PE Lesson/unit: Teaching Style: Grade: Date:

Striking cont. Guided Discovery 1st 03/30/2020

Length of Lesson: 30 Minutes
Technology: Speaker/phone for music
Equipment: 12 big cones, 6 dodgeballs, 1 or 2 large balls, 30 poly spots
Music: Disney
Psychomotor: Cognitive: Affective: Health Related Fitness:
TSWBAT volley an TSWBAT actively TSWBAT follows Muscular, endurance,
object with an open engage and participate teacher directions for cardiovascular,
palm 90% of the time in physical education safe participation and endurance
by the end of the 85% of the time by the proper use of
lesson. end of the lesson. equipment without
NASPE Standard(s): NASPE Standard(s): teacher reminders by
S1.E22 S3.E2 the end of the lesson.
NASPE Standard(s):
S4.E6
Organization (gym set-up):

Grouping of students:
Partners
Two groups
Estimated Actua Activity: Safety/Verbal
Time: l Cues (Directions):
Time:
Transition 30 Sec Students will come in and start instant activity (may Walk lap first
need reminder)
Instant Activity 3 min Students will be lined up at the door waiting for the Voice level 4
teacher to greet them, once the teacher is there they Music stops
are able to walk in and do one walking lap around the Freeze
gym, and then are able to run until the music stops
playing.
Transition 2 min When I say go, head over to the homebase - 5-4-3-2-1 Homebase
Introduce what you will be doing this week! 5-4-3-2-1
Fitness Activity 5-7 Dice Fitness! The students will spread out along the Voice level 2
min endline and I will have my two helpers of the day roll Music stops
the two dice. They will add the numbers together and Freeze
do these activities: toe touches, arm circles, knee
bends, jumping jacks, shoulder taps. We will do the
exercises together, counting them out loud.
Transition 30 sec When I say go - speed walk to homebase - go - 5-4-3-2- homebase
1 5-4-3-2-1
Activity 15-20 1. Partner Striker Ball - Partners will be across from one Go
another about 7 feet apart. They will stand in between Freeze
cones that are about 3 feet apart. They will use the
palm of their hand to strike the dodgeball and get the
 ball through the person across from them cones. They
have to strike the ball immediately and cannot kick,
stop, or pick up the ball. The student gets a point if it
goes through the other person’s cones. If they get a
point they will go get the ball and choose an exercise
for their partner and them to do.
2. Strikerball (two groups) - I will set up 2 circles, using
large 6-8 cones to create it. The cones will be about 3
feet apart (may need to adjust depending on students)
Each student stands in the “goals” (spaces) of the
cones. Each student must stay inside of their goal and
cannot move freely within the circle. The game begins
with one student striking the ball with the balm of their
hand, they cannot serve at players immediately to right
or left. If the ball enters the student's goal area they
must strike the ball immediately with their hands. The
call cannot be kicked, stopped, or picked up. To score a
point, a student must strike the dodgeball through the
players cones. When a point is scored, the player that
scored must go and retrieve the ball.
3. Temple Run (two groups) - We will get into two
circles and have two big balls. I will have poly spots out
for where I want the students to stand. Once you are in
a circle, I will pick someone to go in the middle of the
circle (I will go in the middle first to demonstrate). The
person in the middle of the circle has to dodge the ball
and not get hit by the ball. The people on the outside
of the circle are striking the ball with their palms
immediately as the ball comes to them (cannot kick,
pick up, or stop ball). If the person gets hit, the person
to the right of the empty poly spot will go in next and
so on.
Closure/ 2 min Who can show me where we strike a ball with our Who can tell me
transition hand? Who can show
Where do you want to make contact with the ball? me
What does it look
like

