PE General Lesson Plan Template

Name: Danielle Hanson Grade Level: 3rd Grade Date: February 20, 2018

Lesson Goals
Central Focus of Lesson:
What is the big idea or focus question of the lesson?

The central focus of the lesson is will students be able to demonstrate awareness and consideration of others when performing the lesson
activities, especially by waiting patiently and not interfering with others’ activities when retrieving an errant Frisbee.

Standard(s) Addressed:
What Learning Standards (PE, ELA, ELD) will be addressed during the lesson? (provide number and text)

PE:
Standard 2 Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and
performance of physical activities.

Manipulative Skills: 1.10 Throw and catch an object with a partner, increasing the distance from the partner and maintaining an
accurate throw that can be easily caught.

Manipulative Skills: 2.2 Explain and demonstrate the correct hand position when catching a frisbee above the head, below the waist,
near the middle of the body, and away from the body.

Group Dynamic: 5.6 Work in pairs or small groups to achieve an agreed-upon goal.

ELA:

CCSS.ELA-LITERACY.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including
those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

ELD:
Collaborative:
SL.3.1, 6; L.3.1, 3, 6
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics

Interpretive:
SL.3.1–3; L.3.3
5. Listening actively to spoken English in a range of social and academic contexts

Learning Objectives and Language Demands

PE Content Objectives:
After the lesson on Frisbees, students in grade three will be able to explain how to throw an object using different amounts of force/speed
while moving their bodies appropriately to catch a thrown object with an accuracy rate of 95%.

Language Objectives:

ELA: Students will be able to orally and in writing describe similarities between throwing/catching a ball and
throwing/catching a Frisbee.

ELD: Students will be able to answer simple questions with one- to two-word responses and participate in social
conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Language Demands (Use Toolkit as a guide): What language will students be expected to utilize when demonstrating their
understanding?

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● Academic Vocabulary
o Frisbee: A disk-like object that is used for a game or sport.
o Jogging: Running motion at a slower rate/speed.
o Jumping: Lifting feet off the floor.
o High Knees: A running motion with your knees raised high.
o Throwing: releasing an object from your hands in a forward motion.
o Catching: grabbing an object from the air and holding it with both hands.
o Rotating: turning in one direction and then another.
o Poly spot: a marker or “spot” that students will stand at.

● Language Function
o Contrast: the students will use cue words, “but, however, similarities”.
o Students will show their understanding by verbally showing the contrasts of throwing a ball versus throwing
a frisbee.

● Syntax
o Correct grammar and complete sentences.
o Students will be able to formulate movement sentences showing their understanding of contrasting throwing
a frisbee to throwing a ball with different forces of speed as they move from one location to another.

● Discourse
o Students will demonstrate the proper ways to throw and catch a Frisbee.

Pre-Plan
Materials: (One Per Student) Academic Language/ Misconceptions: Identify the
● Poly spot academic vocabulary and any common misconceptions regarding
the concepts/skills addressed in this lesson
● Tape ● There is a common misconception that the students might
● Frisbee think that they would catch the frisbee like they catch a
ball.
● Also, because a frisbee is flat and circular, the students
might not realize that the way they throw the frisbee
matters to make it have more speed.
● Students may interpret or relate a specific movement of an
animal differently, I will have to relate the movement to
animals that they have reviewed for other lessons.
● Jumping, the students might not know to jump with both of
their feet.
● The students might confuse jogging with running, so I will
need to remind them that there is a difference.
● Students will need to know how important a warm-up and
cool-down are to their physical well-being.

Lesson Plan Details: Write a detailed outline of your lesson steps including instructional strategies, learning tasks, key questions,
key transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher
could understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each
lesson phase. Include a few key time guidelines.

Lesson Introduction - “Before”: Setting the stage, activate and build background knowledge, introduce and
explain

How will you warm-up/physically prepare for the lesson? 5-8 minutes. Can be shortened or extended.
● Lead students through the following:
○ 30 seconds of jogging in place
○ 20 seconds of jumping jacks

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 ○ 5 pushups • 30 seconds of jogging on place
○ 10 seconds of “high knees” in place
○ 10 seconds of “high heels” in place
○ Students make a big circle in the middle of the gym and are led (by teacher-selected students)
through a short series of leg and arm stretches.

