Psiii Year Plan

PSIII Year Plans & Units Plans
Jayda Wynia
University of Lethbridge
Foundations for the Future Charter Academy (FFCA)
Subject: PE/Leadership Year: Fall 2018

Grade: 9 Teacher: Jayda Wynia
Topic Dates Major Objectives Materials and Resources Evaluation Plan
• Students will • Terry Fox: Into the • Terry Fox journal entry
interact positively Wind documentary (formative)
with peers through • Journal outline • Observation/Discussion
various team • Effort and participation
Leadership with building activities Behavior
Character (LWC) August 27th – 30th • Students will learn, • Listening
acknowledge, and
appreciate
Canadian hero
Terry Fox and
reflect by
completing their
own journal
• Students will • Healthy Active Living • Passport for Life (online
participate in (HAL) resource student survey)
various body- • HAL PowerPoint • Observation/discussion
Outside Fitness Blast weight resistant • HAL video • Skills analysis
(HAL) August 31st & Sept. 4th activities (formative)
• Passport for Life
Assessment
• Students will
understand,
appreciate, and
reflect on their own
Physical Literacy
• Students will work • Tchoukballs • In groups, students will
as a team to play • 2 tchoukball frames create their own
effectively and • Cones Tchoukball “routine” to
Tchoukball September 5th – 10th strategic • Pinnies a song of their choice
• Students will • Whiteboard • Teamwork
develop offensive • Effort and participation
and defensive Behavior
strategies to • Observation/discussion
improve their
performance
• Students will • Volleyballs • Goal setting (formative)
understand service • Volleyball nets • Communication
rotations and the • Volleyball posts • Effort and participation
role of designated • Whiteboard • Teamwork
positions
• Proper approaches
Volleyball September 11th – 14th when hitting a
volleyball
• Communicate and
interact positively
with their peers
• Students will • Healthy Active Living • (A) Application of basic
Outside Fitness Blast participate in (HAL) resource skills (1)
(HAL) & Leadership September 17th – 26th outside activities • © Communication
with Character • Habit #1 (Be • (D) Effort and
proactive) participation
• Basic skills • Mats • Safety & sportsmanship
• Fair Play • Music (observation/discussion)
• Goal • Effort and participation
Combatives September 27th & 28th setting/personal
challenge
• Safety
• Effort and
participation
• Students will • Running track • Goal setting log/journal
demonstrate fair • Stop watch (summative)
play while • Hurdles • PRE-and POST tests
participating in a • Shotput (formative)
Track & Field October 1st – 12th series of events • High jump
• Students will set
personal goals to
further challenge
themselves
• Students will
display leadership
• Habit #2 (Begin • Internet access • Assign “Mission
with the end in • Healthy Active Living Statement” assignment
mind) (HAL) resource due in Nov.
Outside Fitness Blast October 15th – 18th • Healthy Active
(HAL) & Leadership Living (HAL)
with Character Students will
participate in
outside activities
• Students will • Internet access • Passport for Life
understand, • computers reflection submission
Passport for Life October 19th – 22nd appreciate, and (summative)
reflect on their own
Physical Literacy
• Students will pass, • Basketball • Goal setting (formative)
receive, shoot, and • Hoops • “Eye of the Tiger”
manipulate the ball • Basketball court Tournament in teams
Basketball October 23rd – 25th in a skillful manner • Whistle • Teamwork
• Students will • Stopwatch • Effort and participation
demonstrate • Whiteboard
teamwork and
leadership
• Students will • Rugby balls • Teamwork
appreciate the rules • Field/open space • Safety
and skills involved • Pinnies • Effort and participation
Rugby October 29th – Nov. in Rugby • Stopwatch
2nd • Students will • Whiteboard
participate in safe • Cones
and fair game play
• Habit #2 (Begin • Mission statement • Mission statement
Leadership with with the end in • Habit #2 PowerPoint presentations
Character (LWC) November 5th – 8th mind) • SMART goals (summative)
• SMART goals assignment/worksheet • SMART goals
• Mission statements submission
• Letter to Grade 12 Self
• Students will learn
how to plan ahead
in order to be
successful
• Students will • Fitness centre • Wellness goals/journal

appreciate and • Journals • Safety (D)
practice safe warm
Fitness Centre November 9th up, weight training,
and cool down
activities in the
fitness centre
• Healthy Active • Computer/laptop • Passport for Life
Outside Fitness Blast Living (HAL) – • Internet access assignments
& Leadership with November 19th – 23rd functional
Character movements
• Habit #3 (Put first
things first)
• Students will apply • Hockey balls • Skills analysis
their skills of stick • Hockey nets • Effort and participation
handling, shooting, • Hockey equipment • Teamwork
Ball Hockey November 26th – 29th and passing • Goalie helmets
• Students will • Goalie padding
appreciate the rules • Stopwatch/clock
of ball hockey and • Whistle
the value of
teamwork
• Long- • Pedometers • Goal setting self-
distance/aerobic • Journals reflection (summative)
Fitness Centre: December 3rd – 5th intensity • Pens/writing utensils
Pedometer challenge
• Setting both
personal and team
goals
• Continue working • Habit 3 PowerPoint • Journal submission
on Habit #3 (put • Journals
first things first) • Pens/pencils
Leadership with December 6th & 7th • Students will
Character discover what they
prioritize in their
life compared to
what should be
prioritized
• Macronutrients vs. • Journals • Wellness journal/goal
micronutrients • Sugar setting
Nutrition December 10th – 12th • Analysis of various • Plastic bags • Food tracking
diet trends (Keto, • Various different assignment
Paleo, IM) brands to display
• Sugar experiment amount of sugar
(Pepsi, fruit juice, Red
bull, water)
• Combining the first • Computer lab • Private Victory
three habits • Students can bring in reflection
discussed and any class material
learned about to
Private victory – December 13th & 14th create “private
computer lab victories”
• Students will learn
about becoming
independent with
these three habits
• Choreograph and • Music/sound system • In groups, students will
perform dance • Open space prepare for a final
sequences, using dance performance
Dance & Performance December 17th – 21st the elements of • Effort and participation
movement and
basic dance steps
and patterns (A9-9)
Subject: PE Year: Fall 2018

Grade: 10 Teacher: Jayda Wynia
Topic Dates Major Objectives Materials and Evaluation Plan

Resources
• Designated positions • Volleyball nets • Teamwork
(setter, libero, • Posts • Effort and
Volleyball August 27th – 30th middles, etc.) • Volleyballs participation
• Service rotations • Wooden platforms • PRE -skills test
• Approaches to (formative)
hitting • POST -skills test
(formative)
• Beginner, full body • Relaxation music • Personal goal setting
sequences • Yoga mats assignment
(fundamental • Dimmed lights • Effort and
YOGA August 31st & Sept. 4th movements) participation
• Balance
• Strength
• Meditation/mental
health
• Catching and • Softball diamond • Teamwork

