Secondary Teaching Portfolio

Secondary Teaching Portfolio 1
SECONDARY TEACHING PORTFOLIO
Alysha Hardy
Georgia College and State University
TABLE OF CONTENTS
1. Philosophy Statement………………………………………….. 3
2. Yearly Block Plan………………………………………………5
3. Unit Objectives…………………………………………………10
4. Lesson Plans…………………………………………………….17
5. Instructional Materials………………………………………….38
6. Motor Assessments…………………………………………….48
7. Cognitive Assessments…………………………………………54
8. Affective Assessments …………………………………………59
9. Narratives………………………………………………………62
Health/ Physical Education Teaching Philosophy

Program Design & Implementation
Alysha Hardy
Prof. Kevin Hunt
I believe that every child is unique and will learn in many different ways, but it starts with the
foundation. Understanding a child’s learning style creates a better experience for the child
throughout their learning and development stages. As an educator, I believe that it is my duty to
cater to every child’s learning style and provide them with the best learning environment
possible. It is important that children receive all the knowledge available to them, they are our
future. I am adamant on becoming an educator because this is my way of wanting to give back to
the community.
Health and Physical Education is just as important as any other curriculum offered to students. I
believe that promoting physical fitness for grades 9th-12th help students’ self-esteem and curve
their desires of unhealthy habits. Physical education has a great contribution to physical
competence that will help students maintain positive physical lifestyle choices throughout
adulthood.
Furthermore, I value diversity, and strive to partner with families and the community. The goal is
to provide a healthy environment so that students connect with me. I believe students learn the
best way when they can relate the learning material to life experiences. My enthusiasm and the
way I connect with students is something that will influence the students to want to learn and
engage in learning as they mature throughout high school.
My role as a teacher is to do what is in the best interest of the students. It is important that I
understand the students learning style and build a connection to make learning relevant, and
accommodate diverse learners. My philosophy of education roots from my strong passion, care,
and dedication to contributing to students being successful in all aspects of their lives.
Yearly Block Plan

Program Design and Implementation
Alysha Hardy
Prof. Kevin Hunt
Week 9th Grade 10th Grade

1 Flag Football Flag Football

(Modified) (Modified Game-Like 6v6)
(Modified) (Modified Game Like: 6v6)
3 Dodgeball Dodgeball
5 Soccer Soccer
6 Soccer Soccer
7 Four Square Four Square
(Modified ) (Modified Game-Like)
(Modified) (Modified Game-Like)
9 Dance Dance
(Group Fitness) (Group Fitness)
10 Dance Dance
(Group Fitness) (Hip Hop Dance)
11 Softball Softball
13 Handball Handball
(Modified Game-Like) (Game-Like)
15 Fitness Bingo Fitness Bingo
(Modified Game Like) (Game-Like)
Thanksgiving Holiday
16 Basketball Basketball
(Dribbling Drills) (Modified Game-Like 3v3)
(Shooting Drills) (Modified Game-Like 4v4 ½ Court)
(Modified Game Like) (Modified Game-Like 5v5 ½ Court)
Winter Break
19 Weight Training Weight Training
(Upper Body: Beginner) (Upper Body: Intermediate)
(Lower Body: Beginner) (Lower Body: Intermediate)
21 Nutrition Nutrition
(Caloric Intake & Expenditure) (Macro ad Micro Nutrients)

22 Lifetime Fitness Lifetime Fitness
(Personal Assessment) (Personal Assessment)
23 Pickleball Pickleball
24 Pickleball Pickleball
25 Volleyball Volleyball
(Modified-Game-Like) (Game-Like)
27 Track and Field Track and Field
(Middle Distance) (Distance)
(Sprints) (Sprints)
(Jump Events) (Throwing Events)
30 Fitnessgram Fitnessgram
Spring Break
31 Yoga/Martial Arts Yoga/Martial Arts
(Positions/Forms) (Positions/Forms)
(Relaxation/meditation) (Relaxation/meditation)
(Relaxation/meditation) (Anatomy/ Structural Kinesiology)
Standardized Testing
34 CPR CPR
(Adult, Child, Infant, AED (Adult, Child, Infant, AED
Application) Certification)
35 First Aid First Aid
(Stop-the-Bleed; Epi Pen; Blood (Tourniquets; Anaphylaxis; Blood
Born Pathogens) Born Pathogens)
36 Summer Personal Fitness Plan Summer Personal Fitness Plan
Week 11th Grade 12th Grade
( Game-Like) (Game-Play)
(Game-Like) (Game Play)
( Game-Like) (Game Play)
5 Soccer Soccer

