Lesson 1

Name: Randall Spencer

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 3/1/2022 Class Time: 11:00-11:45

School Name and Grade: Mimosa Elementary, 3rd grade Technology Use: N/A

Length of Lesson: 45 minutes Number of Students: 35-40

Equipment/Supplies: 100 bowling pins, 20 cones, 40 Polly spots, 20 soccer Description of Facility: Gym
balls.

Central Focus: Striking with feet lesson 1 Teaching Style: Direct and Cooperative

Cognitive Objective (s): Instructional Strategies: Experimental learning

1. During the lesson students will be able to recite 2 out of 4 cues (Non After students have received a brief description of what’s expected in
kicking foot next to the ball, contact ball in the middle, use the inside of today’s lesson. I will encourage them to experiment on their own when
your foot, follow through so your kicking foot goes to your target) when playing soccer golf. After some time I will give ideas and ways of how to
kicking a ball with the inside of their foot during our introduction warmup. be more successful.

Curriculum Approach:
This school has already completed a kicking unit, so I decided to go over
some skills the first 2 lessons of the unit. But after that, students will be
more engaged in activities they have not played here before. I’m trying
new games that could be successful here.
 Psychomotor Objective (s):
1. During the lesson students will be able to demonstrate 2-4 cues (Move
feet quickly to get body in front of ball, foot you’re trapping with should
be at 90-degree angle, absorb the ball or softly step on ball when
received) 2 out of 4 times when trapping a soccer ball as they receive a
pass from there partner during the introduction warmup
Prior Academic Knowledge & Skill:
PE2.1.K- k. Kicks a moving ball using mature kicking form while traveling
(keeping eye on the ball, stepping with opposite foot next to ball,
contacting the ball with dominant foot, and following through).

Affective Objective (s): : Safety Considerations: (Physical & Emotional) :

1. Students will complete an exit slip by indicating what good gestures, or Students will be encouraged to not kick the ball at full force and with the
kind words they addressed their teammates with. toe of their shoe. This will help prevent balls being kicked up possibly
hitting someone in the face.

National Standards Addressed: GPS Assessed:

Standard 1: The physically literate individual demonstrates competency in
a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of
concepts, principles, strategies, and tactics related to movement and
performance.
PE. 3.1. o. Receives and passes the ball to a stationary target using the
inside of the feet
PE. 3.1. A. Demonstrates the ability to work successfully with a partner or
with a small group.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions,
student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to
use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding
questions in red below are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant.
Delete them before typing your lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
Introductory (Warm-Up) Activity, and Game/Skill Introduction Activity: 5-10 CO.1, PO.1
10:05am minutes CO. 1, PO. 1
Set Induction:
Before we begin our game of Soccer Bowling, I am going to go over a few basics of what is expected in today’s
lesson. We are going to go over how to kick a ball with the inside of your foot, and how to trap a ball with your
foot when receiving a pass.

Students will break up into groups of 3-4.

Students will kick/pass the ball to a teammate.
The teammate will receive the ball by trapping it.
Then after trapping the ball they will now kick/pass the ball to another teammate.
After we do this for a few minutes, I will then acknowledge why we were doing this and how it aligns with
soccer bowling. (look in lesson body to see how it aligns).

Inside Foot Kicking Cues:

Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target
Trapping a Soccer Ball with Your Foot Cues:
Cue 1- Move feet quickly to get body in front of ball
Cue 2- Foot you’re trapping with should be at 90-degree angle
Cue 3- Absorb the ball or softly step on ball when received

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Lesson Focus, Games, Activities: 20-25 CO.1, PO.1
10:15am minutes
Soccer Bowling
During the introduction/warmup activity of my lesson the students began to work on striking a soccer ball with
the inside of their foot, and receiving a pass by trapping the ball.
In soccer bowling students will need to strike a ball with the inside of their foot towards the bowling pins (5 pins
will be used per team). Just like regular bowling same rules apply, each person who is bowling gets 2 attempts
to knock down all the pins. If the pins are not all knocked down during the first attempt, the partner who is
collecting the ball and moving pins out of the way, must pass the ball back to their partner by kicking it. The
bowler will then have to trap the ball upon receiving it. No hands will be used during the game, except for
picking up and taking away bowling pins.

How could you extend this lesson if time permits?

Changing the size of the ball can have an impact of how the game is played. Smaller balls like gator balls could be
used for the students who are more proficient at the game. Bigger balls could be used for the students who are
struggling with the game.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition)
AO.1 AO.1
1. As the lesson is ending I will walk around the gym and ask for demonstrations how to kick and trap a soccer 5 minutes
ball.
2. Can someone tell me 1 cue when it comes to kicking with the inside of your foot?
3. Why was it important to kick with the inside of your foot instead of the top of your foot during soccer
bowling?
Alright friends today was the first day of our striking unit, every week we will be working on progressing our
skills of kicking, trapping, and passing a soccer ball. We will also be working on striking (kicking) a stationary and
moving ball. All of these skills will be utilized at the end of our lesson in a soccer themed game.
Before we leave today you will need to complete an Exit Slip and write down how well you worked with your
partners. Did you say something nice to your partners? If you did write it down.

ASSESSMENT DESCRIPTION
Informal: Checking for understanding is always a way of informal assessment. Asking students if they understand what’s needed to be successful in the lesson.

Formal:
Cognitive assessment- As the students are waiting for their turn to bowl, I will ask those students waiting to recite cues of how to kick a ball with the inside of
their foot.
Psychomotor assessment- I will be marking off my assessment sheet when I watch the students practice trapping a passed soccer ball from a partner.

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: Here at mimosa we have a para pro who is strictly speaking Spanish with students. However as I do speak some Spanish, I’m able to
translate my lesson to those students who don’t understand English. I would not need to modify lesson to much as I speak Spanish, but on my task cards I can
have words in English and Spanish.