Softball September 5th – 11th receiving • Bats • Effort and
• Hitting • Gloves participation
• Designated positions • Ball • Skills analysis
• Long distance • Stopwatch • PRE -skills test
running • Hurdles (formative)
• Throwing/sending • Shotput • POST -skills test
TRACK AND FIELD September 12th – 18th objects (formative)
• Aerobic vs. • Personal goal setting
anaerobic intensities assignment/reflection
• Students will set
personal goals for
further growth
• Students will gain • Bicycles • Goal setting &
competency and • Helmets reflection
comfort riding bikes
Bikes September 19th – 25th around our school
and
• Follow safety
guidelines/respect
for the road and
others
• Biomechanics/ • Golf clubs • PRE-skills analysis
Golf September 27th
– swing rotation • Range • POST-skills analysis
October 3rd • Rules and etiquette
of golf
• Sending, receiving, • Tchoukballs • Tchoukball
and manipulating • 2 tchoukball frames performance/routine
Tchoukball October 4th – 11th objects • Cones (in groups)
• Students will learn • Pinnies
rules and objectives • Whiteboard
of the game
• Sending, receiving, • Field/open space • PRE-Catching &
and manipulating • Footballs throwing skills
Football October 12th – 18th the ball • Pinnies (formative)
• Agility • Cones • POST-Catching &
• Aerobic intensity throwing skills
(summative)
• Accuracy • Equipment supplied • PRE- target test
Archery October 19th – 24th • Hand-eye (arrows, targets, (formative)
coordination bows) • POST-target test
• Off-CAMPUS (summative)
• Fitness centre safety • Weights • Self-reflection: What
• Workout circuit • Mats are various ways of
• FITT principles • Boxes working out other
October 25th • Maintaining an • Bench press than using traditional
FITNESS CENTRE active lifestyle (HAL) • TRX (if available) “weights”? How can
• Various FORMS of • Whiteboard you incorporate
resistance training resistance training
(body weight, TRX, into your routine?
yoga)
• Sending, receiving, • Skates • PRE-skills test
and manipulating • Equipment (formative)
the puck (padding, helmets) • POST-skills test
Hockey October 29th – Nov. 2nd • Hand-eye • Sticks (summative)
coordination (stick • Booked ice-time
handling)
• Skating (strides,
stopping)
• Sending and • Balls • Students will create
receiving the ball • Field/open space their own rugby
Rugby November 5th – 9th • Rules • Whistle drill/game
• Strategic game play • Whiteboard • Effort and
and safety practices participation
• Safety*
• Fitness centre safety • Weights • Client case study
• FITT principles • Mats (three different
FITNESS CENTRE November 19th – 23rd • EPOC • Boxes clients to choose
• Safety and proper • Bench press from and help)
weight training • Whiteboard
techniques
• Hand-eye • Balls • Mini-tournament
coordination (stick • Sticks (points
handling) • Goalie helmets demonstrating
Ball Hockey November 26th – 29th • Teamwork • Goalie padding teamwork)
• Nets • Teamwork
• Effort and
participation
• Rules of Pickle ball • Pickle ball paddles • Create their own
PICKLE BALL December 3rd – 7th • Strategies of pickle • Nets Pickle ball “game” or
ball • Posts “drill” for the class to
• Serving cross-court • Balls try
• Rules of Handball • 2 nets • Create their own
• Strategies and • Balls Handball routines (in
HANDBALL December 10th – 14th teamwork of • Whiteboard groups)
Handball • Application of skills
• Effort and
engagement
• Balance • Tape • PRE-skills test

• Hand-eye • Three equal sticks (formative)
COORDINATION December 17th – 21st coordination (13-inches) • POST-skills test
• Target/accuracy • Cones (summative)
• Agility
Grade: 9
Subject: PE/Leadership with Character (LWC)
Grade: 10
Subject: PE
AUGUST
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 9 10 11
12 13 14 16 16 17 18
19 20 21 22 23 24 25
Link Training Link Training Link Orientation

Day 1 Day 2 Day
26 27 28 29 30 31
FIRST DAY!
LWC – Class 1 LWC – Class 2 LWC – Class 3 LWC – Class 4 Outside Fitness
10 – Volleyball 10 – Volleyball 10 – Volleyball 10 – Volleyball Blast (HAL)
10 – Yoga
SEPTEMBER
1
2 3 4 5 6 7 8
NO SCHOOL Outside Fitness
Blast (HAL) 10 – Softball 10 – Softball 10 – Softball
9 – Tchoukball 9 – Tchoukball 9 – Tchoukball
Passport for Life
10 – Yoga
9 10 11 12 13 14 15
10 – Softball 10 – Softball 10 – Track &Field 10 – Track &Field 10 – Track &Field
9 – Tchoukball 9 – Volleyball 9 – Volleyball 9 – Volleyball 9 – Volleyball
16 17 18 19 20 21 22
10 – Track &Field 10 – Bikes 10 – Bikes 10 – Bikes
9 – Outside Fitness 10 – Track &Field 9 – Outside Fitness 9 – Outside Fitness 9 – Outside Fitness
Blast 9 –Outside Fitness Blast Blast Blast
(LWC – Class 5) Blast (LWC – Class 7) (LWC – Class 9) (LWC – Class 9)
(LWC – Class 6) Habit 1 Habit 1 Habit 1
23 24 25 26 27 28 29
UC SEMINAR #1
10 – Bikes 10 – Golf 10 – Golf
PD DAY 9 – Outside Fitness 10 – Bikes
Blast Terry Fox Run 9 – Combatives 9 – Combatives
(LWC – Class 10) 9 – Outside Fitness
Habit 1 Blast
(LWC – Class 11)
Habit 1
30
OCTOBER
1 2 3 4 5 6
10 – Golf 10 – Golf 10 – Golf 10 – Tchoukball 10 – Tchoukball
Track & Field: Track & Field: Track & Field: Track & Field: Track & Field:
100m dash 150m dash hurdles practice practice
7 8 9 10 11 12 13
10 – Tchoukball 10 – Tchoukball 10 – Tchoukball 10 – Football
Track & Field: Track & Field: Track & Field: Track & Field: flex
scores scores scores day
NO SCHOOL Learning
Conferences
14 15 16 17 18 19 20
10 – Football 10 – Football 10 – Football 10 – Football
Outside Fitness Outside Fitness Outside Fitness Outside Fitness 10 – Archery
Blast Blast Blast Blast Passport for Life
(LWC – Class 12) (LWC – Class 13) (LWC – Class 14) (LWC – Class 15) Day 1
Habit 2 Habit 2 Habit 2 Habit 2
21 22 23 24 25 26 27
10 – Archery 10 – Archery UC SEMINAR #2
Passport for Life 9 – Basketball 9 – Basketball PD DAY
Day 2 10 – Archery 10 – Fitness Centre
9 – Basketball
28 29 30 31
10 – Hockey 10 – Hockey 10 – Hockey
9 – Rugby 9 – Rugby 9 – Rugby
NOVEMBER
1 2 3
10 – Hockey 10 – Hockey
9 – Rugby 9 – Rugby
4 5 6 7 8 9 10
10 – Rugby 10 – Rugby 10 – Rugby 10 – Rugby 10 – Rugby
LWC – Class 16 LWC – Class 17 LWC – Class 18 LWC – Class 19 Fitness centre
Habit 2 Mission statement Mission statement Mission statement
presentations presentations presentations
11 12 13 14 15 16 17
NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL
18 19 20 21 22 23 24
HAL Fitness blast: UC SEMINAR #3