6 Soccer Soccer
(Game-Like) (Game-Play)
(Game Like) (Game-Play)
9 Dance Dance
(Group Fitness) (Dance Dance Revolution)
10 Dance Dance
(Group Fitness) (Hip Hop Dance)
(Homerun Derby) (Game Play)
(Catching & Fielding) (Game Play)
(Game-Play) (Game Like)
(Game-Play) (Game-Like)
15 Fitness Bingo Fitness Bingo
(Game Like) (Game-Play)
Thanksgiving Holiday
(Game-Like 3v3) (Game-Like 3v3)
(Game-Like 3v3) (Game-Like 4v4 ½ Court)
(Game-Like 3v3) (Game-Like 5v5 ½ Court)
Winter Break
(Upper Body: Intermediate) (Upper Body: Advance)
(Lower Body: Intermedite) (Lower Body: Advance)
21 Nutrition Nutrition
(Caloric Intake & Expenditure) (Macro ad Micro Nutrients)
22 Lifetime Fitness Lifetime Fitness
(Personal Assessment) (Personal Assessment)
23 Tennis Tennis
( Game-Like) (Game-Play)
24 Tennis Tennis
(Middle Distance) (Distance)
(Sprints) (Sprints)
(Jump Events) (Throwing Events)
30 Fitnessgram Fitnessgram
Spring Break
(Positions/Forms) (Positions/Forms)
(Relaxation/meditation) (Anatomy/Structural Kinesiology)
(Relaxation/meditation) (Anatomy/ Structural Kinesiology)
Standardized Testing
34 CPR CPR
(Adult, Child, Infant, AED (Adult, Child, Infant, AED
Application) Certification)
35 First Aid First Aid
(Stop-the-Bleed; Epi Pen; Blood (Tourniquets; Anaphylaxis; Blood
Born Pathogens) Born Pathogens)
36 Summer Personal Fitness Plan Summer Personal Fitness Plan
Flag Football Lesson Objectives

Program Design and Implication
Alysha Hardy
Prof. Kevin Hunt
Lesson Title: Flag football Grade Level: 12h grade
Teaching Topic: Forward Pass
National Standards: Standards 1 and 2 State Standards: PEHS1 AND PEHS2
Psychomotor Objective:
Objective one-Students will be able to complete five forward passes, to a stationary partner 5 feet away,
using correct form.
1. Behavior: complete five forward passes

2. Condition: To a stationary partner, five feet away
3. Criteria: With Correct formation
Objective Two- Students will be able to complete five forward passes, to a moving position, using correct
form
1. Behavior: Complete five passes

2. Condition: in a moving position
3. Criteria: with correct formation
Objective Three- Students will be able to complete five forward passes, in a moving position, with a
blocking defender, using correct form
1. Behavior: Complete five forward passes

2. Condition: in a moving position, with a blocking defender
3. Criteria: with correct formation
Cognitive Objective:
Objective one: Students will be able to self-officiate five forward passes during a ten minute practice
against the opponent team, enforcing moving positions, blocking techniques; making appropriate
determinations with >80% accuracy
1. Behavior: self-officiate a five forward pass enforcing blocking rules

2. Condition: During a 10 minute practice
3. Criteria: >80% accuracy with officiating
Objective Two: Students will be able to accurately discuss the importance of a forward pass in a small
group
1. Behavior: discussion of forward pass

2. Condition: small group
3. Criteria: accurate answer
 Options for subsequent objectives depicting progression of complexity: decrease game time, add
additional rues , direct forward pass and indirect forward pass
Affective Objective
Objective one: Students will be able to collaboratively set up agility course to practice five forward
passes for a 10 minute practice, determining appropriate offensive and defensive shape and position
most appropriate
1. Behavior: self-coach agility course, determine team shape and positioning

2. Condition: 10 minute practice
3. Criteria: joint discussion and teamwork
 Options for subsequent objectives depicting progression of complexity: add additional rules, add
to agility course
Lesson Title: Flag Football Grade Level: 12th Grade
Teaching Topic: Agility Drill
National Standards: Standards 1,3, 5 State Standards: PEHS1, EHS3, PEHS5
Objective one: Students will be able to complete an agility course within 2 minutes, using correct
formation
1. Behavior: complete agility course

2. Condition: within 2 minutes
3. Criteria: using correct formation
Objective two: Students will be able to run an agility latter within 2 minutes and complete a forward pass,
using correct formation
1. Behavior: completely run an agility latter

2. Condition: within 2 minutes
Objective Three: Students will be able to complete a minimum of 5 agility drills and a forward pass using
their dominant hand
1. Behavior: complete agility drill and forward pass

2. Condition: using dominant hand
3. Criteria: dominant hand, 5 accurate passes
 Options for subsequent objectives for progression of complexity: additional rules ,additional
movements with agility course
Objective one: students will create 4 minute agility drills, enforcing speed, practicing and practicing
forward passes; using correct formations
1. Behavior: create agility drill, enforce speed, forward passes

2. Condition: 4 minutes
3. Criteria: using correct formations
Objective Two: In small groups of 5, students will be able to accurately create 3 agility drill and explain
how they enhance stamina on the body
1. Behavior: create 3 agility drills

2. Condition: small groups
3. Criteria: accurate and creative answer
Affective Objective:
Objective One: Students will collaboratively self-coach agility exercises for 10 minutes, determining the
exercise and position of cones and other equipment, shaping teams
1. Behavior: self-coach agility exercises

