Standards-Aligned Lesson Plan Template

Subject(s): _________Physical Education _____________________ Grade: ______________

Teacher(s): Mr. Saldana School: ____Segerstrom____________ Date:___________

Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:

SL 9.1B: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

PE.C1.1.12: Demonstrate independent learning of movement skills

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)

PI.B5: INTERPRETIVE: Listening actively to spoken English in a range of social and academic contexts (emerging)

4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION
Today you will discuss with you team
After participating in their collaborative groups/teams, students will be able to demonstrate movement about how to shoot goals into the net
skills by shooting pucks to the goal from different distances and angles. from different distances and angles
while trying to beat the other team.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?)(TPE1.3) Being a good team member and
contributing to the group can help you
Participation in group/teams events and socializing within a group to reach a common goal can have and your team reach your goal sooner.
positive effects on how students participate in further group settings and the roles they choose to play.

6. Essential Questions (TPE1.5):

How does shooting pucks from different distances and angles help me identify what is needed to score from multiple locations on the field?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number- 16

b. English Learners/Standard English Learners 4 ELs

c. Students with Special Needs 1 student with ADD, another with slight autism.

d. Academic language abilities, content knowledge and skills in content area - Students have had transferable language through

previous activity of scoop ball.

e. Linguistic background 98% Spanish speakers, 2% other English only

f. Cultural background (home/family) 98% Hispanic 2% other

g. Health considerations (if any) 2 students with asthma and 1 student with severely bad eyesight

h. Physical development factors that may influence instruction in this academic content area At this developmental stage, boys may still

be shorter than girls.

i. Social development factors that may influence instruction in this academic content area Students attracted to opposite sex, puberty,

some students very social while other are still socially awkward.

j. Emotional development factors that may influence instruction in this academic content area Students may feel uncomfortable

performing movement skills that requires an awkward movement.

k. Interests/Aspirations (relevant to this academic area) - Some students have shared interests in playing other sports rather than soccer.
 Other students share common interest in cosplay. Cosplay is where a group of individuals gather together, they dress up as their

favorite character associated with an animation game or cartoon. Students then re-enact their favorite scenes from those shows or

create alternate endings. Students also share interest in baking home made good.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

I anticipate that my EL students will not collaborate within their teams but rather simply just perform the movement skills required to be success.
Special needs student wanting to compete at a higher level.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

Have one of my teams be with all my EL students and two other students that I know are bilingual. This will allow me to monitor that group closely
and identify whether help is needed. Additionally I can communicate with them in Spanish and explain that they can explain to their teammates
however they wish. My special needs student will be placed within a group of high ability.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):

(Which one is this lesson really focusing on? )

Student will need to communicate amongst their teams and determine how the team can be successful at finishing first. Sharing ideas and
collaborating will encourage students to contribute to the team.
 11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
n/a

12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual and
performing arts? (TPE1.7)
n/a

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in
a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:
- students who can successfully shoot goals from different distances and angles will be able to identify and explain what they had to do physically In
order to be successful at those distances and angles.

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)

- Students will be able to self-assess on their puck scoring skills if they have successfully scored from the different distances and angles. Students
will also have the chance to assess and self-correct movement skills by collaborating with their teammates and determining what yields better
results for the individual and the team.
Part V - INSTRUCTIONAL PROCEDURE
14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Hockey goals
Hockey Sticks
Poly spots
Pucks

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):
OPEN: 15min
Take roll
Stretch and warm-up
Walk students over to the first court.
Have students line up around the perimeter of the basketball court facing towards center of court.
At this point I will begin to explain the layout of the field to them.
BODY: 30min
Explain to students that each poly spot represents a different distance and an increasingly difficult shooting angle
Ask students why is it important to be able to learn how to shoot the puck from multiple distances and angles?
Call on a few students with their hand up.
Clarify that it is important because clearing yourself from the defense can take you to any given spot on the filed, therefore becoming open for a
pass can lead to shooting for goal from any given location.
Explain the different strengths manipulation skills needed to shot from different distances and angles.
Ask if there are any questions.

Pass out equipment

Two teams per court. (These two teams will play against each other)
One player from each team starts at the same time. Remainder of players stay in line behind the half court line.
Once players have shot from all three differ distances the next player from that team can proceed to shoot their pucks.
First team that goes through their line while scoring the most goals will win.
After two rounds, teams will participate in a regular hockey game using their newly learned skills
CLOSE: 5min
Collect equipment
Record scores
Ask them again why is it important to be able to learn how to shoot the puck from multiple distances and angles?
Release to locker room

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs
-100% of students were successful in the Hockey shoot out activity. All students participated within their teams and were supportive of their
teammates. Each student had two chances or more at shooting the puck from the designated different distances and angles.
 2. Were the students successful at achieving the lesson objective?
a) If so, explain which areas in which students were successful, according to your data analysis.

- After formal observation and managing of their activity, I was able to identify that 100% of all students were and had successfully participated in
the activity. Every student from his or her respective teams was to use the first round as a practice round in order to get ready for the second
competitive round. Students remained in the lines; each student participated by shooting the pucks and by also going and retrieving those pucks
and returning them to their partners. If the match concluded in a tie, then each team selected one player to have a shoot out with a player from
the other team. This had to be done for 2 out of the three groups.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not able
to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)

- I used direct instruction and modeling for the students. Once they returned from their warm-up lap, I had them surround me on the
perimeter of the court. From there, I explained to them the importance or why it is beneficial to be able to shoot the puck from a variety of
distances and angles. I modeled to them how I shot from one poly spot and them moved to the next until I was at the end. Afterwards they
saw that I would go and pick up the pucks I had shot and returned them to the poly spots in order for my teammates to have their chance at
shooting for the goal.

4. What would you change about the lesson and why (according to your data analysis)?

- One thing I would change is to explicitly explain to students how I want them to return the pucks back to their respective teams. I discovered that
in order to be quicker, students began to throw the pucks back to their teammates. This was a safety concern and also was not productive. I would
have them repeat back to me how I expect them to walk back the pucks and place them on the poly spots for their teammates. Additionally per my
master teacher review, I would close the lesson a few minutes earlier in order to have a proper closure with them. I would go over and ask them
why it is important to shoot towards goal from different distances and angles. And also have them explain to me the benefits of being able to do
that successfully.
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.