(Functional juggling LWC – Class 22 LWC – Class 23
movements) LWC – Class 20 LWC – Class 21 Habit 3 Habit 3
10 – Fitness Centre goal setting Habit 3 10 – Fitness Centre 10 – Fitness Centre
10 – Fitness 10 – Fitness Centre
Centre
25 26 27 28 29 30
9 – Ball hockey 9 – Ball hockey 9 – Ball hockey 9 – Ball hockey PD DAY

10 – Ball hockey 10 – Ball hockey 10 – Ball hockey 10 – Ball hockey
DECEMBER
1
2 3 4 5 6 7 8
UC SEMINAR #4
Fitness centre: Fitness centre: Fitness centre: LWC – Class 24
pedometer pedometer pedometer Habit 3 LWC – Class 25
challenge challenge challenge 10 – Pickle ball Habit 3
10 – Pickle ball 10 – Pickle ball 10 – Pickle ball Learning 10 – Pickle ball
Conferences
9 10 11 12 13 14 15
9 – Nutrition 9 – Nutrition 9 – Nutrition Private victory – Private victory –

10 – Handball 10 – Handball 10 – Handball computer lab computer lab
(Habits) (Habits)
10 – Handball 10 – Handball
16 17 18 19 20 21 22
9 – Dance 9 – Dance 9 – Dance Dance Dance

10 – Coordination 10 – Coordination 10 – Coordination (Performances Day (Performances Day
2) 1)
10 – Coordination 10 – Coordination
23 24 25 26 27 28 29
NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL

30 31
NO SCHOOL
Unit Plans
Blue – Grade 9 (PE/LEADERSHIP)
Purple – Grade 10 (PE)
PE & Leadership – Grade 9 Unit Plan
LEADERSHIP WITH CHARACTER
Key Learning Instructional

Date Title GLO’s SLO’s Assessment Questions Activities Safety Strategies Equipment Motivation
-Entrance -Entrance -Music
-What is slip slips -Team
Aug. Cooperation Observation Character -Riddle -Riddle games
27 LWC – 1 (Leadership) C9-4 (formative) with -Rubric Demonstrates Cooperative prepared -Group Me
Leadership -Name respectful learning -Syllabus App
Cooperation C9-6 Entrance slip all about? Games behavior -Surveys
(Teamwork) (formative) -BINGO towards
sheet classmates
-Intro survey
- “Group
Me” App
-Riddle -Riddle -Music
Cooperation Observation -What kind -Famous for prepared -Group Me
Aug. (Leadership) C9-4 (formative) of person a Day App
28 LWC – 2 do I want -Blind folded Demonstrates
Cooperation C9-6 Exit slip my obstacle respectful Cooperative
(Teamwork) (formative) classmates - Never have behavior learning
to know me I ever (circle) towards
as? classmates
Aug. Cooperation Observation -What kind - Two truths Demonstrates prepared -Team
29 (Leadership) C9-4 (formative) of person and a Lie respectful games
LWC – 3 do I want game behavior Cooperative -Group Me
Cooperation Discussion my -Bus stop towards learning App
(Teamwork) C9-6 (formative) classmates statements classmates
- Relay race
to know me
as?

Cooperation C9-4 -Who is -Intro of Cooperative prepared -Video
(Leadership) Terry Fox? Terry Fox Demonstrates learning -Terry Fox -Self-
Aug. LWC – 4 Journal entry Why is he -Marathon of respectful video reflection
30 Cooperation C9-1 (formative) such an Hope behavior -Journal
(Communication) inspirational -Terry Fox: towards entry
hero? Perseverance classmates sheets
(Video)
-Journal
-What is -Riddle -Riddle -Music
Outside C9-5 Group Me HAL? How -Introduce Demonstrates prepared
Aug. fitness Cooperation Submission can we use HAL respectful Cooperative
31 blast (Fair play) C9-6 (formative) it to benefit behavior learning
(HAL) our daily towards
life? classmates
-Riddle -Music
Outside Cooperation C9-1 -What is -Riddle prepared
fitness (Fair play) Passport for Passport for Demonstrates
Sept. blast C9-3 Life Life? How - Passport for respectful
4 (HAL) Cooperation (summative) can we use Life account behavior Cooperative
(Communication) D9-6 it to benefit towards learning
Passport out daily classmates
for Life Do It Daily for D9-7 life?
Life (Goal
Setting)
PE – Grade 10 Unit Plan
VOLLEYBALL
Key Questions Learning Instructional

Date Title GLO’s SLO’s Assessment Activities Safety Strategies Equipment Motivation
-What are the -Instant activity: -Nets -Instant

Entrance slip proper partner rally should activity
(formative) positions on have no Direct -Volleyball -Music
A10-1 the court? -Continuous exposed instruction nets
A10-3 Observation setting & frayed
Activity A10-5 (formative) -How do we forearm pass wires. Cooperative -Volleyballs
Aug. Intro. properly rotate rally learning
27 Cooperation C10-3 Effort and after winning a -Students -Posts
(Fair Play) participation point? -Designated must
(summative) setters watch
out for
PRE-skills -Positional places posts.
(formative)
-Service
rotations (1-6)
-PRE skills
(formative)
-Instant activity: -Nets -Instant
-What makes partner rally should activity
Activity A10-1 Observation an effective have no Cooperative -Volleyball -Music
A10-3 (formative) set? -Setting exposed learning nets
Aug. Passing A10-5 frayed
28 Cooperation -Forearm pass wires. Inquiry -Volleyballs
(Teamwork) C10-5 Teaching
C10-6 Effort and -What makes -Butterfly drill -Students -Posts
participation and effective -Mini must
(summative forearm pass? tournament watch
(mini teams) out for
posts.
-Instant activity: -Nets -Instant
partner rally should activity
-How do we have no -Volleyball -Music
Aug. Hitting Activity A10-1 Observation make an -Hit against wall exposed Cooperative nets
29 A10-3 (formative) effective frayed learning
Cooperation A10-5 approach? -Approach to wires. -Volleyballs
(Fair Play) Effort and hitting Inquiry
C10-3 participation -What does an -Students Teaching -Posts
(summative) effective hit -Hitting drills must
look like? (keep ball in watch
front) out for
posts.
-Game play
-How is -Instant activity: -Nets -Instant
teamwork partner should activity
Observation involved in rally/pepper have no -Music
Activity A10-1 (formative) playing exposed -Volleyball
Aug. A10-3 volleyball? -Communication frayed Sport nets
30 Offense Cooperation A10-5 Effort and drill wires. education
& (Teamwork) participation -Why is model -Volleyballs
Defense C10-5 (summative) communication -Offensive and -Students
C10-6 so defensive play must -Posts
important? watch
Skills test -Game out for
(summative) play/tournament posts.
- POST skills test

Lesson Plans
Blue – Grade 9 (PE/LEADERSHIP)
Purple – Grade 10 (PE)
LEADERSHIP WITH CHARACTER – GRADE NINE
LESSON ONE
Name: Jayda Wynia Grade/Subject: Grade 9 PE/LWC Unit: Leadership with Character
Topic: Introduction Date: August 27th, 2018 Length of Lesson: 90 minutes
• Planning, creating, appraising and communicating in response to challenges.