2. Condition: 10 minute duration
3. Criteria: collaborative decision making
 Options for subsequent objectives depicting progression of complexity: feedback to teammates
and make adjustments
Lesson Title: Flag Football Grade Level: 12th grade
Teaching Topic: Offensive Drills
National Standards: Standards 1, 2, and 3 State Standards: PEHS1, PEHS2, PEHS3
Objective One: Students will be able to complete a beginner offensive drill, against the defensive team,
1. Behavior: beginner defensive drill

2. Condition: defensive team in position
Objective two: Students will be able to complete a three on two running drill in a 3 minute duration, using
correct formation
1. Behavior: complete a three on two running drill

Objective Three: Students will be able to complete a 5 minute offensive drill without getting a flag pulled
1. Behavior: 5 minute drill

2. Codition:5 minute duration
3. Criteria: correct formation and no flag pulled
 Options for subsequent objectives depicting progression of complexity: increase distances,
passive and aggressive defending, additional rules, decrease duration
Objective One: Students will be able to self-allocate a beginner offensive drill for a 15 minute duration,
enforcing agility and blocking techniques, making appropriate determinations for a field goal
1. Behavior: Self allocate a beginner offensive drill

2. Condition: During a 15 minute duration
3. Criteria: appropriate determinations to achieve field goal
Objective Two: Students will be able to self-allocate a variety of offensive drills for a 15 minute duration,
enforcing agility and blocking techniques, making appropriate determinations for a field goal
1. Behavior: Self-allocate a variety of offensive drills

2. Condition: Duration of 15 minutes
3. Criteria: appropriate determinations to achieve field goal
 Options for subsequent objectives depicting progression of complexity: additional rules,
additional blocking techniques, increase level of difficulty for offensive drills
Objective one: Students will be able to collaboratively complete a variety of offensive drills in a 15
minute duration, determine appropriate techniques and positioning to achieve team success
1. Behavior: complete a variety of drills, determine techniques and positioning

3. Criteria: Collaboratively - discussion and teamwork
Options for subsequent objectives depicting progression of complexity: additional rules, additional
techniques and positioning, make needed adjustments, provide feedback to teammates
Teaching Topic: Kick-Off Start
National Standards: Standards 1 and 3 State Standards: PEHS1 AND PEHS3
Objective one: Students are able to perform a basic kick-off start, to a stationary partner; ten feet away,
1. Behavior: basic kick-off start

2. Condition: Stationary partner; ten feet away
Objective two: Students are able to perform a basic kick-off start, and follow offensive drills in a 10
minute scrimmage game, using correct formation
1. Behavior: basic kick-off start, perform offensive drill

2. Condition: 10 minute scrimmage
3. Criteria: using correct formation.
Objective Three: Students will be able to accurately perform a basic kick-off start and follow defensive
drills in a 10 minute scrimmage game, using correct formation
1. Behavior: basic kick-off start, perform defensive drills

2. Condition: 10 min scrimmage
 Options for subsequent objective depicting complexity: increase distances, decrease scrimmage
duration, additional blocking techniques, additional passing techniques
Objective One: Students will be able to self-allocate a 10 minute scrimmage game, enforcing the kick-off
start, offensive and defensive drills, blocking techniques, and making appropriate determinations of >80%
accuracy
1. Behavior: self-allocate game enforcing rules

Objective Two: In small groups, Students will be able to generate an accurate written explanation for why
a kick-off start may or may not be important
1. Behavior: written response for the importance of kick-off start

2. Condition: small groups
3. Criteria: accurately answer
 Options for subsequent objectives depicting complexity: additional game rules ,blocking
techniques, more complex offensive and defensive drills
Objective One: Students will be able to self-coach a 10 minute scrimmage game, determine appropriate
offensive and defensive shape and positioning most accurate for team success
1. Behavior: self-coach, determine team shape and positioning


3. Criteria: collaborative teamwork
 Options for subsequent objectives depicting complexity: deconstruct game film as a team,
provide feedback to teammates, make adjustments
Teaching Topic: Tournament Day
National Standards: Standards 2, 3, and 5 State Standards: PEHS2, PEHS3, PEHS5
Objective One: Students are able to determine shape and position when running a play in a 10 minute
scrimmage game, using correct formation
1. Behavior: determine shape and position, run play

3. Criteria: sing correct form
Objective Two: Students are able to determine shape and positon to block opposing team in 10 minute
scrimmage game, using correct formation
1. Behavior: determine shape and position, block opposing team

3. Criteria: using correct form
Objective Three: Students will be able to determine shape and position when running play in a 10 minute
scrimmage game, and pull flag from opposing team, using correct formation
1. Behavior: determine shape and position, run play, pull flag

3. Criteria: using correct form
 Options for subsequent objectives depicting complexity: stationary passes to moving passes,
moving passes to moving target, increase distance, decrease duration
Objective One: Students will be able to self-allocate a 10 minute scrimmage game, enforcing all
techniques and drills taught, making appropriate determinations with >80% accuracy
1. Behavior: self-allocate scrimmage game , enforcing techniques and drills

Objective Two: In small groups, students will be able to accurately discuss proper formation of each
player in a 7-verus-7 game play.
1. Behavior: discuss proper formation

