UTEP PETE Learning Experience Template

University of Texas at El Paso

Kinesiology Physical Education Teacher Education

TED 4698: Student Teaching PE

Learning Experience Plan

Teachers: Frank Villa Date: 3/12/2019
Grade Level: 2 nd
Time: 8:30 – 9:15 am
Activities: Table Tennis – Task Number of Students: 50
Sheet & Quiz
Equipment: Paddles, Ping Pong Balls, Tables, Nets, Baskets,
iPad, Plickers, Whiteboard & Marker.
Equipment provided by me:
Facility: Multipurpose Room (Gym)

OBJECTIVES (2-3 per domain):

Psychomotor:
1. Students will learn practice a variety of table tennis skills as they complete task from
a task sheet.
2. Students will work on hand eye coordination to track and trap a ping pong ball using
a paddle.
3. Students will be able to demonstrate gravity.

Cognitive:
1. Students will be able to differentiate between a forehand and backhand drive.
2. Students will be able to recall previously learned skills and apply them.
3. Students will be able to discover gravity through exercise.

Affective:
1. Students will work in pairs with a classmate to improve their table tennis skills.
2. Students will follow appropriate behavior by respecting equipment, others space and
turn.

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TEKS: §116.4. Physical Education, Grade 2.

1 (N) demonstrate on cue key elements of hand dribble, foot dribble, kick and
strike such as striking balloon or ball with hand.

5 (A) use equipment safely and properly.

7 (B) treat others with respect during play.

National Standards:

(S1. E16. 2) Catches a self-tossed or well thrown large ball with hands, not
trapping or cradling against the body.

(S1. E24. 2) Strikes an object upward with a short-handled implement, using

consecutive hits.

(S3. E2. 2) Engages actively in physical education class in response to

instruction and practice.

(S4. E4. 2) Works independently with others in partner environments.

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DIAGRAM AND PRE-CLASS ARRANGEMENT (include specifics):

Warm-Up: 2 Minute Fitness

Skill Build-Up/Application: Task Sheet & Quiz

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Lesson Plan Content

Time Content Development Management 1. Task Analysis
and Safety; 2. Teaching
includes cues/Refinement
Transitions
8:30 – SET Induction/HOOK START SIGNAL:
8:38 What are we learning today? Go!
(8 min) Today we will learn how to
practice our ping pong skills by
doing a task sheet. STOP SIGNALS
Freeze Whistle
Attention Getter:
Freeze Whistle
Clapping Patterns
Tootsie Roll…
Attention…

ORIENTATION
Why are we learning it? Because
practice is important, and it is
good to know what we can or Transition 1:
cannot do. Students will be told
How will we know we learned it? to pair up and walk to
When I can complete: a table. Stragglers
8 tasks = Wow! will be asked to report
6-7 = Got it! to lost and found CUES:
4-5 = Getting there! (teacher) to be paired Quad Stretch – stand
3 or less = Not yet! up with other on one foot, bend
stragglers. opposite knee back,
Students will be asked if they hold ankle and pull.
know what gravity is and what it
does. Frankenstein’s – Kick
Misunderstandings: and touch opposite
Students may need foot and hand.
An example of gravity will be redirection with
demonstrated using a ping pong exercises. Jumping Jacks –
ball and tennis ball. Demonstration will be Jump and open feet
provided. and hands

WARM-UP(includes purpose) SAFETY: Warrior Pose III –

8:38 –
stand on one foot,
8:42 2 Minute Fitness Make sure you stay
at your table and pick up back foot and
(4 min) Students will follow my lead as I
watch your reach out in front
will demonstrate and call out
exercises that will be done once surroundings.
Reach for the Sky –
students are at a table with their
stand on tippy toes,
partner. Exercises will be done for
hands up above
15 seconds as follows:
head.
Quad Stretch (L/R)
Running In Place –
Alternating Frankenstein’s
Move your feet, stay
Jumping Jacks
where you are.
Warrior Pose III (L/R)

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Reach for the Sky Refinement:

Running In Place Remember each
exercise is for 15
Exercises will be repeated for a seconds. Exercises
second time, totaling 2 minutes to will be done
increase students heart rate and continuous at your
prepare them for the next activity. table.