General Learning
• Working independently and with others while exploring careers and technology.
Outcomes (P.O.S.)
• Students will determine how actions affect learning.

Specific Leaning
• Students will develop skills that support effective relationships.
Outcomes (P.O.S.)
• Students will collaborate to achieve common goals.
• Students will recognize the significance of getting to know their classmates

Learning Objectives • Students will demonstrate positive behavior and interactions with their peers and instructor
• Students will appreciate one another
• Syllabus
Materials • BINGO worksheets
• Introduction survey
Procedure Assessment Methods

Introduction Pre-Lesson Activities (3 mins.)
(6 min.) • Ms. Wynia will walk around and talk with the new students
while taking the attendance Behavioral expectations:
• Riddle on whiteboard: Students are expected to be changed into
o “What stays where it is even after it goes off?” appropriate active and footwear. Cellphones
must be left in backpacks or lockers.
Transition: gather students in and welcome them
Introduction (3 mins).
• Riddle on whiteboard:
o “What stays where it is even after it goes off?”
o Answer: An alarm clock!!
• Brief Introduction and WELCOME ☺
• Expectations
o Uniforms
o Respect the equipment and respect others
• Entrance slip
• Today’s Purpose
o Getting to know our classmates!
o Creating a welcoming environment
Body of Lesson (70

min.) Activity #1: Course Syllabus (10 mins.)
• Ms. Wynia will briefly go through the rubric and overall
goals/outcomes for this course
Activity #2: Name Games (15 mins.)

• Students will be divided into four groups
• Each group will form a circle
• Using the first letter in their name, students must think of a
fruit or vegetable that starts with the same letter as their
name
• For example, a student named Rebecca could say “Rebecca
Raspberry” Peer feedback (formative)
• Once all students have privately thought of a nickname, one • Tell your partner two things they are
person in the circle with start by introducing their name and doing well and one thing they can try
the fruit or vegetable to follow
• Then, the student to the left, must repeat their peers name
ad fruit and then share their own nickname to their group
• This repeats itself until all students have spoken around the
circle (the person at the end may need some hints!)
o Modification: join two groups together to form a
bigger circle and repeat
Activity #3: BINGO (15 mins.)

• Each student will be provided with a piece of BINGO paper
with various statements on it, students will need to walk
around and ask their peers if one of the statements applies Observation: Effort and participation
to them (summative)
• If it DOES, that student will sign their name onto their
classmate’s BINGO sheet
• See how many students can get a BINGO within the given
time!
• Statements:
o Has been on an airplane
o Has a cat or a dog
o Favorite subject is PE
o Favorite food is pizza
o I can speak two or more languages Observation: Teamwork (summative)
Activity 4: Hula Hoop Transfer (15 mins.)

• Four Teams
• Each team will hold hands and transfer the hula hoop
through the circle as fast as they can
o Modification: join groups so the class is split into
two larger groups and THEN try one big circle with
multiple hoops!!
Activity #5: Introduction Survey (15 mins.)

• Students will then each get an introduction survey to fill out
and hand in to Ms. Wynia before leaving class!
Discussion & Exit Slip (5 mins.)
• Have all students close their eyes
Closure (5 min.) • Raise your hand if you have a cellphone
• Raise your hand if you have a computer at home to use
o Students will receive “Group Me App” parental
consent forms to take home and get signed.
Sponge Activity • Have students share interesting facts about their summer or
bout themselves!
LESSON TWO
Topic: Cooperative Games Date: August 28th, 2018 Length of Lesson: 90 minutes

General Learning
Outcomes (P.O.S.)

Specific Leaning
Outcomes (P.O.S.) • Students will develop skills that support effective relationships.

• Cue cards (names of famous people)

Materials • Tape
• Blindfolds
• Cones

Introduction
(6 min.) Pre-Lesson Activities (3 mins.)
• Ms. Wynia will walk around and talk with the new students
o “What can travel the world while staying in a appropriate active and footwear. Cellphones
corner?” must be left in backpacks or lockers.
o “What can travel the world while staying in a
corner?”
o Answer: A stamp!
Body of Lesson (70

min.) Activity #1: Line Formation (10 mins.)
• Students need to get into a single-file line in chronological
order by BIRTHDAY
• Tell students to remain in their line was finished
Observation: Teamwork (summative)
Transition: Ms. Wynia will have students turn and face away her
while she begins taping cue cards onto students back while they
remain in their line
Activity #2: Famous for a Day (20 mins.)

• Each student will receive a cue card taped onto their back
that will display the name of someone famous
• Students will then walk around and talk with their peers to
find out which famous person they are
• Students can ONLY ask “yes” or “no” questions for their Observation: Effort and participation
classmates to answer (summative)
• After both students have asked each other one question
they move onto a new person and ask a new question
• Examples:
o Am I a male?
o Am I an athlete?
o Do I play hockey?
o Am I Sidney Crosby?
• The first five students to guess who they are will win a prize
Activity #3: Minefield (20 mins.)

• Students will be divided into five teams
• Each team will receive one blind fold
• There will be small cones spread out in front of each group
• As a team, students (using only their voices) will help guide
their blindfolded teammates one-by-one through the
obstacle course
• If the person blindfolded steps onto a cone they will be sent
to the start to try again
• Once the blindfolded teammate finishes the course, he or
she will pass on their blindfolds to the next person to go
through the obstacle course
• The first team to go through the obstacle course will win
Activity #4: Never Have I Ever Circle (15 mins.)

• Students will form a circle facing one another
• One person will volunteer to be in the middle first
• The person in the middle will say “Never have I ever…” and
then a statement that they have never done
• Example: “never have I ever had a dog”
• Other students who HAVE had a dog, will stand up and RUN
to try and find another open spot around the circle
• The person in the middle will run to an open spot and a new
person will be stuck in the middle
Activity 5: Human Knot (10 mins.)
• All students will gather around and stick out their hands to
grab onto another person’s hand across from them
• Students should grab a hand from two different people
• Without letting go, students have to work together and try
to unravel themselves from the knot
Discussion (5 mins.)
Closure (5 min.) • Discussion
o Why is it important to get along with our
classmates?
o Does it make class a lot more fun? Does it make
anyone feel a lot more comfortable coming to class?
bout themselves!
LESSON THREE
Topic: Cooperative Games Date: August 29th, 2018 Length of Lesson: 90 minutes

General Learning
Outcomes (P.O.S.)