2. Condition: 7v7 game position
3. Criteria: small group
 Options for subsequent objectives depicting complexity: additional game rules, substitutions
Objective One: Students will self-coach a 10 minute scrimmage game and create plays for shape and
positioning for offensive and defensive teams for team success.
1. Behavior: self-coach a game, create plays, shape and positioning

3. Criteria: Collaborative-joint decision making and team work
Flag Football: Lesson Plans

Program Design and Implications
Alysha Hardy
Prof. Kevin Hunt
Flag Football: Instructional Materials

Alysha Hardy
Prof. Kevin Hunt
Lesson 1: Forward Pass

Lesson 1: Artifact 1: YouTube Video
https://www.youtube.com/watch?v=2O1m0t_wAZ0
Lesson 1: Artifact 2: Instructional diagrams
Lesson 1: Artifact 3: Word Wall

Lesson 1: Artifact 4: Cue Cards
Lesson 1: Artifact 5: PowerPoint
Lesson 2: Agility Drills

Lesson 2: Artifact 1: Supplemental music
Lesson 2: Artifact 2: Engaging Environmental Designs

Lesson 2: Artifact 3: Handout
Lesson 2: Artifact 4: Technology
Lesson 2: Artifact 5: Differentiated Equipment

Lesson 3:Offensive/Defensive Drills

Lesson 3: Artifact 1: PowerPoint
Lesson 3: Artifact 2: Supplemental Music

Lesson 3: Artifact 4: Instructional Designs
Lesson 4: Kick-Off Start

Lesson 1: Artifact 1: Supplemental Music
Lesson 4: Artifact 2: Technology

Lesson 4: Artifact 4: Handouts

Lesson 5 Tournament Day

Lesson 5: Artifact 1: Word Wall
Lesson 5: Artifact 2: Instructional Diagrams

Lesson 5: Artifact 4: Handout

Lesson 5: Artifact 5: Charts

Flag Football: Motor Assessments

Alysha Hardy
Prof. Kevin Hunt
Lesson 1: Flag Football Forward Pass

Motor Objectives 1-3-Formal Yes/No Checklist
Lesson 1: Forward Pass Motor Assessment
Name
Check (√) YES if the learner can do it, NO if the learner cannot.
YES NO
1. Five forward passes to stationary partner
2. Uses correct formation with five forward pass to stationary partner
3. Five forward passes in moving position
4. Uses correct formation with five forward passes in moving position
5. Five forward passes in moving position, with blocking defender
6. Uses correct formation with five forward passes in moving position
, with blocking defender
Performance Definitions
Present - Demonstrated in MORE than half of the student's attempts in individual skill drill/task.
Absent - Demonstrated in LESS than half of the student's attempts in individual skill drill/task.
Lesson 2: Flag Football Agility Drills

Motor Objective 1&3-Formal Yes/No Checklist
Lesson 2: Agility Drills Motor Assessment
Name
YES NO
1. Completes 2 out of 5 agility drills
2. Completes 1 agility curse within 2 minutes
3. Uses correct formation for 2 out of 5 agility drills
4. Completes 2 out of 5 agility drills with forward pass
5. Uses “ready” signal before throwing ball to partner

Motor Objective 2-Informal: Personal Reflection Journal Do you feel that agility exercises positively
affect our overall health and wellness? Why or Why not. Explain your answer.
Lesson 3: Flag Football Offensive Drills

Motor Objective 1-Formal: Checklist Rubric
Lesson 3: Beginner Offensive Drill Motor Assessment
Name
Check (√) to indicate which of the critical elements are PRESENT.
1. Ready position - quick feet to position. ________
2. Contact of ball and quarterback
3. Tight grip – ball close to chest
4. Uses “ready” signal
5. Balanced follow-through
Present - Demonstrated in MORE than half of the student's attempts in singles game play.
Absent - Demonstrated in LESS than half of the student's attempts in singles game play.
Motor Objective 2-Formal: Qualitative Analytic Rubric

Lesson 3: 2 versus 3 Running Drill
Name Check (√) to indicate level of performance met.
Criteria/Components/Concepts Seldom Sometimes Frequently Most

1. Calls for the ball when appropriate
(Communicates with teammates).
2. Uses the correct skill at the correct
time.
3. Demonstrates the correct field
position when on offense.
position when on defense.
5. Officiates (calls ins and outs) using

principles of fair play.
Levels of Performance
Most - Criterion demonstrated 75%+ in small-sided game play.
Frequently - Criterion demonstrated MORE than half of the time in small-sided game play.
Sometimes - Criterion demonstrated in LESS than half of the time in small-sided game play.
Seldom - Doesn't demonstrate criterion in small-sided game play
Motor Objective 3- Formal: Personal Reflection Journal Write a brief summary on your thoughts of
today’s class activity. What did you already know about offensive drills? What did you learn about
offensive drills? Is there anything else you would like to learn about offensive drills?
Lesson 4: Flag Football Kick-Off Start