How will you activate and build on prior PE skills? Time: 2-4 minutes
● I will ask the students questions that will activate their prior knowledge about the last class we had together
and introduce them with the following:
○ In the last class, we practiced the skills of throwing and catching a ball. Now we want to transition
those skills to throwing and catching a Frisbee. In some ways this is similar and in some ways it is
different.
■ “How do you think it’s similar?” (possible answers: you use your arm to throw both, you can
catch with one or two hands, you still need to practice ‘control’)
■ “How do you think it’s different?” (possible answers: you hold the Frisbee differently than you
hold a ball)

How will you introduce and explain academic language needed for PE lesson so that students will understand the
how and why?
● I will ask the students to think about objects that they have thrown before, then I will ask for volunteers to
raise their hands and list some examples. After some students provide examples, I will ask them to show me
the motion in which they throw the object they said. By having the students think about the motion they are
familiar with, then I will ask them to relate a vocabulary word to the motion. For example, I will overly extend
my arm and ask the students, “What movement am I creating with my arm?” “Is that good when throwing an
object?” By asking the students about the different movements that I am acting out in front of them, they will
be able to recall or remember the words and relate them to a specific meaning. Throughout lessons I will tie
in academic language and have the students repeat the words and watch my movements, so that they are
placing meaning to the words that they are learning. I will remind students before the lesson that all answers
are good and they need to be respectful to their peers when discussing movements or ideas. In addition, I
will have the students respect each others area or “zone”, even though playing the target game can get
competitive, the students need to remember to have fun and encourage others. I will remind students that
they need to show and exhibit positive attitudes throughout the activity.

Learning Activities - “During”: List clear teaching steps for the PE lesson.

Step 1. Demonstrate a proper frisbee throw (simple backhand throw). Keep the Frisbee flat and throw it
straight to a partner.
Step 2. Pair up students and have 1 partner go to a ‘space’ and the other partner get a Frisbee then join
their partner at the activity. (see “Partner Passing” activity)
Step 3. Partner passing
● a. Students will start out by passing a frisbee with a partner. I will give them a few minutes to
simply practice and get used to the Frisbee. (It may be helpful to establish lines (or use poly spots)
for students to start on – so that they are about 5-8 feet from their partners at first.) As they are
more successful, they can stop further away. If they step too far away and are being unsuccessful,
they should move closer together.
● b. Stop the students. Ask for student input: what was working well, what wasn’t working well? I will
use a whistle, so they know to stop what they are doing and freeze in place.
○ Provide refining cues.
■ Throwing: I describe the Frisbee as being a plate with food on it. Throw it nice and
flat. If you tip it, the food falls off. (This helps them visualize it better)
■ Catching: one-hand: make your hand look like a chicken’s beak and snatch the
Frisbee. Two-hand: your arms close down like a big alligator mouth. Yes, this is
corny, but it works. (Referencing animals will help with the motion.)
■ Have them continue partner passing using these cues.
● Rotating/Changing Partners: Since students are in two lines (one line is
partner A of each pair, the other line is partner B of each pair), I can easily
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 change partners by having one line (all of the Partner A’s) shift one position
to their right or left (keep it consistent) so they are now paired up with a new
“partner B”.
Step 4. Target “Shooting”
● a. Set up a “poly spot” or “circle made out of tape” in front of each person. Now the goal is for
students to throw it so the Frisbee lands inside their partner’s “hula hoop” or marked space. (this is
a lead-up skill to Frisbee golf)
● I will let the students know that they will be timed with a stopwatch and they are trying to get the
target of their partner; the student who gets the most frisbees in the other partners area will get the
most points.
● Dismissal from groups to do their cool down stretches:
○ Call for all students to “freeze”, then call one team at a time to pick up their Frisbees, return
them, then walk to line up.

Closure - “After”:

Provide appropriate cool down activity:

● A cool down is just as important as the warm-up to activate and relax the muscles that were used
in the activity. A cool-down consists of mild exercises performed after an activity so that the body
gradually returns to a resting state. At the third-grade level, each stretch should be a minimum of 0
seconds increasing to not more than 30 seconds. Stretching exercises (also known as flexibility
exercises) are best performed during the cool-down, therefore, I will have the students do the
following:
○ Across-arm Stretch: Reach right arm across the chest with upper arm parallel to the
ground. Place left hand on right upper arm. Gently push on right arm toward chest. Repeat
with the other arm.
○ Shoulder Shrugs
■ Sit with one leg extended and the other leg bent so that the sole of the foot is
alongside the extended knee.
○ Neck Stretch
■ Stand. Tuck chin to chest. Rotate neck so left ear is over left shoulder keeping chin
tucked to chest. Rotate neck so right ear is over right shoulder keeping chin tucked
to chest.