Specific Leaning

• Tape or cones (depending on location)

Materials • Blindfolds
• Cones

Introduction
o “What loses its head in the morning and gets it back appropriate active and footwear. Cellphones
at night?” must be left in backpacks or lockers.
o “What loses its head in the morning and gets it back
at night?”
o Answer: A pillow!
Body of Lesson (70

min.) Activity #1: Two Truths and a Lie (20 mins.)
• The class will break off into 6 smaller groups
• Each will have time to think of two facts about them that are
TRUE, and one that is a LIE
• In their groups, students will go around the circle and share
• Once a student shares their facts, each person in the group
has to guess which fact they think is a lie and then the
student will reveal at the end the correct lie told
• Once all groups are finished, bring the class together and
have each student stand up and share with the rest of the
class their two truths and the lie they told!!
Activity #2: Bus Stop (15 mins.)

• Using tape or cones, place to equal lines on the floor that are
parallel to one another and about 3 meters apart in between
• To begin, all students will stand in the middle of the two
lines
• Students are pretending to “ride a bus” and will get off at
certain stops
• Ms. Wynia will then call out two statements and point to
either sides of the tape a certain statement is associated
with
• Example:
o Hot (one side of tape) or Cold (other side of tape)
o Inside (one side) or Outside (one side)
Activity #3: Rock, Paper, Scissors Tag (15 mins.)

• Students will be divided into two teams
• In parallel lines, teams will stand across from each other
• Each round, Ms. Wynia will choose one person from each
team to “battle” in a rock, paper, scissors challenge
• Teams must carefully watch the one round match
• The team that WINS, must then run forward to tag as many
opponents as they can, while the team that LOSES must
quickly turn and run away from their opponents until
crossing the safe zone
o Explain to students to play it as “rock, paper,
scissors, SHOOT”
o And on “SHOOT” they will show their weapon of
choice
o Clarify that all students are on the same page …
▪ “What does ROCK beat?”
▪ “What does PAPER beat?”
▪ What do scissors beat?”
Activity 4: Concentration (10 mins.)

• In the same two equal lines facing each other, one line will
turn around to look away and the other team will change
something about themselves
o Shirt is on backwards
o Tying hair into a pony tail
o Switching shoes with their neighbor
• Once the opposing team turns back around they will try to
guess what is different
Activity #5: Zoom (15 mins.)

• Divide students into six groups
• Each student will each receive a unique photograph they can
look at; however, they must not show others in their group
• Communicating as a group, students will discuss their picture
and working together will create a story in sequential order
using everyone’s pictures in the group

Closure (2 min.) • Have all students close their eyes
o Verbal Exit Slip: For next class, I want you to think
about someone you admire and look up to
bout themselves!
LESSON FOUR
Topic: Terry Fox (perseverance) Date: August 30th, 2018 Length of Lesson: 90 minutes

General Learning
Outcomes (P.O.S.)

Specific Leaning
• Students will recognize the significance of Terry Fox

Learning Objectives • Students will reflect on their own perseverance
• Students will appreciate Terry Fox as a true inspiration
• Terry Fox: Into the Wind video

Materials • Terry Fox PowerPoint
• Journal outline

Introduction
• Ms. Wynia will walk around and talk with the new students Behavioral expectations:
while taking the attendance Students are expected to be changed into
• Riddle on whiteboard: appropriate active and footwear. Cellphones
o “If you drop me, I’m sure to crack, but give me a must be left in backpacks or lockers.
smile and I’ll always smile back”
• Riddle on whiteboard: Entrance slip (formative)
o “If you drop me, I’m sure to crack, but give me a
smile and I’ll always smile back”
o Answer: A mirror
• Entrance Slip:
o Last class, I asked you to think of someone who you
admire? Would anyone like to share?
o The story of Terry Fox
o Documentary: Into the Wind
o Discussing “perseverance”
Body of Lesson (70
min.) Activity #1: Who is Terry Fox? (10 mins.)
• Brief introduction of Terry Fox
• What do students know about him?
• Why is he so admirable?
Activity #2: Watch “Terry Fox: Into the Wind” (50 mins.)
• Using tape or cones, place to equal lines on the floor that are
parallel to one another and about 3 meters apart in between
• To begin, all students will stand in the middle of the two
lines
• Students are pretending to “ride a bus” and will get off at
certain stops
• Ms. Wynia will then call out two statements and point to
either sides of the tape a certain statement is associated
with
• Example:
o Hot (one side of tape) or Cold (other side of tape)
o Inside (one side) or Outside (one side)
Activity #3: Journal Entry (15 mins.)

• Provide students with journal prompt
• Display “PESEVERANCE QUOTE” on board ***** Journal Entry #1 (formative)
• PROMOT: “What are in your life could you use more • Ms. Wynia will mark these journals
perseverance in? How would your life change if you were formatively and provide feedback
more perseverant in this area?” before the student’s real “for marks”
o Ms. Wynia Example: journal is due
▪ “In my undergrad (kinesiology) I knew I had • Requirements:
to have strong grades to get into the faculty o At least half a page has been
of education, so I worked extra hard, and written
“persevered” in order to get the highest o Students use examples from
grades possible and thankfully, I was lucky their life
enough to get accepted into the faculty of o Examples from sources used
education and had I not done that, I might (quotes)
not be here with you all today having the
opportunity to teach you!”

Closure (5 min.) • Discussion
o Would anyone like to share what they wrote about
today?
Sponge Activity • Ask students how they would want to be “remembered” as

they grow up.
LESSON FIVE
Topic: Healthy Active Living (HAL) Date: August 31st, 2018 Length of Lesson: 65 minutes

General Learning
Outcomes (P.O.S.)

Specific Leaning
• Students will recognize the health active living resource and the its purpose
Learning Objectives • Students will demonstrate teamwork and physical skills during an obstacle course challenge
• Students will value the significance of leading a healthy lifestyle
• Healthy Active Living (HAL) Textbook

Materials • Cones

Introduction
o “What belongs to you, but other people use it more appropriate active and footwear. Cellphones
than you?” must be left in backpacks or lockers.
o “What belongs to you, but other people use it more
than you?” Entrance slip (formative)
o Answer: Your name
• Entrance Slip:
o What activities do you enjoy most? How do you like
to stay active?
o Introduce Healthy Active Living (HAL)
Body of Lesson (55
min.) Activity #1: Healthy Active Living (10 mins.)
• Gateway to student well-being
• Health is not just “physical”
o Mental health
o Spiritual health
o Social health
Activity #2: Chapter #1 (HAL) (10 mins.)