Students below Grade Level: If students struggle kicking the ball we started with in the lesson, I will accommodate them by getting a bigger ball like a
playground ball which is bigger and has more ball just for contact.

Students above Grade Level: Students who are excelling with given ball for the lesson, I will switch there ball out for a gator ball which is a lot smaller and needs
more power to kick it to knock down the pins.

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be using the appropriate equipment in order to be successful today.

Behavioral Conditions: Students that are not kicking the ball appropriately will be shown how to do it correctly. If they continue to act out they will sit down and
not participate. While sitting down I will approach them and ask them if they knew why they were not participating.
Resources: https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-Education-K-5-Georgia-Standards.pdf
https://www.shapeamerica.org/standards/pe/
https://www.pecentral.org/lessonideas/elementary/grades3-5/searchresults.asp?subcategory=Kicking%20and%20Punting
https://www.google.com/search?
q=trapping+a+soccer+ball+cues&source=lnms&tbm=isch&sa=X&ved=2ahUKEwih4L7tu_j2AhVzI0QIHRvCDfIQ_AUoAXoECAEQAw&biw=767&bih=735&dpr
=1.25#imgrc=u3I-Vvijpq3aKM
https://openphysed.org/wp-content/uploads/2015/10/P-01-03-FootSkills-Activities_07_SoccerBowling.pdf
Cognitive Assessment: Inside foot kicking cues check.
Inside Foot Kicking Cues:
Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target

Name: Cue 1 Cue 2 Cue 3 Cue 4 Total- Blank out of

Blank
Cue Rating-
1-5- Needs Improvement
2-5- Beginner
3-5- Competent
4-5- Proficient
5-5- Expert

Affective Assessment:
Exit Slip
Name:
Partner Name: ________________________________________________
Psychomotor Assessment: Trapping assessment.
Trapping a Soccer Ball with Your Foot Cues:
Cue 1- Move feet quickly to get body in front of ball
Cue 2- Foot you’re trapping with should be at 90-degree angle
Cue 3- Absorb the ball or softly step on ball when received

Name: Attempt 1 Attempt 2 Attempt 3 Attempt 4 Total

1/2/3/😊 1/2/3/😊 1/2/3/😊 1/2/3/ 😊

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1/2/3/😊 1/2/3/😊 1/2/3/😊 1/2/3/😊
1/2/3/😊 1/2/3/😊 1/2/3/😊 1/2/3/😊
Cue rating
1-5- Needs Improvement
2-5- Beginner
3-5- Competent
4-5- Proficient
5-5- Expert
Cues will be written on dry erase board.

Inside Foot Kicking Cues:

Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target

Trapping a Soccer Ball with Your Foot Cues:

Cue 1- Move feet quickly to get body in front of ball
Cue 2- Foot you’re trapping with should be at 90-degree angle
Cue 3- Absorb the ball or softly step on ball when received

Lesson 2

Name: Randall Spencer

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 03/08/2022 Class Time: 11:00-11:45p

School Name and Grade: Mimosa Elementary/ 3rd grade Technology Use: Not seen in lesson.

Length of Lesson: 35-40 minutes Number of Students: 35-40

Equipment/Supplies: Soccer balls, Cones, Polly Spots, Soccer goals
Central Focus: Striking with feet lesson 2
Cognitive Objective (s): CT’s objectives
1. During the lesson students will be able to recite 3 out of 5 cues (Push
ball with inside or outside of foot, alternate feet as you move forward,
keep ball close, keep head up as you slightly look down, and stay light on
your feet) when dribbling a soccer ball during the meg challenge.
Psychomotor Objective (s):
1. At the end of the lesson students will be able to demonstrate 3 out of 5
cues (Push ball with inside or outside of foot, alternate feet as you move
forward, keep ball close, keep head up as you slightly look down, and stay
light on your feet) on 3 out of 5 attempts when dribbling a soccer ball in
open space to a Polly spot during our spot shot game.
Affective Objective (s):
1. Students will respect each other and say nice things to their teammates
during the lesson, as I am going to have them mark it down on an exit slip
later.
Description of Facility: Gym
Teaching Style: Command/Direct
Instructional Strategies: Experimental Learning
The students will determine on how they move around in the gym when
dribbling a soccer ball during the meg challenge. As it comes to spot shot
the students will choose which goals and spots to shot at. They know the
point of the game is to get the most spots. They can either choose easier
or harder spots to choose from.
Curriculum Approach:
This school has already completed a kicking unit, so I decided to go over
some skills the first 2 lessons of the unit. This lesson will focus on dribbling
and having control of the ball while moving around in open space.
Prior Academic Knowledge & Skill:
PE 2.1.J. Dribbles a ball with control using the feet while traveling in
general space.
PE2.1.K- k. Kicks a moving ball using mature kicking form while traveling
(keeping eye on the ball, stepping with opposite foot next to ball,
contacting the ball with dominant foot, and following through).
Safety Considerations: (Physical & Emotional):
1. Boundaries! Students have been told to keep hands to themselves.
2. Students will cooperate with partners.
3. Students will respect equipment we use in today’s lesson.
 National Standards Addressed:
1. The physically educated student demonstrates competency in a variety
motor skills and movement patterns.
2. The physically literate individual applies knowledge of concepts,
principles, strategies, and tactics related to movement and performance.
GPS Assessed:
PE. 3.1.L- Dribbles with the feet while traveling at slow to moderate
speeds and while keeping the ball under control.
PE. 3.1.N. Uses a continuous running approach to kick the ball on the
ground (inside of foot) and in the air (shoelaces) while demonstrating
mature kicking form (keeping eye on the ball, stepping with opposite foot
next to ball, contacting the ball with dominant foot, following through).

PE. 3.1. E- Transfers weight while traveling in a variety of directions, levels,

and pathways.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions,
student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to
use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding
questions in red below are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant.
Delete them before typing your lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
Introductory (Warm-Up) Activity:
11:05am
Set Induction: 3-5 Minutes
I will ask the students if they remember what we did last week in our lesson. Of which was kicking with the
inside of our foot, and how to trap a soccer ball. I will ask the students to see if they remember any of the cues.

