Physical Education Lesson Plan Template

Name:​ Morgan and Kay Kay Equipment (be specific, consider the whole lesson):
Content/Skill theme:​ Striking with Short Handled Implements ● 22 lollipop paddles
Lesson:​ 6 of 6 Date/Time:​ 4/18/18 8:40am ● 22 pickleball paddles
Grade:​ 3rd Class Size: ​21 ● 22 foam balls/ pickleballs
● 22 bean bags
● 22 yarn balls
● 6 baskets
● 22 Poly Spots
● Timed Music
● Team Shake app
● Station Cards of each activity
● 2 noodles
● 1 dice
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
● Wait for person while moving the hula hoop
● Tag gently with noodle
 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.E1.3d - Demonstrate throwing, catching,
striking, or trapping in an activity (DOK 1-2)
S1.E24.3a - Strikes an object with a
short-handled implement, sending it forward Standard #3: Emotional and Social
over a low net or to a wall. Wellness in Physical Education

S1.E24.3b - Strikes an object with a S3.E1.3g - Congratulate friends for a well

short-handled implement while demonstrating executed movement (DOK 1-2)
3 of the 5 critical elements of a mature
pattern.

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
Affective Formal assessment using Plicker questions.
and recognize the role of rules in those activities.
ESWBAT know the cues of how to strike a short handled
Cognitive Formal assessment through Plicker questions.
implement when prompted.
ESWBAT demonstrate the proper cues for using both long and
Psychomotor Formal assessment through post-psychomotor assessment.
short handled implements.

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 amount of time
Watch video and time how long is spent at each activity.
planned in lesson.

Student Activities Organizational Adaptations &

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

● Pedometer will be handed to students

outside of the gym before students
enter. N/A
● Students will be instructed to reset the
pedometers, clip it onto waistband and
place name tag onto chest.
2
○ Do not switch pedometers N/A
min
● 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: Plank Tag Behavior Prompts
● Choose 2 students to be taggers. They ● Show me what self Allow students to move at
start the game with half a pool noodle. space is their own pace. If they
These players are “IT.” ● Please show me would like a challenge they
● Choose 3 students to start with a hula what self control can speed up, or if they are
8
hoop. These players are the “rescuers”. looks like Refer to image below. having a hard time they can
min
● Everyone without equipment will be Teaching Cues decrease their speed.
chased. Start with walking then move ● Skip: Step, hop, If students are having a
to other locomotor skills such as, switch lead foot. hard time holding the plank
skipping, galloping, crab walk and jog. ● Crab walk: Move allow them to stretch for 5
Forwards. seconds.
● Game Play: When the music starts, the ● Jog: Keep arms
players holding tagging noodles must straight, knees high.
chase players without a hoop. If a ● Gallop: One foot in
player gets tagged, they must go down front, leave that
into a “plank or push up” position.and foot in front.
hold it until they are rescued. Make ● Slide: Move with
sure students move to outside of the lead foot to the
boundaries. side, and bring back
● The rescuers (players with hoops) must foot to lead foot.
find a player in the plank position and ●
hold the hoop out in front of their head. Specific Skill Feedback
● The tagged player will lift each hand ● I like how you are
over the hoop and the rescuer will pass bringing your knee
the hoop along their body until it gets up high while
to the tagged player’s feet. They then skipping.
lift their feet through the hoop and can ● I really like how
now re-enter the game. everyone is sliding
● Taggers cannot tag a rescuer. low to the ground.
● Remind students that a tag is a “touch” Specific Behavior
and that we don’t intentionally “hit” Feedback
others with the noodle. Touch safely. ● Thank you for
Play this for about 5-7 one minute respecting your
rounds alternating taggers and rescuers. classmates self
space.
● Thank you for
waiting for your
classmate to pick
up their feet before
 lifting the hula
hoop.
Teacher Actions
● Keep back to wall
● Use proximity
● Use selective
ignoring

Student Activities Performance Cues Organizational Adaptations &

Instant activity, task development, goal orientation Behavior prompts; Arrangement Modifications
Time
progressions, learning experiences, and game-skill teaching cues; specific Diagram showing Potential adaptations to
(min)
practice-game specifics; instructional task feedback; teacher organization of students; student activities to meet
statements; closure actions Managerial task statements the needs of ALL students.
 Fitness Activity: Dice Exercise Behavior Prompts
● Students will spread out through the gym ● Show me what If the students are doing
● There will be a foam die that will be handed self space is really well with the
to the first student ● Please show me activities, increase the time.
● As that student rolls the die the teacher will what self control If they were struggling,
spin the wheel​ on the screen for the exercise looks like decrease times of activities.
● The number on the die is how many reps the Teaching Cues ​. Push ups can go on knees if
students do of the exercise that is on the ● Pushups too hard
wheel ○ Arms at Toe touches and trunk twist
● After 3 exercises have students run lap 90 are to go as far as they can
● Choose a new student every time to roll the degrees without pain
die ● Lunges
○ Every student should be able to roll ○ Make 90
7 min the die at least once degrees
with leg
○ Don’t let Students will be on the
knee pass existing spots on the floor.
toe