Gravity will be explained as the Transition 2:

resistance felt when exercising. Students will remain
at their tables with
their partners. CUES:
Equipment will be RED – Forehand
8:42 – LESSON FOCUS/SKILL under tables in Serve/Drive/Trap.
8:57 BUILDING ACTIVITY basket to be used
(15 Task Sheet after instruction is BLACK – Backhand
min) Students will be provided with a provided. Serve/Drive/Trap.
task sheet that includes a variety
of task that will allow them to
prove to themselves that they
have learned a variety of table Misunderstandings:
Students may forget
tennis skills.
how to perform the Refinement:
Tasks Include: forehand or
 I can hold the paddle Remember to use the
backhand.
using the handshake grip correct side of the
Demonstration will be
 I can forehand serve and provided, reteach will paddle. Check your
trap 6 times with my occur as needed. grip. The goal is to
partner complete all the task
that you can. You are
 I can rally at least 4 times
showing us and
to my partner
SAFETY: yourself what you
 I gave Coach Villa a high Make sure you stay know to do.
five! at your table and
 I can backhand serve 4 watch your
times to my partner surroundings. Control
 I can forehand drive to my the ball, do not hit it
partner 6 times. hard.
 I can rally ____ hits with TASK ANALYSIS:
my partner. Students will be
visually evaluated to
Gravity will be explained to be the ensure that students
reason why the ball goes up then are following tasks on
down when hit. tasks sheet. A task
sheet will be uses to
assess student’s
DIFFERENTIATION knowledge and skill
Students will be able to practice a performance.
variety of skills when completing
the task sheet. Students are also
provided with an individualized
task, allowing students to attempt
to rally as many times as they can
with their partner if they have
completed all other tasks.

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UTEP PETE Learning Experience Template

STUDENT EXPECTATIONS:
Students are expected to
complete at least half of the tasks.
If cues are forgotten, they will be
able remember by observing
peers.

Psychomotor:
Students are working on various
tasks that incorporate the forehand
and backhand stroke.

Cognitive:
Students are recalling and applying
previously learned skills in ping pong.

Affective:
Students are working with a partner
and are encouraged to help correct
their partners.

Time Content Development Management 1. Task Analysis

2. Teaching
Cues/Refinement
8:57 – SKILL APPLICATION Transition 3: CUES:
9:05 ACTIVITY Students will be Circle the correct
(8 min) asked to put answer.
End of Unit Quiz
equipment in basket
Students will be provided with a under the table and
5-question quiz and be stay at their table Write your name,
instructed to select the correct with their partner. grade/section and date
answer. The Task sheet will Selected students on the quiz.
serve as a practice test by will be asked to help
recalling important information distribute the quizzes
for table tennis that will be and pencils.
questioned on the quiz. Refinement:
Students may go through the Misunderstandings:
Student may have a Remember to allow the
motions of the skills learned to ball to bounce once on
hard time
determine the correct answer. understanding the each side of the net
question in English. before you return it.
Students will be able to They may ask for
demonstrate what they know clarification on
kinesthetically and through a question and answer
written test. Multiple forms of options.
assessment will be used to TASK ANALYSIS:
gather an understanding of Students will be
students’ knowledge on table assessed through the
SAFETY:
tennis and the skills learned. form of a quiz to
Keep your eyes on
your own paper. Stay demonstrate what they
Students will be asked if they at your table. have learned. Students
believe their quiz will reach the will be asked to self-
ground before the ping pong evaluate their
ball if dropped from the same accomplishments on

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UTEP PETE Learning Experience Template

height. This will be done to the task sheet after the

demonstrate that gravity effects quizzes have been
everything in the same manner, completed.
despite weight.

DIFFERENTIATION
Students will be able to
demonstrate what they know
kinesthetically and through a
written test. Multiple forms of
assessment will be used to
gather an understanding of
students’ knowledge on table
tennis and the skills

STUDENT EXPECTATIONS:
Students are expected to
demonstrate what they have
learned successfully.

Psychomotor:
Students are performing skills
previously learned to determine Transition 4:
correct answer. Students will be
called to sit in their
Cognitive: lines by class to
Students are recalling the steps prepare for debrief in
and information previously learned their class lines.
to answer a question.

Affective:
Students are working
independently to demonstrate what
they have learned.

9:05 – Debrief/Closing/Cool Down

9:15 (what, so what, now what):
(10 min) Psychomotor
What did we learn today?

Cognitive:
Why are we learning it?

Who can raise their hand and show

or tell me what gravity is?

Affective:
How will I know I have learned it?

Insight/Preview:
Tomorrow we will play games of
ping pong with a partner. You will
also learn about your center of
gravity.