Inside Foot Kicking Cues:

Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target
Trapping a Soccer Ball with Your Foot Cues:
Cue 1- Move feet quickly to get body in front of ball
Cue 2- Foot you’re trapping with should be at 90-degree angle

Cue 3- Absorb the ball or softly step on ball when received

After we discuss what we did last week, I will now talk about dribbling a soccer ball and the cues related to it. I
will mention how everything we worked on last week will be utilized in today’s lesson.

Cues of dribbling and have students demo cues.

Cue 1- Push ball with inside or outside of foot.

Cue 2- Alternate feet as you move forward.

Cue 3- Keep ball close.

Cue 4- Keep head up as you slightly look down.

Cue 5- Stay light on your feet

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Fitness Activity or Game/Skill Introduction Activity: 5 Minutes
11:10 am
We will complete a superhero workout (Spiderman workout sheet will be seen at the end of the lesson)

Lesson Focus, Games, Activities:

Cognitive
11:15am- 11:25am 10- 15 Assessment
THE MEG CHALLENGE! Dribbling warmup Minutes
First- Students will be in pairs and decide which partner wants to go first in The Meg Challenge game. The way CO-1.
this game works is the partner not kicking, stands somewhere in the gym with legs open. The other partner will
then move around the gym dribbling the soccer ball while trying to push the ball between students legs (any Affective
students with legs open). The partner that is standing will count how many times their partner gets a meg, and Assessment
AO-1.
once it’s their turn they will say something nice to their partner on how they did.

11:30-11:40am
Spot Shot game Affective/
There will be multiple goals at each end of the gym, in front of those goals will be Polly spots where students Psychomotor
have to stand on in order to kick the ball towards the goal. Students will have to dribble the soccer ball at all Assessment
times in order to play the game. They would dribble to spot, dribble spot back to team if they made it, if they
miss the goal they have to dribble ball back to team. Students will also pass the ball to their teammate once they
get back from kicking at the goal. PO-1.

How could you extend this lesson if time permits?

We could extend this game by making this a small-sided game, meaning score will be taken officially and
whichever teams scores the most wins.
What specific extension or remediation activity might the students do to continue practicing and building skill
level?
During the instant activity I can have students kicking towards to observe kicking skills, not relating to a game
like downer ball.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition)

Transition- Closing out lesson discussing cues and students will complete their exit slip.
CO/AO 1. Affective/
3-5 Minutes Psychomotor
Review- What were the cues again when it comes to dribbling a soccer ball? Assessment
Cue 1- Push ball with inside or outside of foot.
Cue 2- Alternate feet as you move forward.
Cue 3- Keep ball close.
Cue 4- Keep head up as you slightly look down.
Cue 5- Stay light on your feet

ASSESSMENT DESCRIPTION
Psychomotor Assessment- Students will be given 2 attempts each during the spot shot game to perform 3 out of 5 cues correctly. I will observe each partner
when it’s their turn to dribble.

Cue 1- Push ball with inside or outside of foot.

Cue 2- Alternate feet as you move forward.
Cue 3- Keep ball close.
Cue 4- Keep head up as you slightly look down.
Cue 5- Stay light on your feet

Name: Attempt 1 Attempt 2 Total

1/2/3/4/5 😊 1/2/3/4/5 😊
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 1/2/3/4/5 😊 1/2/3/4/5 😊
1/2/3/4/5 😊 1/2/3/4/5 😊
1/2/3/4/5 😊 1/2/3/4/5 😊
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1/2/3/4/5 😊 1/2/3/4/5 😊
1/2/3/4/5 😊 1/2/3/4/5 😊
1/2/3/4/5 😊 1/2/3/4/5 😊
1/2/3/4/5 😊 1/2/3/4/5 😊
Cue rating
1-5- Needs Improvement
2-5- Beginner
3-5- Competent
4-5- Proficient
5-5- Expert

Cognitive Assessment- Students will be assessed by reciting what cues are used to properly dribble a soccer ball with your feet. This will take place when the
partner that is waiting for their turn during the meg challenge game

Cue 1- Push ball with inside or outside of foot.

Cue 2- Alternate feet as you move forward.
Cue 3- Keep ball close.
Cue 4- Keep head up as you slightly look down.
Cue 5- Stay light on your feet.

Name: Cue 1 Cue 2 Cue 3 Cue 4 Cue 5 Total- Blank out of

Blank
Cue Rating-
1-5- Needs Improvement
2-5- Beginner
3-5- Competent
4-5- Proficient
5-5- Expert

Affective Assessment- On this exit slip students will list a partners name of who they said something nice during the lesson. It could be as simple as saying
good job, nice shot, nice dribbling, anything that is heartfelt and honest.

Exit Slip
Name:
Partner Name: ________________________________________________
 Differentiation Based on Student Characteristics
(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: I will explain the game to students who don’t speak Spanish as best as possible. If not my assistant will be able to address the
students since she is more fluent. I will also have task cards typed out in Spanish for those students.

Students below Grade Level: I will allow for students who are struggling when kicking and dribbling a soccer to use a bigger ball like a playground ball.

Students above Grade Level: Students who are above level when it comes to kicking and dribbling, I will have them use a gator skin ball which is smaller in size
and more difficult to control.

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will use appropriate equipment in order to be successful in today’s lesson.
 Behavioral Conditions: Student will not use equipment inappropriately in today’s lesson. Students will be told in order to be successful when kicking or dribbling
the ball, they need to have control of the ball and not put too much force in their kick.