Motor Objective One-Informal: Qualitative Analytic Rubric
Personal and Social Development
Criteria
1. Demonstrates safety principles in activity settings.
2. Follows rules, procedures, and etiquette specific to participating in the gymnasium/on the field.
3. Able to work with a partner to achieve a specific task/goal (cooperation).
Exceeding: Always observable
Accomplished: Observable 75% of the time
Developing: Observable 50% of the time
Emerging: Observable less than 50% of the time
Motor Objective 2&3-Formal: Qualitative Analytic Rubric

Lesson 4: Kick-Off Start

1. Calls for the ball when appropriate
(communicates with teammates).
time.
position for kick-off start during offensive
drill
position for kick-off start during defensive
drills
Lesson 5: flag football Tournament Day

Motor Objectives 1-3-Formal: Qualitative Analytic Rubric
Lesson 5: Tournament Day
Assessor Name of Player/Team
Assess the game etiquette demonstrated by the player(s). Circle the most appropriate response for each criterion.
1. Encourages others (says things like nice shot, good hustle, etc.). 1 2 3 4 5
2. Wins or loses gracefully (doesn't throw temper tantrums; shakes 1 2 3 4 5
opponent's hands after the game).
3. Both partners on the team played equally 1 2 3 4 5
4. Correct calls were made; they didn't attempt to cheat. 1 2 3 4 5
5. Courteous to others (we really enjoyed playing the other team
Because they were so nice). 1 2 3 4 5
1 Student never demonstrates criterion.
2 Student demonstrates criterion in less than 50% of the opportunities presented.
3 Student demonstrates criterion in more than 50% of the opportunities presented, but less than 75%.
5 Student always demonstrates criterion.
Motor Objectives 1-3-Formal: Holistic Rubric
2 average, satisfactory, apprentice, developing

HOLISTIC RUBRIC a some use of “ready” signal
b 4 offensive drills "almost" memorized
FOR c 4 defensive drills “almost” memorized
d remained in self-space
Flag Football Tournament Day e minimal contribution to group effort
4 excellent, proficient, distinguished, exceeding 1 needs improvement, novice, emerging

a Uses “ready” signal a no use of “ready” signal
b 5 offensive drills memorized b reminders necessary
c 5 defensive drills memorized c fewer than 4 offensive/defensive drills memorized
d correct formation during game play d remained in self-space
e positive contribution to group effort e no contribution to group effort
f touch of creativity
3 above average, competent, proficient, accomplished 0 incomplete

a Uses “ready” signal a no uses of “ready” signal
b 4 offensive drills memorized b no memorization of offensive drills
c 4 defensive drills memorized c no memorization of defensive drills
d some correct formation during game play d no contribution to group effort
e positive contribution to group effort
RECORD FORM: ON-GOING ASSESSMENT
Lesson 5: Tournament Day

Teacher Comments:
a uses “ready” signal
b number of offensive drills
c number of defensive drills
d correct formation during game play ________________
e contribution to group
f touch of creativity

Flag Football: Cognitive Assessments

Alysha Hardy
Prof. Kevin Hunt
Cognitive Objective One-Formal Yes/No Checklist

Forward Pass Cognitive Assessment
Name
YES NO
1. Self-allocates blocking techniques
2. Accurately completes 1-3 forward passes
3. Accurately completes 5 forward passes
4. Uses correct formation for forward pass
5. Uses “ready” signal for 5 forward passes
Cognitive Objective Two-Formal Personal Reflection Journal In a couple of sentences, explain why
knowing how to accurately perform a forward pass is important in flag football.
Lesson 2: Flag Football Agility Drills
Cognitive Objective 1-2-Formal Point System Checklist Rubric

Cognitive Agility Drill Assessment
Name
Check (√) to indicate which of the tasks are COMPLETE.
Cognitive Objective One (8 points)
1. Creates two 4 minute agility drills (2 points)
2. Agility drills enforce speed (2 points)
3. Use proper formation (2 points)

4. Completes agility drills in 4 minutes or less (2 points)
Cognitive Objective Two (23 points)
1. Accurately creates 3 agility drills (2 points)
2. Completes agility drills in 4 minutes or less (2 points)
3. Agility drills enforce speed (2 points)
4. Uses proper formation (2 points)
5. Completed journal about agility and stamina (15 points)
TOTAL POINTS
Complete - Tasks are completed as described on the handouts.
Incomplete - One (or more) component of the task is incomplete.
Lesson 3: Flag football Offensive Drills
Cognitive Objective 1-2-Informal Personal Reflection Journal What are the strengths and weaknesses of
creating offensive task? What did you find challenging? How did your group work together to create
thee drills? Which drill do you feel will be the most successful on the field?
Lesson 4: Flag football Kick-Off Start
Cognitive Objective 1- Formal Qualitative Analytic Rubric

Cognitive Assessment Kick-Off Start
3. Both partners on the team played equally (one person didn't hog
the court and try to dominate play). 1 2 3 4 5
5. Accurately performs Kick-Off Start 1 2 3 4 5
Cognitive Objective 2-Formal Holistic Rubric
2 average, satisfactory, apprentice, developing

