Physical Education Lesson Plan Template
Name: Kay Kay and Morgan Equipment (be specific, consider the whole lesson):
Content/Skill theme: Striking with Short Handled Implements ● 25 pickleball paddles
Lesson: 3 of 6 Date/Time: 4/4/18 8:40am ● 25 foam balls/pickle balls
Grade: 3rd Class Size: 22 ● 25 balloons
● 25 small rubber balls
● 25 bean bags
● Adjust deck of cards (6-king only)
● 22 Poly Spots
Safety (be specific, consider the whole lesson):
● Watch out for others swinging during partner activity
● Eyes up when moving throughout space
● Equipment down during instructions
● While toss up bean bag or pickleball stay in self space
National Standards & Outcomes State Standards & Outcomes
Standard 1:The physically literate Standard 1: Movement Competence and
individual demonstrates competency in a Understanding in Physical Education
variety of motor skills and movement
patterns.
S1.E24.3a - Strikes an object with a short-handled S1.E1.3d - Demonstrate throwing, catching,
implement, sending it forward over a low net or to striking, or trapping in an activity (DOK 1-2)
a wall.
Standard 3: Emotional and Social Wellness
S1.E24.3b - Strikes an object with a short-handled in Physical Education
implement while demonstrating 3 of the 5 critical
elements of a mature pattern. S3.E1.3g - Congratulate friends for a well
Standard 4: The physically literate executed movement (DOK 1-2)
individual exhibits responsible personal
and social behavior that respects self and
others.
S4.E4.3b - Praises others for their success in
movement performance.
Student Objectives (ESWBAT) Assessment
ESWABT praise their partner when they perform a
Affective movement using the proper grip while they hit to each Informal Assessment by teacher observation.
other.
ESWBAT know the proper cues of how to strike an object
Cognitive with a short handled implement when prompted during Informal Assessment using CFU questions.
activities and closure.
ESWBAT demonstrate striking an object with a short-handled
Psychomotor implement, sending it forward to the wall during the wall Informal Assessment by teacher observation.
activity.
Teacher Objectives Assessment
1. Have my students reach 50% MVPA for the class period Formal assessment using pedometers
Listen to video audio to see how many times I use proper and not
2. Use proper language (i.e. ”class” or “3rd grade” not “guys”)
proper language
Watch video to if I use proximity (if needed) and how many times I
3. Keep back to wall
do it.
Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation Arrangement Modifications
Behavior prompts; teaching cues; Potential adaptations to student
(min) progressions, learning experiences, and game-skill
specific feedback; teacher actions Diagram showing organization of
practice-game specifics; instructional task statements; closure activities to meet the needs of ALL
students; Managerial task statements
students.
Pedometers & Name Tags
● Pedometer will be laid out on the
boundaries with a name tag for each student
on each one N/A
● Students will be instructed to find their
2 min name tag and to put it on their shirt and to N/A
grab the pedometer that the name tag was
one
○ Do not switch pedometers
● Students will then turn towards teacher to
get instructions on how to put the pedometer
on
Instant Activity: Scarf Snatch Behavior Prompts
● Show me what self space Allow students to move at
● After pedometers are on students will grab is their own pace. If they would
scarfs that will be placed around the borders ● Please show me what like a challenge they can
and students will be instructed to grab one speed up, or if they are
self control looks like
scarf. having a hard time they can
Teaching Cues Skip
● They will place the end of their scarf into decrease their speed.
their pocket or into their waist band. Step, hop, switch lead foot.
● They will then mall walk inside of the ● Skip: Step, hop, switch
borders while trying to snatch others scarf lead foot.
and letting them fall to the ground. ● Jog: Keep arms straight,
(Mention safety on watching our or others knees high.
scarfs) ● Gallop: One foot in
● Once their scarf is snatched they must pick front, leave that foot in
it up and move to the teacher to answer a
front.
question before returning to the game.
● Slide: Move with lead
● They are to answer the question, what is
10 min foot to the side, and
something active that you can do outside of
school? bring back foot to lead
● Change the locomotor patterns from mall foot.
walk to sliding, skipping, galloping, and Specific Skill Feedback
slow jog if they are ready. ● I like how you are
○ What do you do outside of school to bringing your knee up
be active? high while skipping.
○ What are somethings to eat that are ● I really like how
healthy? everyone is sliding low
○ What is your favorite physical to the ground.
activity/game/sport to do? Specific Behavior Feedback
● Thank you for respecting
your classmates self
space.
● Make sure we are letting
go of our classmates
scarfs immediately.
Teacher Actions
● Keep back to wall
● Use proximity
● Use selective ignoring
Script
Adaptations &
Student Activities Performance Cues Organizational Arrangement
Time Instant activity, task development, goal orientation
Modifications
Behavior prompts; teaching cues; Diagram showing organization of Potential adaptations to student
(min) progressions, learning experiences, and game-skill
specific feedback; teacher actions students; Managerial task statements
practice-game specifics; instructional task statements; closure activities to meet the needs of ALL
students.
Fitness Activity: Card Sharks Behavior Prompts
● Show me what ● If pushups are too
● Each student will get a card and they are not self-control looks like. hard you can do knee
pushups
allowed to show it to anyone else.