Resources: Pe Central, YouTube, Georgia standards, Shape standards, and Teachers pay teachers.
Lesson 3

Name: Randall Spencer

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 3/15/2022 Class Time: 11:00-11:45

School Name and Grade: Mimosa Elementary, 3rd grade Technology Use: N/A

Length of Lesson: 45 minutes Number of Students: 40-50

Equipment/Supplies: 14 big cones (Same color or all orange). 1 nerf soccer Description of Facility: Gym
ball, 1 poly spot or tape to make an X on the floor, and 2 regular sized
cones.

Central Focus: Striking with feet lesson 3 Teaching Style: Direct and Cooperative

Cognitive Objective (s):
1. At the beginning of the lesson students will be able to recite 2-5 cues
(Place your non-dominant foot next to ball, Look at the middle section of
the ball, Contact ball with your shoelaces, Make contact below the center
of the ball, Follow through with kicking leg) when kicking the ball towards
the wall.
Instructional Strategies: I will demonstrate and guide ways for students to
be successful in today’s lesson. I will also make sure my objectives are
attainable by giving them exact details.
Curriculum Approach: Cooperation between teammates and being able to
allow the students to discover solutions on being successful in today’s
lesson.

Psychomotor Objective (s): Prior Academic Knowledge & Skill:

 1. During the lesson students will be able to demonstrate 3-5 cues when
kicking the ball with their inside of their foot (Place your non-dominant
foot next to ball, Look at the middle section of the ball, Contact ball with
your shoelaces, Make contact below the center of the ball, Follow
through with kicking leg) 70% of the time during downer ball.
PE. 2.1. k. Kicks a moving ball using mature kicking form while traveling
(keeping eye on the ball, stepping with opposite foot next to ball,
contacting the ball with dominant foot, and following through).
PE. 2.4. d. Interacts positively with others during partner and small group
activities.

Affective Objective (s): Safety Considerations: (Physical & Emotional) :

1. Students will understand how important good sportsmanship is when 1. Boundaries! Students have been told to keep hands to themselves.
playing downer ball. Students will be encouraged to shake hands after 2. Students will cooperate with partners.
every inning, and encourage their teammates to do good. 3. Students will respect equipment we use in today’s lesson.

National Standards Addressed: GPS Assessed:

Standard 1: The physically literate individual demonstrates competency in
a variety of motor skills and movement patterns.
Standard 2: The physically literate individual applies knowledge of
concepts, principles, strategies, and tactics related to movement and
performance.
PE. 3.1.N. Uses a continuous running approach to kick the ball on the
ground (inside of foot) and in the air (shoelaces) while demonstrating
mature kicking form (keeping eye on the ball, stepping with opposite foot
next to ball, contacting the ball with dominant foot, following through).
PE. 3.1. E- Transfers weight while traveling in a variety of directions, levels,
and pathways.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions,
student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to
use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding
questions in red below are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant.
Delete them before typing your lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
Introductory (Warm-Up) Activity: 3-5 minutes
11:05am
Set Induction:
Students will complete a musical walk talk as an instant activity/warmup.
Students will walk around the gym to music playing in the background. When I ever stop the music students will
freeze and complete the workout I tell them to do. I will probably have them execute 3-5 exercises depending
on the time. I will tell the students how warming up your body for activity is always a good thing to do.
3-5 Exercise Choices
Jumping Jacks
Push ups
Curl ups
Arm circles
Run in place

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Fitness Activity or Game/Skill Introduction Activity: 5- minutes CO.1 CO.1
11:10
As we will have just completed our warm-up, I will ask the students what we worked on the past few weeks and
how it connects to the unit plan. As we have worked on striking with our foot, we have learned to dribble, pass,
trap, and kick a ball towards a goal. Today we will begin on kicking a stationary ball to an open gym space in a
game called Downer Ball. Now here’s the cues when kicking a ball. (I will demo cues)

Kicking Cues:

Cue 1- Place your non-dominant foot next to ball.

Cue 2- Look at the middle section of the ball.
Cue 3- Contact ball with your shoelaces.
Cue 4- Make contact below the center of the ball.
Cue 5- Follow through with kicking leg.

Now everybody get a ball and stand in front of the wall about 5ft away. You will practice kicking the ball to the
wall while trying to recite the cues. Look at the board before every kick you make to make sure you are kicking it
correctly.
Lesson Focus, Games, Activities:
11:15-11:40 PO.1, AO.1
Downer Ball- Essentially kick ball with a twist. 25-minutes PO.1, AO.1
Classes will be divided into 2 teams. 1 team will be on defense and the other team on offense. The team on
defense will have 1 selected player as the downer, where he or she stands near the downer mark on the other
side of the gym where the offense is located. The entire class that’s playing defense cannot pass the half court
line, only the downer can be in that area. To play defense in this game students will have to retrieve the ball
once it is kicked from the offense, once the ball is retrieved they must throw the ball to the downer where he or
she will catch or chase down and place the ball on the downer mark. Doing this signifies that the team on
offense who is running bases has to be within the 4 cone squared bases before the ball is placed down on
downer mark. So if you’re playing offense, boys and girls will alternate kicking when it’s their turn. When you’re
kicking the ball it must pass the half court line in order for the team playing defense can retrieve it. Because you
have to remember, the defense has to stay on their side of the half court line, if they reach over and grab the ball
before it crosses the runner is safe. Once on offense and running the bases, it’s just like baseball. You have to be
on a base, or passed home plate cones in order to be safe. We will play as many innings as we can, each inning
will have 3 outs per team.

Rules/Sportsmanship
1. After every inning students will shake hands and say good job.
2. Students are to encourage and say kind words to their teammates no matter what happens.
3. 3 outs per inning, per team.
4. 8 run mercy rule each inning.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition)
CO.1, PO.1, AO.1
Transition: 5 minutes
AO.1
Both teams sit down where you’re at and will go over the score of the game. Congratulate each team for their
hard work and make sure the winning team act responsible.
11:40am
Review:
1. Can someone tell me the cues of kicking the ball with your shoelaces?
2. Can someone show me how to kick the ball when using all the cues?
3. Why is sportsmanship important? How do you think the team feels that lost?
Friends I understand that winning a game is fun and that losing doesn’t feel so good. But that’s why it’s
important not to brag and rub your win in people’s faces. They’re already sad as it is so why make it worse? Tell
them good game and maybe next time you’ll get the W.