HOLISTIC RUBRIC a written work completed
b somewhat explains opinion on kick-off start
FOR c remained in self-space
d minimal contribution to group effort
OFFENSIVE DRILLS
4 excellent, proficient, distinguished, exceeding 1 needs improvement, novice, emerging

a written work completed a written work - minimum completion
b justifies opinion on kick-off start b minimum explanation
c positive contribution to group effort c remained in self-space
d touch of creativity d no contribution to group effort
3 above average, competent, proficient, accomplished 0 incomplete

a written work completed a written work - incomplete
b good explanation of opinion b no sequence of events
e positive contribution to group effort d no contribution to group effort
RECORD FORM: ON-GOING ASSESSMENT
OFFENSIVE DRILLS
Teacher Comments:
a written work completed
b full explanation of opinion _________________
c contribution to group
d level of creativity
Lesson 5: Flag football Tournament Day
Cognitive Objective 1-2-Formal Qualitative Analytic Rubric

Cognitive Assessment Tournament Day

1. Enforces all techniques taught
(communicates with teammates).
time.

position when on offense.
position when on defense.

Flag Football: Affective Assessments

Alysha Hardy
Prof. Kevin Hunt
Affective Objective 1- Formal Qualitative Analytic Rubric

Affective Assessment: Forward Pass

1. Collaboratively set up formation for
forward pass
2. Collaboratively agree on
position/placement for forward pass
3. Demonstrates respect for all classmates
4. Demonstrates skills needed for forward
pass
principles of fair play
Seldom - Doesn't demonstrate criterion in small-sided game play.
Lesson 2: Flag football Agility Drills

Affective Assessment: Agility Drills
Criteria
1. Demonstrates safety principles when performing agility drills.
2. Follows rules, procedures, and etiquette specific to participating in agility drills.
3. Able to work with a partner to achieve a specific task/goal (cooperation).
Exceeding: Always observable
Accomplished: Observable 75% of the time
Developing: Observable 50% of the time
Emerging: Observable less than 50% of the time
Lesson 3: Flag Football Offensive Drills

Affective Assessment Offensive Drills

3. Both partners on the team played equally . 1 2 3 4 5
5. Courteous to others . 1 2 3 4 5
Lesson 4: Flag football Kick-Off Start
Affective Objective 1- Formal Checklist Rubric

Affective Assessment Kick-Off Start
Name
Check (√) to indicate which of the critical elements are PRESENT.
1. Collaboratively discuss offensive drills. ________
2. Collaboratively discuss defensive drills
3. Encourages teammates to use correct formation
4. Collaboratively discuss skills needed for success
5. Listens to all teammates opinion/suggestions
Present - Demonstrated in MORE than half of the student's attempts in singles game play.
Absent - Demonstrated in LESS than half of the student's attempts in singles game play.
Lesson 5: Flag football Tournament Day
Affective Assessment 1- Informal Personal Reflection Journal In 1-2 paragraphs explain how flag football
has improved your communication and social skills? Is sportsmanship important in having a successful
game? Be sure to explain you answer.

