UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Miguel Ortiz Date: 09/17/2020
Grade Level: 8th Time: 11:35-1:50
Number of Students: 19 Location (gym, playground, blacktop, etc):
Gym/Home

Theme of the Unit in which this lesson fits: Full Body Exercise

List the TEKS relevant to this lesson in full text, not just numbers:
 116.24.3 (A) describe and select physical activities that provide enjoyment and challenge
 116.7.7 (A) follow rules, procedures, and etiquette;
Learning Objectives for the Lesson: What should the students be able to do at the end of this lesson? No more than 3 for
psychomotor and 2 for cognitive and affective.
1. Psychomotor:
 Students will focus on abdominal exercise
 Students will perform different exercises involving either reps or time exercises.
 Students will test their stamina in cardiovascular exercises
2. Cognitive:
 Students will identify the cards symbols or number.
 Students will identify which rule they will use when choosing a card
3. Affective:
 Students will follow the rules when performing activities.
 Students will show good sportsmanship and work as a team

Assessments of how well students achieved the Learning Objectives (how will you know they can do your learning
objectives):
1. Psychomotor: Students will be able perform different type of exercises depending on the card they choose.
2. Cognitive: Students will be able to know how to identify he game rules and exercises given to them.
3. Affective: Students should be able respect and follow orders when given to them.

Learning Activities directly related to the Learning Objectives and Assessments. Perform a Task Analysis: Describe how the
students should perform the motor skills practiced in each activity; Include a performance rubric for each that describes
the key technique elements of the skill to be learned.
1. Know their numbers and utilizing them at PE class
2. Ability to recognize the different exercises being performed
List of Equipment needed for the Learning Activities and Assessments.
1. Deck of Cards
2. ITunes

List materials needed for the Learning Activities and Assessments provided by the teacher (props, videos, markers, tape,
handouts, etc.):
1. Deck of Cards
2. Itunes
 Pre-Class Arrangement of Facility and Equipment

1. Diagram of location and placement of equipment (cones, balls, etc) in it for the warm-up and first learning activity.
Include how the students will enter the facility/location and how you will place (arrange) them for initial instructions.

2. Diagram of facility and placement of equipment for the second learning activity (repeat this if there are more
transitions).
a. Describe how and when you will rearrange the equipment to transition to the new activity; indicate what the
students will be doing as you rearrange the equipment.

Online written assignment that talks about Football, Volleyball, and Running rules and cues. The purpose of this
lesson is to get students to know some of the rules and procedures these sports go through.

3. Modifications for Students with Special Needs. Imagine a student with cerebral palsy, blindness, or seated in a wheel
chair. Describe how you will modify the learning activities to meet the capabilities of such students.