ASSESSMENT DESCRIPTION
Informal: Checking for understanding of what’s expected. Making sure the team that is kicking knows how and when to run the bases. Telling the fielding team
that they cannot cross halfcourt because that’s a rule of the game and the downer’s responsibility only.

Formal:
Cognitive assessment- Student’s will be reciting the cues aloud when practicing kicking the ball towards the wall.
Psychomotor assessment- Student’s will be kicking the ball during downer ball. As I am standing on home base can assess each student kicking 1 at a time.
Affective assessment- Students behavior and interaction with their team and the other will be assessed. I am making sure they shake hands and encourage their
teammates to be successful.

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: The classes I work with on Tuesday and Thursday are the dual language classes. I will do my best to demonstrate in English and
Spanish of what’s expected in today’s lesson.

Students below Grade Level: Students will be given multiple attempts to kick the ball properly in the game of play. I will work with these students at the
beginning of the lesson when they are reciting cues to make sure they understand how to kick the ball properly.
 Students above Grade Level: These students will have a choice of using a smaller ball to kick during the game and when practicing at the beginning of the lesson.
I will also ask them to help out others if and when needed.

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be using the appropriate equipment in order to be successful today.

Behavioral Conditions: Students that are not kicking the ball appropriately will be shown how to do it correctly. If they continue to act out they will sit down and
not participate. While sitting down I will approach them and ask them if they knew why they were not participating.

Resources: https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-Education-K-5-Georgia-Standards.pdf
https://www.shapeamerica.org/standards/pe/
https://physedgames.com/kickball/
Cognitive/Psychomotor Assessment: I will mark an x for every cue my students were able to recite aloud, and check mark every box when students
execute a cue properly when kicking the ball.

Kicking Cues:

Cue 1- Place your non-dominant foot next to ball.

Cue 2- Look at the middle section of the ball.
Cue 3- Contact ball with your shoelaces.
Cue 4- Make contact below the center of the ball.
Cue 5- Follow through with kicking leg.

Name: Cue 1 Cue 2 Cue 3 Cue 4 Cue 5 Total- Blank out of

Blank
Cue Rating-
1-5- Needs Improvement
2-5- Beginner
3-5- Competent
4-5- Proficient
5-5- Expert
Lesson 4
Name: Randall Spencer
PHYSICAL EDUCATION LESSON PLAN
Date of Lesson: 03/22/2022
School Name and Grade: Mimosa Elementary 3rd grade
Length of Lesson: 35-40 minutes
Equipment/Supplies: Gator balls (enough for each student), 16 cones (ones
we use in downer ball), hula-hoop.
Central Focus: Striking w/feet lesson 4
Cognitive Objective (s):
1. At the end of the lesson students will be able to express fitness
components of cardio exercises (running, walking, jogging, swimming,
and cycling) by listing at least 1 type of aerobic exercise.
Psychomotor Objective (s):
1. Students will be able to demonstrate 2-4 cues (keep eye on the ball,
stepping with opposite foot next to ball, contacting the ball with
Class Time: 11:00-11:05am
Technology Use: Not seen in lesson
Number of Students: 35-40
Description of Facility: Gym
Teaching Style: Cooperative
Instructional Strategies: Indirect instruction/Experiential learning
I will guide the students in ways of being tactical in today’s lesson. But I
will also encourage them to brainstorm on their own.
Curriculum Approach: Our unit is striking with feet. I am working on a
lesson that students have had experience with. I want the students to
explore ways of being successful when playing cardio kickball.
Prior Academic Knowledge & Skill:
PE 2.1. K- Kicks a moving ball using mature kicking form while traveling
(keeping eye on the ball, stepping with opposite foot next to ball,
 dominant foot, and follow through) 50% of the time when running up to contacting the ball with dominant foot, and following through).
kick a ball twice in our cardio kickball lesson.

Affective Objective (s): Safety Considerations: (Physical & Emotional) :

1. At the end of the lesson students will have shown ways of good Students will be reminded to be careful when participating in cardio
sportsmanship and values when playing with classmates in CARDIO kickball.
KICKBALL. Ex: Safety to watch for
1. Students running in each other
2. Students throwing balls to teammates
3. Balls being kicked in the air

National Standards Addressed: GPS Assessed:

1. The physically educated student demonstrates competency in a variety
motor skills and movement patterns.
3. The physically educated student demonstrates knowledge and skills to
help achieve and maintain a health-enhancing level of physical activity and
fitness.
PE 3.1.N- Uses a continuous running approach to kick the ball on the
ground (inside of foot) and in the air (shoelaces) while demonstrating
mature kicking form (keeping eye on the ball, stepping with opposite foot
next to ball, contacting the ball with dominant foot, following through).

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions,
student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to
use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding
questions in red below are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant.
Delete them before typing your lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
Introductory (Warm-Up) Activity: 3-5 minutes CO 1.
11:00am
Set Induction:
Today were going to be playing a game called Cardio Kickball! Before we get started what does cardio mean?
How does cardio effect your body?
Well everybody stand up, feel your heartbeat. Now jog in place with me until I say stop. 30 seconds to a minute
later I will stop them. Now students feel your heartbeat again. Do you feel a difference? Well… It was short but
our heartbeat is faster because we did a cardio activity.
List types of cardio exercises/activities:
Running, walking, jogging, swimming, skipping, galloping, and cycling.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
Fitness Activity or Game/Skill Introduction Activity: 5-10 CO/PO 1.
11:05am minutes
Kick ball w/partner warm up
Kick ball w/partner warm up is students in pairs of 2 roll a ball to their partner and just like in kickball their
partner kicks it. A few warm/ups before we get into the actual lesson. We will also go over cues during warmup
activity.