Scope and Sequence
Alysha Hardy
Prof. Kevin Hunt

The content I choose for my units were chosen to fit the environment of Baldwin County and choose
sports that are relatable to their everyday lives. Choosing sports like flag football, soccer, basketball, and
softball are sports that these children participate in regularly and are very familiar with the rules of the
game. When choosing activities for my units; I wanted to be sure that it was lessons that could be
gradually built upon as students move to the next grade and are realistic to their everyday lives to help
gain active participation and understanding in the lessons. State standards also set guidelines in my
decision process when choosing how to apply psychomotor, cognitive, or affective skills.
Vertical articulation focuses on progression of complexity of each unit between grade levels. In other
words, what sports and activities can I build on and increase complexity between each grade level.
Content units build upon each other within a grade from what is most important to students and the
fundamental skills that the students are capable of achieving. When choosing units for my annual block
plan I had to consider the time of the year and students preferences. For example my annual block plan
starts with outside activities like flag football, dodgeball, or soccer. These students either participate in
these sports on a regular basis or are very familiar with the sport because it has been in their everyday
lives. I would then create task that are modified versions of the actual game to decrease complexity for
lower grade levels and each year increase complexity until authentic game play is reached.
Horizontal articulation focuses on building content within a grade level. I choose a variety of content
that consist of individual and collaborative activities that differentiate between dance, net games, target
games, and aesthetic activities. My units will vary from physical activities like basketball and track and
field to aesthetic activities like yoga and martial arts. This approach seems he most appropriate for this
population because I am incorporating lessons that these students love to participate in but also
introducing them to activities they may not have any knowledge about. Now my students are eager to
participate and interested in learning new activities because of the positive reinforcement and positive
environment enforced in the class.
Content units must be relatable and most appropriate to the population but also comply with their
preferences. This increases active participation and academic success. To go into detail one of the units I
choose is dance because location and culture matter. Most students love to dance whether it be alone
or with family and friends. In this unit I can introduce different cultures music and dance to teach
children of accepting different cultures and simultaneously create that positive environment where
students feel comfortable with dancing around peers or engaging in physical activity. Moreover, I also
took into consideration that some students participate more in individual sports than group activities as
a way to target the needs of all students.
Choice of Content
Alysha Hardy
Prof. Kevin Hunt
Flag football is a great way for students to learn sportsmanship, build self-esteem,
improve fundamental motor skills, and have fun. My five day lesson plan on flag football stems
from wanting a lesson that pushes all students to be physical active and enjoy participating. The
lessons also follow national and state standards in the way they enforce team effort,
sportsmanship, and effort to successfully understand and complete each task at hand. The fun
experience associated with flag football makes students prone to participating in physical
activities or sports increasing the chance of students choosing heathier lifestyle choices.
Students living in Baldwin County are susceptible to chronic diseases, obesity, or
malnutrition because of the under resourced community they live in. This under resourced
community has a tremendous effect on the youth population pertaining to: food served in school
and from home, higher educational opportunities, and healthcare access .As a physical health
educator, I feel that it is important to share any knowledge that can help a student reach
excellence academically, emotionally, and/or physically. A great majority of the students in
Baldwin County do not live in households that encourage them to be physically active or eat
healthy foods but national and state standards are flexible in giving me leeway to choose how to
apply all objectives whether they be affective, psychomotor, or cognitive.
I choose flag football for my lesson because many students in Baldwin County enjoy
football with their friends and family and are familiar with the rules of the game. I wanted a
lesson that was easy to understand but also relatable to these students everyday lives. I felt that
flag football could get boys and girls interested in finding extracurricular activities that are fun
and beneficial to their overall health and wellness instead of participating in activities that can
cause trouble and harm to themselves or others. In addition, my lessons are age appropriate and
have space for modifications needed for any student experiencing difficulties or needing a
challenge. I choose lessons that can improve the children’s skills cognitively, physically, and
affectivity. The students have the opportunity to learn how different exercises or drills can help
them become physically fit while simultaneously educating and promoting sportsmanship and
the importance of showing respect and to others and how team effort is important for success.
My long term goal is for students to have built strong relationships and rapport with each
other and myself. I want students to love participating in physical activities and make better
choices for their overall health and wellness. My teaching environment creates a positive space
for error and constructive criticism and builds autonomy that these students need to become
independent and responsible adults of society. I choose flag football to break those family
traditions of unhealthy eating habits and laziness and persuade students to make better decisions
and gain responsibility for all actions and choices.
Diversity, Inclusion, and Accommodations

Alysha Hardy
Prof. Kevin Hunt
Baldwin County High school is the only high school in Milledgeville that serves over
1,000 students from grades 9-12. Although Baldwin County is predominantly Black, there is a
great mixture of diverse ethnic groups throughout each grade level. These students are not just
different because of their ethnicities, they are of different socioeconomic class and culture. The
diversity of students gives space for creativity when creating lessons. As a physical educator in
such a diverse community I used SMART goals to decipher which sports and physical activities
are best fit for my students.
We are all familiar with SMART goals. So we know that are goals should be specific,
measurable, attainable, realistic, and timely. When planning lessons I choose sports and activities
that are specific to many cultures and tied in that connection to show appreciation from that
culture. This route helps students be able to relate and become interested in participating in the
task. In addition, I choose lessons that also have room for modifications to fit the needs of each
grade level and each students. For example, most students love basketball and are very familiar
with the game. My lessons on basketball start at the beginner level for 9th graders and I will
gradually add complexity to the game and skills for each grade. This lesson and many others has
modifications set for students in the case of needing to add complexity or decrease the level of
complexity.
Furthermore, to show appreciation to other cultures I incorporated sports that students
enjoy and are familiar with but is also not of American decent. In this case, the game of soccer is
a perfect example. Many students are familiar with the rules of the game and have even played.
My lesson is teaching students to show appreciation to sports of different cultures creating a
positive stigma towards the sport and physical activity. Soccer is also a sport that requires a lot of
team effort. This lesson gives my students the opportunity to build relationships and understand
the importance of showing good sportsmanship.
Inclusion and accommodations are essential so that each student has an equal opportunity
at retaining the information and actively participating. Not only does Dance show appreciation to
cultures it also has great space for modifications for student’s experiencing difficulty. Dancing is
a great way for the disabled, special education classes, and even children with obesity to become
physically active potentially leading to an increase in these students physical fitness. This also
gives me a chance to stress the importance of self-respect and peer respect. My classroom will
enforce a zero tolerance towards bullying and only encourage positive attitudes.
All in all, the lessons I chose show diversity by culture inclusion, modifications for
complexity, and can be applicable to all classes. When deciding on lessons I felt that it was
important to consider state and national standards and was to help my students grow affectively,
cognitively, and physically. As a physical educator my goal is to help my students grow
physically and mentally. To be able to understand the importance of physical fitness and mental
health. So that as they transition into young adults these lessons are already instilled within them.
Georgia College and state University
Alignment
Program Design and Implication
Alysha Hardy
Prof. Kevin Hunt
Lesson plans are essential for teaching and keeping an organized and scheduled class.
Lesson plans help teachers plan what activities and information they want to teach their students.
Planning helps teachers outline how objectives will be met and what appropriate state and
national standards correlate. Planning helps we teachers organize out thoughts so that we do not
forget key elements.
Lesson plans are used to track lesson task progression. As a teacher I am able to follow
my lesson plan to avoid disorganization and keep me on topic so that my teaching is beneficial
for students. Lesson planning gives teachers the opportunity to predict any obstacles that may
come and create modifications to task that will either increase complexity to challenge students
or decrease complexity to make sure no child is left behind. For example, my lesson for flag
football entails a day of agility drills to increase student’s stamina and endurance when
performing. If a student was not able to complete the agility drill I then can look over my lesson
plan and follow the task modifications to help this students achieve. Without a thought out lesson
plan students are prone to fail the task essentially not meeting state or national standards.
Daily objectives should be planned in an order that will increase complexity and
knowledge of a task until the end of the unit objective. Task should start at the appropriate level
that the students ability and have room for progression each day. Unit objectives help
differentiate what task are appropriate for the unit and what task is needed to increase students
understanding to pass assessments at the end of units. Unit’s objectives are used for teachers to
have structure, sequence, and learning goals typically for the purpose of moving students
towards the achievement of long term educational goals including performing well on
assessments and standardized test.
Furthermore, learning objectives are important for proficiency-based learning which
refers to instruction, assessment, and grading for each unit. I incorporated assessments into my
lesson planning that gives me the ability to test student’s psychomotor abilities, cognitive
abilities, and affective skills. For example, my first assessment could focus on student’s
psychomotor skills and their ability to perform a forward pass. I could then assess student’s
cognitive skills and how they are thinking and planning to perform a forward pass accurately.
Lastly, I would assess their affective skills in relation to their behaviors and attitudes and have
them rite journals for reflection.
Lesson plans are essential for my teaching in health and physical education. They help
me plan, teach and assess my students to determine if they have met state and national standards.
Assessments are a key component to teaching because it helps me follow students learning
capabilities and determine whether or not students are understanding course material.