If we have a blind student, he/she can use their voice to let the other students know what card they chose so the other
students can perform the exercise. If we have a student in a wheelchair, we can have them choosing the cards instead of
having all the students choosing what card to do.
 LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
11:35 INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
Facility Yelling Go Transition 1 behavioral
Transition 1: Describe in detail what the students are  What is your Stop Signal? management and safety issues:
going to do when they enter the facility. List your Stop (Music Stops)  Be aware or surrounding
instructions to the students:  What is the Home Position? objects
o Gather around for instructions Infront of the Computer  Eyes on Coach
 What are your instructional cues?  Respect starting and stop
Transition 2: Describe how you get students together to Verbal cues signals
explain the lesson. List your instructions to the students:
11:43 O Give them verbal cues about activity #1
O Give them a physical demonstration of exercises if
needed Transition 2 management and
LESSON FOCUS safety issues:
 Describe how you will introduce the learning  Get Them in athletic position
activities and get students interested (how will you  Elaborate instructions
11:44 motivate them, get them excited?)  Be careful with surrounding
Give them a short introduction about the task and objects
how it is going to work with a couple of rules.
 Describe how you will explain what they are going to
practice/learn (the learning objectives); why they are
going to practice these activities; and what behavior
you expect of the students during class. List the Key Instructional Cues for the skill to be
I explained the lesson by giving them instructional practiced in the First Learning Activity:
cues and as the activity keeps going, show them  Psychomotor (3 cues):
physical cues of the exercises being performed. o Quick feet
SKILL BUILDING: First Learning Activity Explanation and o Back and Hips align with body Learning Activity 1 management
Demonstration o High Vertical Jump and safety issues:
 Describe how you will explain and demonstrate the  Cognitive (1-2 cues):  Exercising the body with
first learning activity/motor skill: o Focus on what part of the body is being utilized different components
Verbally and physically o Make sure you are attentive on what exercise is  Focus on form and precision
 Describe the key elements of the activity/skill you will going to be performed next
emphasize in your explanation and demonstration:  Affective (1-2 cues):
o Having correct Form in their exercises o Focus on your own work
o Implement the cognitive aspect when demonstrating o Motivate yourself
the exercise. Describe the errors students will most likely make Motor Skill Practice Progression
when practicing this skill: management and safety issues:
Goofing off  Concentrate on what aspect of
Not doing the exercise the body is being utilized
Not turning on their cameras to confirm they are  Use your body movement
doing the exercise  Careful with surroundings and
peers
 Motor Skill Practice Progression:
Describe each practice settings in which the target skill Describe how you will identify performance errors
will be practiced. Explain why you chose this and correct them for
progression.  The entire class: Class not paying attention to me,
1. Cardiovascular class talking over me
2. Muscle Growth  Individual students: on their phone, camera turned Transitions between practice
3. Muscle Endurance off, student talking to someone else besides settings management and safety
focusing on me issues:
Describe how you will decide when the students are Practice Progression Errors: List specific errors you  Be aware of surroundings
ready to move to the next more difficult practice setting. expect students to make in each of the more difficult  Telling my students to come
When students get the hang of the current level of practice settings: to their screen to listen the
instructions, I will add a different rule or task to them. 1. Students confusing the rules I gave them, and next assignment
they decide to ignore additional rules
Transitions between practice settings
Describe how you will transition students from one
practice setting to the next. List your instructions to the
students:
12:15 o Students will come back to their screens and wait
for further instructions
Transition 3 management and
safety issues:
 Explain the reason of this
Transition 3: Describe how you will transition students assignment
from the practice progression to the application SKILL APPLICATION ERRORS: List specific errors you  Elaborate instructions
exercise: expect students to make as they perform the skill  Let them know when they
Students will remain in their screens and listen to application exercise: need to come back from their
instructions given to them. 1. Students not doing the assignment individual assignment
2. Students ignoring questions they cannot answer
SKILL APPLICATION on their own
Describe a fun, game-like situation in which the students
will use the skill(s) they just practiced.
Describe how you can use this activity as an assessment How will you assess whether they improved their
of what the students learned. motor skill, cognitive, and affective performance as a
Students can use this assessment to describe what result of your lesson using this activity?
components of fitness categorized in each exercise we Depending on how they are answering the
perform. Furthermore, they can identify which exercise questions, I could just jump in and ask them how
are more likely to be utilized in a certain sport(s). they are doing and who needs help.

Transition 4: Describe how you will transition students

from the application exercise to the cool-down, debrief
and closing segment.
Come Back to their computer screens with camera
turned on.

COOL-DOWN, DEBRIEF, CLOSURE

Describe how you will have the students cool down
(bring their excitement and metabolism back to resting
rate to get them ready for the classroom teacher)
We would have a couple of minutes of cool down. As
they are cooling down, I will tell them about my
thoughts about how the activity went and how their
written assignment is connected with a future
assignment.
Describe how you will debrief/summarize the lesson by
referring back to the learning objectives and your
assessment of their performance?
I will re-talk about the rules and what I enjoyed
watching what the students did for the first activity.
Second, I will tell them how the second activity is
connected with students who are participating in the
current sports taking place at their school.
To close the lesson what will you tell the students they
can look forward to in the next session?
I will let the students know that the next time we see
them we are going to utilize the written assignment
questions in a NearPod where a prize is going to be
given to the winner of the activity.