Kicking Cues (I edited these cues and made them 4 instead of 5 like I had last week in downer ball)
Cue 1- Keep eye on the ball
Cue 2- Stepping with opposite foot next to ball
Cue 3- Contacting the ball with dominant foot
Cue 4- Follow through

Lesson Focus, Games, Activities:

11:10-11:15am
Cardio Kickball
Students will be separated into two teams. Students on offense will be in a line behind on home base and will
take turns kicking a gator ball as I or Mr. Land is the pitcher. Right after every student kicks the ball, each
student will start running the bases as the pitcher rolls out the ball to next person. Defense will retrieve balls and 25-30
place them inside a hula hoop behind the pitcher. Any student that hasn't made it back to home base after every minutes CO/PO 1. Psychomotor/
ball is recovered does not earn a point. Then we rotate and keep going. Affective
assessment
Boundaries: (added this to lesson to remember what happened)
For this lesson I tried ways to keep students from touching each other. As this is the topic of my student
engagement project. I really liked what I did for the students who were kicking first, I told students to stand on a
Polly spot and wait they’re turn. But while on that spot they were going to do an exercise while waiting. This
really helped them from touching each other but while on defense (fielding) it was a different story. The fielding
teams needs to be running around and retrieving the balls when kicked. So putting spots down for them
wouldn’t have worked. What I ended up doing was yelling at the fielding team saying boundaries need to be
seen. Stand arms width apart from your teammates, everybody needs to be ready to move instead of playing
with your friends.

Differentiation- Have the students perform a variety of ways of cardiovascular fitness activities.

How could you extend this lesson if time permits?

If students begin to show signs of slowing down due to exertion, we can modify rules and change the game
back to regular kickball.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition)
CO 1. Cognitive
11:45am 5 minutes
assessment
Review
How did everybody enjoy today’s lesson? Was it fun playing kickball with the added element of cardio? Playing
games and being physically active will lead to good health.

1. What other cardio exercises can you do to help maintain good health? We mentioned earlier.
Running, walking, jogging, swimming, skipping, galloping, and cycling.
2. Can someone tell me a cue of how to kick a ball?
3. As I gave your team ideas of how to play the game, how was your teams cooperation? Were nice things said to
one another? Did every present good sportsmanship.
I continue to talk about good sportsmanship because y’all need to be able to show it as you get older. Showing
good sportsmanship is a sign of maturity.

ASSESSMENT DESCRIPTION
Informal Assessment- The best way to check for this is asking students to give a thumbs up if they know what they’re supposed to do. Asking students if they
know how to run the bases properly. Explaining where to stand during the game.

Formal Assessment
Cognitive Assessment- At the end of the lesson students will be able to express fitness components by listing at least 1 type of aerobic exercise 100% of the time.
When the lesson is about to end I would have asked every student what type of aerobic exercise is cardio related? Asking them what things they do at home to
get their heart pounding.

Name: Aerobic Exercise/Activity listed

Formal Assessment
Psychomotor assessment- Students will be able to demonstrate 2-4 cues when running up to kick a ball in our cardio kickball lesson at least 2 times during game
play.
Cue 1- Keep eye on the ball
Cue 2- Stepping with opposite foot next to ball
Cue 3- Contacting the ball with dominant foot
Cue 4- Follow through

Name: Attempt 1 Attempt 2 Total

1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
 1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊
1/2/3/4/😊 1/2/3/4/😊

Cue rating for each attempt:

1-4- Beginner
2-4- Competent
3-4- Proficient
4-4- Expert

Formal Assessment
Affective Assessment- At the end of the lesson students will have shown ways of exhibiting sportsmanship responsibilities when playing with classmates in
CARDIO KICKBALL. We will talk about sportsmanship before lesson, and ask them for examples. At the end of the lesson I will have been able to see if any
students exhibited this behavior.

Name: Sportsmanship
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
Yes or No
 Differentiation Based on Student Characteristics
(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: The classes I work with on Tuesday and Thursday are the dual language classes. I will do my best to demonstrate in English and
Spanish of what’s expected in today’s lesson.

Students below Grade Level: Bigger balls for the students to kick, have another student run with them to understand how to properly run the basses correctly.

Students above Grade Level: Have them partner up with students who could use help. Have the students perform different task when running the bases or at
the bases perform an exercise.

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be using the appropriate equipment in order to be successful today.

Behavioral Conditions: Students that are not kicking the ball appropriately will be shown how to do it correctly. If they continue to act out they will sit down and
not participate. While sitting down I will approach them and ask them if they knew why they were not participating.

Resources: https://www.thephysedexpress.com/, https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-Education-K-5-Georgia-

Standards.pdf, https://www.shapeamerica.org/publications/resources/teachingtools/teachertoolbox/What_Is_Physical_Education.aspx,
https://www.pecentral.org/lessonideas/elementary/3_5lessonideas.asp,
Lesson 5
Name: Randall Spencer

PHYSICAL EDUCATION LESSON PLAN

Date of Lesson: 3/29/2022 Class Time: 11:00-11:45

School Name and Grade: Mimosa Elementary, 3rd grade Technology Use: Pedometers

Length of Lesson: 45 minutes Number of Students: 35-40

Equipment/Supplies: 24 bowling pins or foam pins, 4 soccer balls, jerseys Description of Facility: Gym
for 4 teams, 35-40 pedometers, and 12 pencils (3 pencils per team).

Central Focus: Striking w/feet (5-5) Teaching Style: Cooperative, Guided Discovery, Problem Solving

Cognitive Objective (s):
1. Students will be able to understand that moving in physical activities is
good for your heart as they will track each step they take during today’s
lesson on the 4-corner step sheet tracker.
Instructional Strategies: I will demonstrate and guide ways for students to
be successful in today’s lesson. I will also make sure my objectives are
attainable by giving them exact details.
Curriculum Approach: Cooperation between teammates and being able to
allow the students to discover solutions on being successful in today’s
lesson.