● Modify exercises as
Teaching Cues
● Spread students out around the gym. needed
Lunges
● When the music starts they must move and Make 90 degrees with leg
tag each other. They will use different Don’t let knee pass toe
locomotor movements which are: Squats
8 min Make 90 degrees with leg
○ Mall walk Don’t let knee pass toe
○ Gallop Crunches
Dont’ pull on neck
○ Skip` Squeeze at the stomach
○ Run Mountain climbers
Stay up over your hands
● When they tag someone, they switch cards
Drive knees up
with that person and keep moving to tag Superman
Lift everything except torso
someone else.
● When the music stops students stop. The Specific Skill Feedback
● I like how you are
teacher calls out an exercise and the
squatting to a 90 degree
students must do as many as whatever angle
number is on the card in their hands. ● I really like how
everyone is stretching as
○ All face cards are worth 10 far as they can.
● This continues for 8 rounds each with a new Specific Behavior Feedback
● Thank you for moving in
exercise self space
○ Sit ups ● Make sure we are
staying in the boundaries
○ Lunges
Teacher Actions
○ push-ups ● Keep back to wall
● Use proximity
○ Mountain Climbers
● Use selective ignoring
○ Squats
○ Superman
○ Jumping Jacks
○ Arm Circles
● After students finish their exercise and are
waiting for others to finish they will run in
place.
Script
Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation
Arrangement Modifications
Behavior prompts; teaching cues; specific Diagram showing organization of Potential adaptations to student
(min) progressions, learning experiences, and game-skill
feedback; teacher actions
practice-game specifics; instructional task statements; closure students; Managerial task activities to meet the needs of ALL
statements students.
Partner Balancing Behavior Prompts ● If students aren’t
● Split the classroom into partners. With one ● Show me what self space comfortable with the
bean bag per pair. looks like paddle they can use
● Have each student grab their poly spot and ● Please hold paddle still lollipop paddle
place it across from their partner.
5 min when instructions are
● Students will toss the bean bag to their
being given.
partner and their partner has to catch it.
● Everytime they or their partner catches the Teaching Cues
bean bag they can move back a step. Striking upward
Grip: Use shake-hand grip to hold
the paddle/racket.
Striking Upwards
● Students will be instructed to put away their ● If students aren’t
bean bag and to grab a yarn ball if they are Bend Knees: Keep your knees comfortable with the
ready. slightly bent. paddle they can use
● Once everyone is ready students can try and lollipop paddle
bounce the ball on their paddle. Firm Wrist: Wrist stays firm. ● If students can’t
● Students should try and bounce the ball bounce it over their
repeatedly on their paddle. Strike: Strike the ball upward and head they can start
● Try and keep one foot on the poly spot. by bouncing it at a
keep the paddle in a "flat" position.
lower level
● If students are
5 min Flat racket/paddle: Face of having a easy time
paddle/racket points to the sky or they can bounce the
ceiling ball higher
● Students can also
Specific Skill Feedback just practice using a
● I like how you are keeping beanbag if a yarn
your paddle flat ball is too hard
● I really like how Ben is
using a handshake grip
Specific Behavior Feedback
● Thank you for staying in
self space
● Make sure we are being
aware of our surroundings
Teacher Actions
● Keep back to wall
● Use proximity
● Use KISS strategy
Striking to a Partner Behavior Prompts
● Students will then bring their poly spots ● Show me what self-control ● Have students move
back to facing their partner. looks like. farther if they are
● Students will strike the ball to their partner, ● Please hold paddle still succeeding and want
that student will let the ball drop and then a challenge
when instructions are
catch. ● If students are
being given.
● Students will hit the ball 3 times and then having a harder time
8 min Teaching Cues
switch to other partner. Repeat this. they can move closer
● After 2 min students will be reminded of the Striking ● Also give the option
cues and be encouraged to really focus on to use a beanbag if it
doing them and pointing out when their Racket back and side to target is too difficult
partner does them well. ● Make sure students
Contact ball at or just below waist are paired with an
level equally skilled peer
Striking at Wall
● Students will then switch the yarn ball for a Keeps elbow away from body ● If using a small
small rubber ball and find a space on the rubber ball is too
wall Steps into the swing or shifts hard they can use a
● Students can start out by hitting the ball weight onto opposite foot balloon or a large
once to the wall and catching it. rubber ball.
● Once the student is confident enough they Swing low to high following ● If it is too hard they
can hit the ball continuously but in control through to shoulder height can move closer to
● After 2 min students will be reminded of the the wall
cues and be encouraged to really focus on Specific Skill Feedback ● If it is too easy they
doing them ● I like how you are striking can move farther
from low to high from the wall
● 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
Script
Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation
Arrangement Modifications
Behavior prompts; teaching cues; specific Diagram showing organization of Potential adaptations to student
(min) progressions, learning experiences, and game-skill
feedback; teacher actions
practice-game specifics; instructional task statements; closure students; Managerial task activities to meet the needs of ALL
statements 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
5 min ○ Keeps elbow away from body N/A N/A
○ Steps into the swing or shifts
weight onto opposite foot
○ Swing low to high following
through to shoulder height
● What was one thing your partner did good
today
