with leg 
Don’t let knee pass toe 
Squats  
Make 90 degrees with leg  
Don’t let knee pass toe  
Crunches  
Dont’ pull on neck  
Squeeze at the stomach  
Mountain climbers  
Stay up over your hands  
Drive knees up  
Superman  
Lift everything except torso
Specific Skill Feedback
 ● I like how you are
striking from low
to high
● I really like how
Ben steps into his
swing
Specific Behavior
Feedback
● Thank you for
working
cooperatively with
your partner
● Make sure we are
being aware of
others
Teacher Actions
● Keep back to wall
● Use proximity
● Give specific
feedback

Criteria 3 2 1

Encouragement Consistently encourages Sometimes encourages Never encourages classmates.

classmates. classmates.

Respect for Others Consistent kindness and Sometimes shows kindness Disrespectful and uses “put
respect for others. and respect to others and their downs” towards others. Does
opinions. not respect others.

Rule Following Consistently followed the rules Sometimes followed the rules Never followed the rules
throughout the activities and throughout the activities and throughout the activities and
 stations. stations. stations.
 

Student Activities Adaptations &

Time Instant activity, task development, goal orientation Performance Cues Organizational Arrangement Modifications
progressions, learning experiences, and game-skill Behavior prompts; teaching cues; Diagram showing organization of Potential adaptations to student
(min) practice-game specifics; instructional task statements; specific feedback; teacher actions students; Managerial task statements activities to meet the needs of
closure ALL students.
Closure
● What was their favorite part of the
lesson
● What are the 5 cues for striking with a
short handled implement?
○ Racket back and side to target
○ Contact ball at or just below
waist level N/A
○ Keeps elbow away from body
○ Steps into the swing or shifts
weight onto opposite foot
○ Swing low to high following
5 min through to shoulder height N/A
● What was one safety thing to
remember?
○ Don’t run in front of others
(hitting against the wall) if
their foam ball rolls off
○ Be aware off your
surroundings
● How does following the rules help in
class? Why should we encourage
others?
○ Helps everyone to be
successful and have fun.
 ○ We are all learning together
and so it is important to be
kind.
Tell the students what they did well during the
lesson and that next we will be working with
nets again.