Psychomotor Objective (s): Prior Academic Knowledge & Skill:

1. Students will be able to demonstrate 3-4 cues when kicking the soccer PE 2.1. J. Dribbles a ball with control using the feet while traveling in
ball with the inside of their foot (Non kicking foot next to the ball, contact general space.
ball in the middle, use the inside of your foot, follow through so your
kicking foot goes to your target) 80% of the time during 4-corner pin PE 2.1. K. Kicks a moving ball using mature kicking form while traveling
 knockdown. (keeping eye on the ball, stepping with opposite foot next to ball,
contacting the ball with dominant foot, and following through).

PE 2.3. C. Identifies physical activities that contribute to fitness in and

Affective Objective (s):
1. Students will be respectful and great teammates when talking and
working together during 4-corner pink knockdown, they will then circle
which emoji face represents how they’re feeling about the way their team
worked together.
outside of a physical education setting.
Safety Considerations: (Physical & Emotional) :
1. Boundaries! Students have been told to keep hands to themselves.
2. Students will cooperate with partners.
3. Students will respect equipment we use in today’s lesson.

National Standards Addressed: GPS Assessed:

1. The physically educated student demonstrates competency in a variety
motor skills and movement patterns.
2. The physically literate individual applies knowledge of concepts,
principles, strategies, and tactics related to movement and performance.
PE 3.1.N- Uses a continuous running approach to kick the ball on the
ground (inside of foot) and in the air (shoelaces) while demonstrating
mature kicking form (keeping eye on the ball, stepping with opposite foot
next to ball, contacting the ball with dominant foot, following through).

3. The physically educated student demonstrates knowledge and skills to
help achieve and maintain a health-enhancing level of physical activity and
fitness.
PE 3.4.A. Demonstrates the ability to work successfully with a partner or
with a small group.
PE 3.5. C- Recognizes the connection between enjoyment and
participation of physical activity.

Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions,
student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to
use them. Include what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding
questions in red below are meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant.
Delete them before typing your lesson outline.

INTRODUCTION TIME Objectives Assessment

ALLOCATIONS Addressed
(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
11:00-11:05am 3-5 minutes CO. 1
Introductory (Warm-Up) Activity:
Students will come into the gym and complete their musical walk talk as they get their bodies warmed up to
move today.
11:05am
Set Induction:
Good morning Mrs. Harrison and Mrs. Works class! Como estas ahora?
Well friends today is the final lesson of our unit in striking with our foot. We are going to put all the skills we
have learned the past couple of weeks to test now. We are going to play a game called 4 corner soccer pin knock
down. It just like soccer where you have people trying to score and goalies, but the goalies are protecting pins.
Today were also going to use pedometers during the lesson to show you that moving and doing physical
activities can be fun and good for your heart. A pedometer is a step tracker where it counts every step you make
when moving, because to keep your heart strong you should be taking 10-12 thousand steps a day. I know were
not going to hit that many steps in PE today, but were going to see how many steps you do take. So, after every
round of 4 corners you will be tracking your steps to see how much you have moved.

Begin to pass out pedometers as they are now aware of what they are and what they do.

LESSON BODY TIME Objectives Assessment

ALLOCATIONS Addressed
(Specific and detailed plan to facilitate student learning and skill development)
11:10am 5-10
Fitness Activity or Game/Skill Introduction Activity: minutes
After my induction and passing out pedometers, I will have students walk talk again while incorporating
different types of movement (skipping, galloping, etc.). Doing this will allow the students to see how the
pedometers work and to be able to see how many steps they are taking.
11:15am
Lesson Focus, Games, Activities:
It is now time to play 4-corner pin knockdown!!!!! 20-25 CO. 1, PO. 1, CO. 1, AO. 1
AO. 1
This game is like soccer because you have shooters on offense, and you have goalies on defense. But the goalies minutes
are defending 6 bowling pins.
4 teams will be defending 6 pins located in each teams corner of the gym (3 pins on baseline and 3 pins on
sideline). Each team will have 2-3 players (depending on class size) allowed to play on offense, while the rest of
the team are goalies. Each team will be given 1 ball, so there is 4 balls in play during each round. However, the
players on offense don’t have to stick with the ball they started with. They can move around and try to get
another ball; however they want to play the game is their choice. The players on offense can work together and
incorporate all the skills we have gone over the past few weeks to try knocking down pins. Or they can all go out
on their own and have a chance to get more players trying to knock down pins at 1 time. If a pin is knocked
down, the player that knocked it down can pick it up and run it back (outside the boundary) to its team and have
it placed with the other pins. Essentially, the team with the most pins at the end of the game wins that round.
While on defense as a goalie in your goalie box, you are allowed to block shots with your feet. You can step in
front of kick or try trapping the ball to your best ability. Once you have stopped a shot, you are allowed to pick
up the ball and roll it to a partner or simply roll the ball back into play.

Other rules and details:

1. When kicking the ball at a pin, the ball needs to be close to the ground. Meaning the BALL SHOULD NOT BE
KICKED IN THE AIR. Students have to understand that playing safe is still important in this game. If a student
continues to not follow this rule, there will be a penalty box where they have to sit for 30 seconds to a minute.
2. Demonstrating the cues of inside foot kicking will help the students to be successful.
Inside Foot Kicking Cues:
Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target

3. Goalies need to stay within their box. Polly Spots will be placed in front of corners as a boundary that cannot
be passed during the game.
4. Shooters cannot pass the goalie box either when attempting to knock down a pin.
5. Each round should be 2-3 minutes.
6. On offense there should always be a boy and girl from each team playing.
7. Players must always alternate from defense to offense. Everyone should have multiple attempts at both
positions.
8. Last but not least! Teams need to work together to be successful in today’s. Students will also need to have
positive communication within their team.