Secondary Teaching Portfolio

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Secondary Teaching Portfolio

Uploaded by

Copyright:

Available Formats

Secondary Teaching Portfolio 1

SECONDARY TEACHING PORTFOLIO

Georgia College and State University

Health/ Physical Education Teaching Philosophy

Georgia College and State University

Yearly Block Plan

Week 9th Grade 10th Grade

1 Flag Football Flag Football

(Caloric Intake & Expenditure) (Macro ad Micro Nutrients)

(Game-Like) (Game Play)

Georgia College and State University

Flag Football Lesson Objectives

Lesson Title: Flag football Grade Level: 12h grade

Teaching Topic: Forward Pass

National Standards: Standards 1 and 2 State Standards: PEHS1 AND PEHS2

1. Behavior: complete five forward passes

1. Behavior: Complete five passes

1. Behavior: Complete five forward passes

1. Behavior: self-officiate a five forward pass enforcing blocking rules

1. Behavior: discussion of forward pass

1. Behavior: self-coach agility course, determine team shape and positioning

Lesson Title: Flag Football Grade Level: 12th Grade

Teaching Topic: Agility Drill

National Standards: Standards 1,3, 5 State Standards: PEHS1, EHS3, PEHS5

1. Behavior: complete agility course

1. Behavior: completely run an agility latter

1. Behavior: complete agility drill and forward pass

1. Behavior: create agility drill, enforce speed, forward passes

1. Behavior: create 3 agility drills

1. Behavior: self-coach agility exercises

Lesson Title: Flag Football Grade Level: 12th grade

Teaching Topic: Offensive Drills

National Standards: Standards 1, 2, and 3 State Standards: PEHS1, PEHS2, PEHS3

1. Behavior: beginner defensive drill

1. Behavior: complete a three on two running drill

3. Criteria: using correct formation

1. Behavior: 5 minute drill

1. Behavior: Self allocate a beginner offensive drill

1. Behavior: Self-allocate a variety of offensive drills

1. Behavior: complete a variety of drills, determine techniques and positioning

Lesson Title: Flag Football Grade Level: 12th grade

Teaching Topic: Kick-Off Start

National Standards: Standards 1 and 3 State Standards: PEHS1 AND PEHS3

1. Behavior: basic kick-off start

1. Behavior: basic kick-off start, perform offensive drill

1. Behavior: basic kick-off start, perform defensive drills

1. Behavior: self-allocate game enforcing rules

1. Behavior: written response for the importance of kick-off start

1. Behavior: self-coach, determine team shape and positioning

2. Condition: 10 minute scrimmage

Lesson Title: Flag Football Grade Level: 12th grade

Teaching Topic: Tournament Day

National Standards: Standards 2, 3, and 5 State Standards: PEHS2, PEHS3, PEHS5

1. Behavior: determine shape and position, run play

1. Behavior: determine shape and position, block opposing team

1. Behavior: determine shape and position, run play, pull flag

1. Behavior: self-allocate scrimmage game , enforcing techniques and drills

1. Behavior: discuss proper formation

1. Behavior: self-coach a game, create plays, shape and positioning

Georgia College and State University

Flag Football: Lesson Plans

Georgia College and State University