• Wellness and Healthy Active Living
o Active Participation: Participate actively and
regularly in a wide variety of physical activities, and
demonstrate an understanding of factors that can
influence and support their participation in physical Observation: Teamwork (summative)
activity now and throughout their lives.
Activity #3: “Survivor” Obstacle Course (35 mins.)

• Students will participate in a “survivor” themed obstacle Observation: Effort and participation
course (in teams) (summative)
• Students will work in teams to try and win different
challenges to become the ultimate survivors while
participating in games using mentality and physical
strength.

• Discussion
Closure (5 min.) o Can you think of any accessible recreation facilities
nearby? What activities do you participate in over
the weekend? How can we increase our physical
activity?
Sponge Activity • Let students share their favorite way to stay active or
favorite sport!
VOLLEYBALL – GRADE 10
LESSON ONE
Name: Jayda Wynia Grade/Subject: P.E./10 Unit: Volleyball
Topic: Introduction Date: August 27th, 2018 Length of Lesson: 90 minutes
• Students will acquire skills through a variety of developmentally appropriate movement activities; dance,
games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
General Learning
Outcomes (P.O.S.) outdoor pursuits.
• Students will understand, experience and appreciate the health benefits that result from physical activity.
• A10–3: Apply and refine non-locomotor skills and concepts—effort, space and relationships—to perform and
create a variety of activities to improve personal performance  
Specific Leaning • A10–5: apply and refine manipulative skills and concepts – effort, space and relationships – to perform and
Outcomes (P.O.S.) create a variety of activities to improve personal performance
• C10-5: develop and apply practices that contribute to teamwork
• D10-1: demonstrate commitment to an active lifestyle through participation in and out of class
• Students will understand the proper services rotations and the various positions on the court
• Students will demonstrate how to properly rotate once a point has been won
Learning Objectives
• Students will appreciate both offensive and defensive styles of game play
• Volleyball nets
• Volleyball posts
Materials • Volleyballs
• Music
• Cue cards/labels
• Tape
• SKILLS test worksheet – for teacher only & rubric

Introduction
• Instant activity: grab a volleyball and pass against the wall or
with a partner Behavioral expectations:
• Take attendance during this time Students are expected to be changed into
o Technology used: music will be playing as students appropriate active and footwear. Cellphones
enter the gymnasium must be left in backpacks or lockers.
• Brief Introduction and WELCOME ☺ Entrance slip (formative)
• Entrance Slip • What are the positions on the
• Today’s Purpose volleyball court?
o Service rotations • How many different volleyball
o Positions on the court positions can you name? (setter,
o What is the “perfect” play? libero, middle, right-side hitter,
▪ Pass, set, and ATTACK outside hitter)
Body of Lesson (70

min.) Activity #1: Setting Fundamentals (10 mins.)
• Ms. Wynia will demonstrate setting from last class
o Feet – shoulder width apart
o Hands up (pretend you’re drinking a two-liter)
o Place hands over forehead (where the ball is set)
o Bent arms, absorb ball
o Push through and EXTEND (follow through)
Activity #2: Setting on the Spot (10 mins.)

• Students will each grab a volleyball and spread out
• On the spot, they will volley the ball calling out “1, 2, 3”
• On “1 and 2” students will have nice controlled sets and on
“3” students will set the ball as high as they can Peer feedback (formative)
• Repeat calling out “1, 2, 3” while controlling the sets • Tell your partner two things they are
o Modification: students can now get into partners doing well and one thing they can try
and try setting it to their partner on the third set
• Add in FOREARM PASS *
o Ms. Wynia will demonstrate how to properly
forearm pass
o Ready stance, bent knees, flat arms, passing INSIDE
your body – not swinging your arms outside (loss of
control)
o Students can get into partners and practice
Activity #3: Continuous Rally (10 mins.)

• Class will be divided into 2-3 groups
• Each group will split into two lines facing each other
• One of the lines with have one volleyball
• The goal of this drill is for students to set the ball nice and
high to the first person in line across from them and then run
back into line behind them (over the net is optional)
Application of basic skills (summative)
• The receiver will then set the ball back, run back into line,
and a new person from the opposing line will receive the set
and return it
• This should be a fast pace, continuous rally with nice
controlled sets
o Modification: if students are successful, split the
class up into two groups and have them continue the
rally over the net
Activity #4: Continuous Rally with TEAMMATES (10 mins.)

• Class will be divided onto opposite sides of the court facing
each other Teamwork (summative)
• Two students on each side will enter the court and receive
AND pass to their partner, before sending the ball back over
the net
• If students are having difficulty sending it back over the net,
the teacher can receive the ball and toss it to the opposing
team to start a new rally
• Purpose of this drill is to receive AND pass to our teammate
o Modification: if students are successful, add in a
third player and encourage students to receive, set,
and hit over the net
Activity 5: Positions (10 mins.)

• Ms. Wynia will have labels/cue cards with each position
written down to briefly discuss and explain
• Students will learn the 6 positions of the court
o Setter “playmaker”
o Outside hitters
o Middles
o Right-side hitters
o Libero “back row specialist”
Activity #6: Game Play (20 mins.) Effort and Engagement (summative)
• Students will be divided into teams and assigned a position
to play
• Remind students of the “perfect” play
o making a controlled pass, set, and ATTACK
Activity #7: PRE- skills test (10 mins.)
• Students will serve, set, hit and pass while Ms. Wynia PRE-skills test (formative)
observers and gives them a marking on the rubric
• Show students their mark PRIVATELY after they have gone
(this is ONLY formative)
Discussion
Discussion & Exit Slip (5 mins.) What are the six volleyball positions? How
• Briefly discuss the six positions on the court are their many hits do we have to get the ball over?
designated roles. What is the “perfect” play?
Closure (5 min.)
• What is the “perfect” play in volleyball?
Exit slip (formative)
• What are the positions on the court?
Briefly describe each one.
• Stretch individually
Sponge Activity
LESSON TWO
th
Topic: Passing Date: August 28 , 2018 Length of Lesson: 90 minutes
General Learning
• Students will understand the stance and ready position needed to receive and make a successful pass
• Students will demonstrate how to make a proper set and forearm pass
Learning Objectives
• Students will value the significance of teamwork while playing volleyball
• Volleyball nets
Materials • Volleyball posts
• Volleyballs
• Music

Introduction
• Instant activity: grab a volleyball and pass against the wall or Behavioral expectations:
with a partner Students are expected to be changed into
• Take attendance during this time appropriate active and footwear. Cellphones
o Technology used: music will be playing as students must be left in backpacks or lockers.
enter the gymnasium
• Discussion/review
o What did we learn last class?
o What are the different positions on the court?
o PASSING!!!
o What makes an effective set?
o What makes an effective forearm pass?
Body of Lesson (70

min.) Activity #1: Setting with a Partner (10 mins.)
• Ms. Wynia will demonstrate setting from last class
o Feet – shoulder width apart
o Hands up (pretend you’re drinking a two-liter)
o Place hands over forehead (where the ball is set)
o Bent arms, absorb ball
o Push through and EXTEND (follow through)
• Students will get into partners and demonstrate nice high
controlled sets back and forth
• Add in FOREARM PASS * Peer feedback (formative)
o Ms. Wynia will demonstrate how to properly • Tell your partner two things they are
forearm pass doing well and one thing they can try
o Ready stance, bent knees, flat arms, passing INSIDE
your body – not swinging your arms outside (loss of
control)
o Students can get into partners and practice
Activity #2: Continuous Rally (15 mins.)