Restate the language function points and clarify key concepts?

● Students will show their understanding by verbally showing the contrasts of throwing a ball versus throwing
a frisbee, using the correct movement.

Written Exit Ticket:

● Provide a Written Exit Ticket (see sample in Toolkit for Academic Language) to engage students in
reflection on how the strategies/skills learned today can be used as readers/writers/learners?
o Students will write at least one similarity and one difference on a post it note contrasting
throwing a ball versus throwing a frisbee. Also, they will include one question they still might
have. I want the students to look at an exit slip as something that includes their input and
voice, making them write a question they still have on the activity that they accomplished
will help them critically think and come up with good ideas! Also, the post-it notes will have
a hashtag that they create and the most creative ones will be shared in the next class
period.

● Put Exit Ticket sample with blanks here:

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 o

Extension: How could you extend this lesson if time permits?

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 What specific extension activity might the students do to continue practicing and building skill and
meaning?
● The students could practice throwing technique by the following extension activity:
○ Bucket-Brigade-Style Frisbee Race
○ a. Create a few parallel lines of poly spots. Each line is one team. Teammates stand on the

spots along one line. See diagram

■ Every team has a pile of Frisbees on the “Start” side of their line. The goal is for
each team to throw the Frisbees (one at a time) down their line (every student in the
line must catch/throw every Frisbee) from the “START” side to the “END” side. The
team with all Frisbees on the “END” side first wins.
● Made Easier: A dropped Frisbee is OK. The closest student can just pick it
up and continue.
● Made More Difficult: Every time a Frisbee is dropped or a student has to step
off of their poly spot with both feet, that Frisbee is returned to the START
and has to go through the whole line again.

Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) for PE and Language Development?

Use the chart below to describe and justify your assessment plan.
Assessment Strategy #1: VAPA Objective Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is it
The number of times a pair of partners is assessing?
able to complete the task in a certain ● This assessment is aligned with my stated objectives because the students will
amount of time. For example if the be demonstrating and writing a similarity and a difference between throwing
two different objects. It is assessing the content objective and the language
partners will be involved and practicing
objective. I wanted to make sure in my assessment that I used post-it notes and
throwing the frisbees to one another. For had the students put their names on the back so that their opinions and
the target throwing, the students will be thoughts were not revealed, it gives the students a chance to express
assessed informally, by me checking in themselves without judgement.
with the groups and asking them
questions to check that they are Evidence of Student Understanding:
understanding the technique to throwing Describe how this assessment strategy provides evidence of student understanding of the
and to see that they are trying to get the concepts being taught.
most points, while throwing the frisbee ● I feel that having the students answer questions orally will remind them to
correctly. think about the movements they are using and having them put it in writing at
the end of the lesson will make students reflect on what they learned and
I will be walking around monitoring the
provides them think-time to analyze anything they are still confused about or

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 students and I will use an informal have questions about.
assessment to see if the students are
properly using the movements. Student Feedback:
Assessment and evaluation will be based Describe how you will provide feedback to students on this assessment.
on participation, following directions, ● I will provide the students feedback with this assessment by having a whole-
group discussion the next class. We will discuss the post-its left on the “What
and simple observation. In addition, I stuck with you” wall. I will address any questions that the students had and we
will be having an exit slip in the form of a will discuss the similarities and differences between throwing a ball versus a
post-it note to see if the students are frisbee. Also, I will have the students brainstorm other objects that they
comprehending the similarities and thought of that are more or less difficult to throw, in order to see if they are
differences in throwing a ball versus a understanding the activity and to see if they are using the right academic
frisbee. language in the inclusion of their written sentences. I will be able to see their
skill in using the correct grammar and spelling on their post-its. It will help me
see if there are any common errors among the students.

Link to the lesson plan that I referenced: http://dustinyakoubian.com/portfolio/3-

5%20LPs/3-5%20Frisbee%20LP01.pdf