Assessment Informal: I will walk around and observe to see if students are using the palm of their
hand to strike the ball. Watch to see if students are actively engaging in the activity
and if they are following direction and making safe choices.
 PE Lesson/unit: Teaching Style: Grade: Date:
Striking Cont. Direct 1st 04/01/2020
Length of Lesson: 30 Minutes
Technology: Speaker/phone for music
Equipment: 6 big cones, 6 targets, 20 dodgeballs, 12 rackets, 12 bats, 10 little cones
Music: Disney
Psychomotor: Cognitive: Affective: Health Related Fitness:
TSWBAT strike a ball TSWBAT differentiate TSWBAT works Muscular, endurance,
with a racket, sending it between strong and independently with cardiovascular,
upward 70% of the light force as they are others in partners and endurance
time by the end of the hitting the balls by the in groups successfully
lesson. end of the lesson. during the activities.
TSWBAT strike a ball off NASPE Standard(s): NASPE Standard(s):
a cone with a bat using S2.E3 S4.E4
the correct grip 70% of
the time by the end of
the lesson.
NASPE Standard(s):
S1.E25 S1.E24
Organization (gym set-up):

Grouping of students:
In partners
Three groups
Estimated Actua Activity: Safety/Verbal
Time: l Cues (Directions):
Time:
Transition 30 Sec Students will come in and start instant activity (may Walk lap first
need reminder)
Instant Activity 3 min Students will be lined up at the door waiting for the Voice level 4
teacher to greet them, once the teacher is there they Music stops
are able to walk in and do one walking lap around the Freeze
gym, and then are able to run until the music stops
playing.
Transition 2 min When I say go, head over to the homebase - 5-4-3-2-1 Homebase
Introduce what you will be doing this week! 5-4-3-2-1
Fitness Activity 5-7 Dice Fitness! The students will spread out along the Voice level 2
min endline and I will have my two helpers of the day roll Music stops
the two dice. They will add the numbers together and Freeze
do these activities: toe touches, arm circles, knee
bends, jumping jacks, shoulder taps. We will do the
exercises together, counting them out loud.
Transition 30 sec When I say go - gallop to homebase - go - 5-4-3-2-1 homebase
5-4-3-2-1
Activity 15-20 1. Striking with racket to target - Model, demonstrate, Go
and explain how to hold racket and strike ball. You grip Freeze
the handle tightly with your four fingers around it and
 thumb across. Then you want to bring your racket
back, swing, and follow through. Say it with me: back,
swing, follow through. Have the students practice
without a racket, then with a racket. Get them in pairs
and have them go to a cone in the gym. Have a target
hanging on the wall so they have something to aim for.
They will take turns practicing striking with a racket. If
some students are doing well, I will have them move
back.
2. Striking ball off cone with bat - I will model,
demonstrate how to hold a bat and strike a ball. You
put your left hand on near the top and put your fingers
underneath and your thumb on top, then you put your
right hand beneath left and have your fingers
underneath and thumb on top. You bring the bat
behind your shoulder, swing and twist, and follow
through. Who can tell me how this is different from
using a racket? (bring to shoulder instead of straight
back, follow through across body, twist your body, etc.)
Let’s all practice without a bat. Check to see if students
are using the correct pattern, then allow students to
practice with a bat (no ball). Explain that they will set
up the ball on top of the cone and then strike it off,,
aiming for the target on the wall. The partner will stand
back until it is their turn to strike the ball. They will
practice hitting off the cone for 3-5 minutes.
3. Home Run derby - Bring the students back to explain
the home run derby. The students will be in groups of
three at the endline. The cones will be set up on the
end line and a line of small cones a little past half court
to designate a home run area. If a student hits the ball
into the area, the music will turn off and everyone will
set down their equipment and run a lap. The students
will take turns hitting balls, if we run out of dodgeballs,
I will shut the music off and have students gather balls.
Closure/ 2 min Can someone show me how to hit a ball with a racket? Who can tell me
transition Class, together say the cues. Who can show
Can someone show me how to grip a bat? me
What are our cues for hitting with a bat? What does it look
like

Assessment Informal: I will observe to see if the students are successful with a racket by sending a
ball upward. I will observe to see if students are gripping the bat correctly.