• Class will be divided into 2-3 groups
• Each group will split into two lines facing each other Effort and participation (summative)
• One of the lines with have one volleyball
• The goal of this drill is for students to set the ball nice and
high to the first person in line across from them and then run
back into line behind them (over the net is optional)
• The receiver will then set the ball back, run back into line,
and a new person from the opposing line will receive the set
and return it
• This should be a fast pace, continuous rally with nice Teamwork (summative)
controlled sets and forearm passes
o Modification: if students are successful, split the
class up into two groups and have them continue the
rally over the net
• Add in TEAMMATES
o Two receivers
o Three receivers Peer feedback (formative)
• Tell your partner two things they are
o ALL teammates must pass before sending the ball
back over doing well and one thing they can try
Activity #3: Butterfly Passing Drill (15 mins.)

• On BOTH sides of the court
• Two lines facing the net
o One line has volleyballs and it is tossing over the net
to passers
o Other line is ready to pass
• One designated setter at front of the net
• The passing line will receive a toss from over the net, pass to
the setter
• The setter will CATCH the ball and join the line with the ball
and wait to toss it over the net
• The passer then becomes the setter
• Once the players TOSS the ball over the net to the passers,
they will follow their toss and become a passer on the other
side of the net
• Drill continues
• Purpose: to get players comfortable with receiving and
focused on passing towards the setter
Activity #4: Mini Tournament (40 mins.)

• Students will be divided into teams and will communicate
together to designate their OWN positions on the court
o Setter
o Middles
o Outside hitter
o Right side hitter
• Games only to TEN (rather than 25)

• Discussion
o What makes an effective forearm pass? Exit slip (formative)
Closure (10 min.)
• Exit slip
o Students will line up single file, facing AWAY from
the teacher
o First person at the front of line will turn around and
either set or forearm pass to Ms. Wynia when she
tosses the ball
o Other students will not be watching as they are
facing the other way
o Once the students pass the ball they can go get
changed
Sponge Activity
LESSON THREE
th
Topic: Hitting Date: August 29 , 2018 Length of Lesson: 90 minutes
General Learning
• Students will understand the proper approach, contact, and wrist follow-through for hitting the volleyball
• Students will demonstrate how to spike the volleyball with proper contact and technique
Learning Objectives
• Students will appreciate the significance of a three-hit attack during game play
• Volleyball nets
• Volleyballs
• Music

Introduction
enter the gymnasium
o What did we learn last class?
o What makes an effective forearm pass?
o HITTING!!!
o Ready to get some anger out? Are you stressed from
school already? Three days in?
o What makes an effective spike in volleyball?
Body of Lesson (80

min.) Activity #1: Hitting against the Wall (15 mins.)
• Ms. Wynia will demonstrate the key aspects of “snapping”
the ball down using our upper body
• Students will each grab a ball and find a spot on the wall to
practice
o Bringing dominant arm UP, opening that shoulder,
keeping your elbow high above your head, and Peer feedback (formative)
rotating your arm around your head and forward • PAUSE
through the ball o Pair up and watch a friend
• The ball should hit the FLOOR and then bounce onto the o Tell your partner one thing
wall, then back to you (not hit the wall directly) they are doing well and one
• Nice and controlled hits thing they can try
Activity #2: Cross-court Hitting (20 mins.)

• Ms. Wynia will bring out a wooden platform for students to
stand on in the outside hitting position
• Students will line up on the left side of the court and when
it’s their turn, stand on the platform and hit the ball cross-
court using the snapping technique just learned against the
wall Effort and participation (summative)
• There will also be a platform in the middle position for
students to hit from
• Once students have hit on the left side of the court, Ms. Teamwork (summative)
Wynia will move the platform to the right side for students
to hit from and the middle will remain
Application of basic skills (summative)
Activity #3: Approaching the Hit (15 mins.)
• The platforms will be removed from the court
• Ms. Wynia will demonstrate the proper approach for hitting
a volleyball
• Students will line up along the left side of the court and wait
for Ms. Wynia to toss the ball nice and high
• Students will approach, jump nice and high and snap the ball
cross-court
• Once students hit, they will chase their ball, bring it back into
Peer feedback (formative)
the bin and join the end of the line
doing well and one thing they can try
Activity #4: Game Play (30 mins.)
o Setter
o Middles
o Outside hitter
o Right side hitter

Closure (2 min.) • Discussion Discussion (formative)
Sponge Activity
LESSON FOUR
Topic: Offensive & defensive gameplay Date: August 30th, 2018 Length of Lesson: 90 minutes
General Learning
• Students will recognize the purpose of offense and defensive play
• Students will demonstrate how to perform offensive and defensive strategies

Learning Objectives
• Students will value their personal improvement during the volleyball unit
• Volleyball nets
• Volleyballs
• Music
• Skills test worksheet & rubric

Introduction
enter the gymnasium
o How do we approach the ball?
o OFFENSE AND DEFENSE!!!
o Offense is important because we want to ATTACK
our opponents in order to score points
o Why might defense be important?
▪ So our opponents don’t score on us!
Body of Lesson (80

min.) Activity #1: Pepper w/ a Partner (10 mins.)
• Ms. Wynia will demonstrate Peer feedback (formative)
• Students will find a partner and play pepper to get warm • PAUSE
o Toss → forearm pass → set → hit o Pair up and watch a friend
o Receiver with forearm pass → set → then hit back to o Tell your partner one thing
their partner they are doing well and one
thing they can try
Activity #2: Neville’s Pepper (20 mins.)
• Teams of three will be pre-determined
• Three students will be at the back of the court playing
defense while the rest of the class will be playing offense in
the opposing court
• The students playing defense must try digging up the ball,
and then using three hits to send the ball back over
• Each defensive team will 2 minutes to see how many points Effort and participation (summative)
they can get
• The attacking team receives no points, the only team that
can gain points is the defensive side Teamwork (summative)
o Teams will receive one point for digging up the ball
and keeping it inside of bounds
o Two points if they can use three hits to send the ball Application of basic skills (summative)
over the net as well
Activity #3: Three on Three (20 mins.)