Questions and Statements to say during the lesson:

During the rounds I will make it a point to the players who were just playing a certain position, to track the steps
they just took. I can ask questions like if there is a difference when you’re playing defense or offense when it
comes to how many steps you take?
Walking and running are great ways to help keep your heart strong. You can also do this by playing sports and
participating in any physical activity.

How could you extend this lesson if time permits?

If time permits I am going to allow the teams to determine how they want to play the game further. Meaning,
they can instead of playing with 2-3 players on offense, they are allowed 4 but there will be less goalies
defending their pins.

What specific extension or remediation activity might the students do to continue practicing and building skill
level?
Designating 1 ball per team where they could only use that ball during the whole game. This will force them to
work together as a team and to potentially incorporate the skills of dribbling and passing to partners before
shooting on a team’s pin.

TIME Objectives Assessment

CLOSURE ALLOCATIONS Addressed
(Wrap Up, Review, Transition)
Transition: 5 minutes PO. 1, AO. 1
Alright friends please sit down in your teams corner.
11:35am
Review:
1. Can someone tell me why it was important to know how many steps we took during today’s lesson? To keep
your heart healthy and strong you need to be active and keep moving. Any step you take is adding to your daily
goal.
2. Can I have a volunteer show me how to kick a ball with the inside of their foot at a pin?
3. Before you write down your name and circle which face of how you felt about your team and how you played
together. Can a team or someone tell me how they felt about their team.

Being active doesn’t mean you only have to work out, if you play games likes this or just participate in physical
activities like soccer or just walking and running can be very good for you.

ASSESSMENT DESCRIPTION
Informal: During the lesson I will check for understanding by asking for the students to give me thumbs up. Another way to check for understanding is to ask
them a question relating to the lesson and seeing if they know what to do. Ex: In 4 corner pin knockdown, point to the corners that you can knock pins down at.
After every lesson of the unit plan I have been working on, I have asked the students to give me a thumbs up if they like the lesson, thumbs down if they didn’t,
or place their thumb in between if they thought it was ok.

Formal: My cognitive and affective assessment will be placed at each teams cone, and during the lesson students will be working on the cognitive aspect of the
assessment when they track how many steps they’re taking. At the end of the lesson students will complete the affective assessment by circling an emotion of
how they felt today. When it comes to my psychomotor assessment I will be assessing the students on how they are striking a ball with the inside of their foot.
My assessment sheet will be attached at the end of the lesson.

Differentiation Based on Student Characteristics

(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners: The classes I work with on Tuesday and Thursday are the dual language classes. I will do my best to demonstrate in English and
Spanish of what’s expected in today’s lesson.

Students below Grade Level: I will make sure to partner up or group students below grade level with students above grade level during 4 corner pin knockdown.
Or during certain rounds I can make sure the same skill leveled students are playing against each other.

Students above Grade Level: Have them participate with students at their same level, or encourage them to participate by themselves for a round.

Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be using the appropriate equipment in order to be successful today.
 Behavioral Conditions: If students are not kicking the ball appropriately, there will be a penalty box like there is in hockey for them to sit out for 30 seconds to a
minute. This will be told at the beginning of the lesson, as students are supposed to kick with the inside of their foot and to keep the ball close to the ground as
best as possible

Resources:
https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=3649#.YkB4tSjMJEY
https://www.google.com/search?
q=As+a+kid+how+many+stpes+should+you+take+to+keep+your+heart+strong&oq=As+a+kid+how+many+stpes+should+you+take+to+keep+your+hear
t+strong&aqs=chrome..69i57.12856j0j7&sourceid=chrome&ie=UTF-8
https://www.georgiastandards.org/Georgia-Standards/Documents/Physical-Education-K-5-Georgia-Standards.pdf
https://keepingkidsinmotion.com/2017/10/11/10-soccer-activities-for-pe/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3166269/
 Psychomotor Assessment

For this assessment I will assess the students abilities when completing each cue listed during 4-corner pin knockdown.
Inside Foot Kicking Cues:
Cue 1- Non kicking foot next to the ball
Cue 2- Contact ball in the middle
Cue 3- Use the inside of your foot
Cue 4- Follow through so your kicking foot goes to your target

As the students could potentially have multiple attempts as a shooter, I am looking for each student to complete 3-4 cues
correctly at least 80% of the time during the lesson. Simply check off each cue that was completed or if each cue was
completed put a happy face in the total box.

Name: Cue 1: Cue 2: Cue 3: Cue 4: Total

 Step tracker sheet/Hoja de seguimiento de pasos
English: On this sheet you will write down how many steps you took when trying to knock down pins on offense/En esta hoja
anotarás cuántos pasos diste al intentar derribar bolos en ataque.
Steps on Offense: Knocking down pins/Pasos en la Ofensa: Derribar bolos.
Name/Nombre: Step/Pasos:
Ex: Mr. Spencer Ex: Rd 1:- 200. Rd 2: 300.
How well did your team work together? Circle a face of how you feel about it/¿Qué tan bien trabajó su equipo en conjunto?
Encierra en un círculo una cara de cómo te sientes al respecto.
Name/Nombre:________________ 😊 ☹ Name/Nombre:________________ 😊 ☹
Name/Nombre:________________ 😊 ☹ Name/Nombre:________________ 😊 ☹
Name/Nombre:________________ 😊 ☹ Name/Nombre:________________ 😊 ☹
Name/Nombre:________________ 😊 ☹ Name/Nombre:________________ 😊 ☹

Step tracker sheet/Hoja de seguimiento de pasos

English: On this sheet you write down how many steps you took when you were a goalie on defense.
Español: En esta hoja anotas cuántos pasos diste cuando eras portero en defensa.
Steps on Defense: Goalie/Pasos en Defensa: Portero
Name/Nombre: Steps/Pasos:
Ex: Mr. Spencer Ex: Rd 1:- 200. Rd 2: 300.