Specific Skill Feedback

● I like how you
are squatting to a
90 degree angle
● I really like how
everyone is
stretching as far
as they can.
 Specific Behavior
Feedback
● Thank you for
respecting your
classmates self
space
● Make sure we
are going around
the corners not
cutting them
Teacher Actions
● Keep back to
wall
● Use proximity
● Use selective
ignoring

Organizational Adaptations &

Student Activities
Tim Performance Cues Arrangement Modifications
Instant activity, task development, goal orientation
e Behavior prompts; Diagram showing Potential adaptations to
progressions, learning experiences, and game-skill
(min teaching cues; specific organization of students; student activities to meet
practice-game specifics; instructional task
) feedback; teacher actions Managerial task the needs of ALL students.
statements; closure
statements
 Stations Behavior Prompts If students aren’t
● Station 1: Students will be behind a set of ● Show me what comfortable with the
cones and try strike to hula hoops on the self space looks paddle they can use
ground. like lollipop paddle.
● Station 2: There will be exercises on a task ● Please hold paddle If students are struggling
card for the students to do. still when with the normal pickle
● Station 3: Strike the ball towards the wall to instructions are balls provide options for
try and hit the targets. The options will be being given. bean bags and yarn balls.
pickleballs or yarn balls. At this station the Teaching Cues
post-psychomotor assessment will occur. Striking upward
● Station 4: Students will hit a ball to their Grip: Use shake-hand
partner who catches it then hits the ball grip to hold the
back. They will repeat. If they want a paddle/racket.
20 challenge they can hit it back and forth Bend Knees: Keep your
min without catching. knees slightly bent.
● Station 5: There will be activities on the Firm Wrist: Wrist stays
task card for students to do. firm.
● Station 6: There will be four cones with two Strike: Strike the ball
jump ropes to set up nets. Students will hit upward and keep the
the ball to a partner across the net. They will paddle in a "flat" position.
bounce the ball and then hit at waist level to Flat racket/paddle: Face
them. They will try and hit back and forth. of paddle/racket points to
Place poly spots for them to stand on to aim the sky or ceiling
for.
● After each station students will do a Specific Skill Feedback
locomotor skill for a lap, counterclockwise, ● I like how you are
on the inside of the boundaries to the next keeping your
paddle flat
 one. Once they get to that station they can ● I really like how
begin. Demonstrate before stations. Ben is using a
● Have students go to their stations and do handshake grip
jumping jacks while reading tasks before Specific Behavior
performing the cards and then explain. Feedback
● There will be 4 students at each station with ● Thank you for
one station with 2 students so that there is staying in self
always an even number for partners. Place space
students into groups before class. ● Make sure we are
● They will spend 2 minute at each station being aware of our
with 30 seconds to get to the next. There surroundings
should be time to go through the stations Teacher Actions
twice. ● Keep back to wall
● There will be paddles at each station so that ● Use proximity
they will not have to carry those with them. ● Use KISS strategy
Exercises on Task cards: 10 of each until time is up.
Crunches
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 Behavior Prompts

● There will be questions on the television for ● Show me what If students are having a
the students to answer. self-control looks hard time with a partner
● They will grab their Plickers that are placed like. they can hit to the wall to
on the borders, look at the question and do ● Please hold paddle themselves
walk around the borders. still when Students can choose to
-​Did you encourage others or can you improve? instructions are switch back to a lollipop
a. Yes being given. paddle if they are having
b. Can improve Teaching Cues difficulties
- Did you respect your classmates or can you Striking
improve? Racket back and side to
a. Yes target
5
b. Can improve Contact ball at or just
min
-Did you follow the instructions of the activities below waist level
and stations? Keeps elbow away from
a. Yes body
b. Can improve Steps into the swing or
shifts weight onto
- Where are you facing when striking? opposite foot
a. Side to target Swing low to high
b. Side to ball following through to
- What foot do you step with while striking? shoulder height
a. Dominant Sworkit Kids App
b. Non-Dominant Lunges
- How do you swing when striking the ball? Make 90 degrees with leg
 a. High to low Don’t let knee pass toe
b. Low to High Squats
- Where do you follow through to? Make 90 degrees with leg
a. Waist height Don’t let knee pass toe
b. Shoulder height Crunches
Key: Dont’ pull on neck
1. A Squeeze at the stomach
2. A Mountain climbers
3. B Stay up over your hands
4. B Drive knees up
Since there are more questions than usual students Superman
will need to sitting closer to be faster. 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

Striking Against Wall Assessment

1. Racket back and side to target.​ 2​ . Contact ball at or below waist level. 3. Keeps elbows away from body. 4. Steps
into the swing or shifts weight onto opposite foot. 5. Swing low to high following through shoulder height.

Trial 1 Trial 2 Trial 3 Trial 4

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
 Total
Missed

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 &

Performance Cues Organizational
Instant activity, task development, goal Modifications
Behavior prompts; Arrangement
Time orientation progressions, learning Potential adaptations to
teaching cues; specific Diagram showing
(min) experiences, and game-skill practice-game student activities to meet
feedback; teacher organization of students;
specifics; instructional task statements; the needs of ALL
actions Managerial task statements
closure 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
through to shoulder height
● What was one safety thing to
5 min N/A
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.
● Explain how these skills can be used
to play tennis, badminton, and
pickleball.
● Ask what their favorite part of the unit
was!