• Teams of three will SPLIT each side of the court in half
• There will be an “invisible line” down the middle of the
court, dividing the two games
• One each half, three players will go against the other three
players on the opposite side of the net
• Games will go to ten
Peer feedback (formative)
• Purpose: maintaining control and use their teammates to
use three hits and attack
doing well and one thing they can try
o Use both defensive and offensive strategies
Activity #4: Game Play (30 mins.)

o Setter
o Middles
o Outside hitter
o Right side hitter
Activity #5: POST- skills test (10 mins.) Skills test/application of skills (summative)
• Students will serve, set, hit and pass while Ms. Wynia
observers and gives them a marking on the rubric
• Show students their mark PRIVATELY after they have gone

• Discussion Discussion (formative)
Closure (2 min.) o Who is going to try out for volleyball? I encourage
EVERYONE!
• Exit slip
o What part of the volleyball unit did you enjoy most? Exit slip (formative)
o What did you enjoy the least?
o If I could add something else into the volleyball unit,
what would you suggest?
Sponge Activity
YOGA – GRADE 10
LESSON ONE
Name: Jayda Wynia Grade/Subject: P.E./10 Unit: Yoga
st
Topic: Relaxation/Medication Date: August 31 , 2018 Length of Lesson: 60 minutes
General Learning games, types of gymnastics, individual activities and activities in an alternative environment; e.g., aquatics and
• A10–13: adapt and improve activity-specific skills in a variety of individual pursuits; e.g., resistance training,
Specific Leaning aerobics
Outcomes (P.O.S.)
• B10–8: select and perform appropriate physical activities for personal stress management and relaxation
• Students will recognize the benefits of yoga and the reasons of yoga’s popularity
Learning Objectives • Students will demonstrate various yoga positions through an instructed, beginner, yoga sequence
• Students will appreciate the benefits of yoga and the many affects it has on both mental and physical health
Materials • Music
• Yoga mats
Introduction
• Take attendance
• Have students spread out on mats
• Have students close their eyes, how are they feeling?
o Tired
o Anxious
o Stressed
• BENEFITS OF YOGA
o Increase flexibility Discussion
o Increased balance Can students recognize their mood/energy
o Increased muscle strength and tone levels after last class? (formative)
o Increases circulation
o Prevents injury
o Decreases stress and anxiety
o Increases relaxation and calmness
• Purpose
o Meditation
o Focusing on the body and MIND (holistic entity)
o Breathing
Body of Lesson (50

min.) Activity #1: Breathing Exercise (5 mins.)
• Eyes closed
• Breath IN through the nose
• Exhale OUT through the mouth
• Inhale for FIVE seconds
• Hold breath for FOUR seconds
• Exhale slowly for SEVEN seconds
Activity #2: Yoga Sequence (20 mins.)
• Beginner yoga poses sequence Observation
• Direct instruction Can students demonstrate various yoga poses
that the instructor is doing? (formative)
Activity #3: Creative Poses (10 mins.)
• Call out body certain part(s) and those are the only parts of
the body that can be touching the mat Observation
• Example: two feet, one hand Can students demonstrate their own creative
• Example: bottoms poses using particular body parts? (formative)
• Example: two hands, one foot
• Example: one hand, one foot
• Example: stomach
• Students will have diverse poses with the same body parts
touching the mat
Activity #3: Cool Down (15 mins.)

Observation
• Lying on back
Are students focusing on their breath? Inhaling
• Eyes closed
through their nose and exhaling through their
• Tighten your toes, and release
mouth?
• Tighten your toes, feet, and release
• Work way up until tightening entire body and release
• Mountain meditation Are students becoming mindful of their body
o Picture a mountain by tightening and releasing muscles for
o Calm, strong, and steady relaxation? (formative)
o Imagine yourself as the mountain
o Let yourself become steady, strong, solid, and still
o Through bad weather and good, you the mountain,
stays the same
o Trust your strength and foundation, that whatever
comes it will pass and you will remain strong
o Now it’s time to come back to the room, wiggle your
toes, legs, and arms take any stretches you may
want
o Slowly sit up when you’re ready
Discussion (3 mins.) Discussion

• How are we feeling? Can students communicate and reflect on how
• What was the most relaxing part? they feel after participating in yoga?
• What did we enjoy most?
Closure (5 min.) • What did we find most challenging?
Exit Slip
Verbal Exit Slip (2 mins.) Students must explain how they feel using only
• Before exiting the gym, students will use one word to one word
describe how they feel after participating in yoga
Sponge Activity • Stretch individually

• Corpse pose

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PSIII Year Plans & Units Plans

Subject: PE/Leadership Year: Fall 2018

Topic Dates Major Objectives Materials and Resources Evaluation Plan

• Students will • Fitness centre • Wellness goals/journal

Subject: PE Year: Fall 2018

Topic Dates Major Objectives Materials and Evaluation Plan

• Catching and • Softball diamond • Teamwork

• Balance • Tape • PRE-skills test

Link Training Link Training Link Orientation

NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL

HAL Fitness blast: UC SEMINAR #3

9 – Ball hockey 9 – Ball hockey 9 – Ball hockey 9 – Ball hockey PD DAY

9 – Nutrition 9 – Nutrition 9 – Nutrition Private victory – Private victory –

9 – Dance 9 – Dance 9 – Dance Dance Dance

NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL

LEADERSHIP WITH CHARACTER

Key Learning Instructional

-Riddle -Riddle -Music

Key Questions Learning Instructional

-What are the -Instant activity: -Nets -Instant

- POST skills test

• Planning, creating, appraising and communicating in response to challenges.

• Students will determine how actions affect learning.

• Students will recognize the significance of getting to know their classmates

Procedure Assessment Methods

Body of Lesson (70

Activity #2: Name Games (15 mins.)

Activity #3: BINGO (15 mins.)

Activity 4: Hula Hoop Transfer (15 mins.)

Activity #5: Introduction Survey (15 mins.)

• Planning, creating, appraising and communicating in response to challenges.

• Students will determine how actions affect learning.

• Students will recognize the significance of getting to know their classmates

• Cue cards (names of famous people)

Procedure Assessment Methods

Transition: gather students in and welcome them

Body of Lesson (70

Activity #2: Famous for a Day (20 mins.)

Activity #3: Minefield (20 mins.)

Activity #4: Never Have I Ever Circle (15 mins.)

• Planning, creating, appraising and communicating in response to challenges.

• Students will determine how actions affect learning.

• Students will recognize the significance of getting to know their classmates

• Tape or cones (depending on location)

Procedure Assessment Methods

Transition: gather students in and welcome them

Body of Lesson (70

Activity #2: Bus Stop (15 mins.)

Activity #3: Rock, Paper, Scissors Tag (15 mins.)

Activity 4: Concentration (10 mins.)

Activity #5: Zoom (15 mins.)

Discussion & Exit Slip (2 mins.)

• Planning, creating, appraising and communicating in response to challenges.

• Students will determine how actions affect learning.

• Students will recognize the significance of Terry Fox

• Terry Fox: Into the Wind video

Procedure Assessment Methods

Transition: gather students in and welcome them

Activity #3: Journal Entry (15 mins.)

Discussion & Exit Slip (5 mins.)

Sponge Activity • Ask students how they would want to be “remembered” as

• Planning, creating, appraising and communicating in response to challenges.

• Students will determine how actions affect learning.