UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Robin Rodriguez Date: 1-31-2022
Grade Level: 6-8th Time: 8:30-10:10 AM
Number of Students: 80 Location (gym, playground, blacktop, etc): Gym

Theme of the Unit in which this lesson fits: Fast Twitch Muscle Fibers

List the TEKS relevant to this lesson in full text, not just numbers:
116.22
 1 (A) perform locomotor skills in dynamic fitness, sport, and rhythmic activities
 2 (B) make appropriate changes in performance based on feedback
 5 (A) use equipment safely and properly

116.23
 1 (C) demonstrate appropriate speed and generation of force such as running sprints, running distance,
throwing a disc, jumping, kicking
 2 (F) identify and apply basic biomechanical principles such as lowering the center of gravity and widening
the base of support
 5 (A) use equipment safely and properly

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 1 (C) demonstrate appropriate speed and generation of force such as running sprints, running distance,
throwing a disc, jumping, kicking
 2 (F) identify and apply basic biomechanical principles such as lowering the center of gravity and widening
the base of support increases stability

Learning Objectives for the Lesson: What should the students be able to do at the end of this lesson? No more than 3 for
psychomotor and 2 for cognitive and affective.
1. Psychomotor:
 Students will be able to perform jumping exercises.
 Students will demonstrate the proper mechanics to jump over the hurdle and box step.

2. Cognitive:
 Students will recall the meaning of fast twitch muscle fibers.
 Students will recall the cues for jumping exercises.
3. Affective:
 Students will encourage each other and be respectful towards classmates.
 Students will be able to motivate and encourage each other throughout the activity.

Assessments of how well students achieved the Learning Objectives (how will you know they can do your learning
objectives):
1. Psychomotor: I will observe students jumping over the hurdle and step boxes properly.

2. Cognitive: I will ask students to give me an example of a fast twitch muscle fiber activity.

3. Affective: I will observe student’s interactions with each other.

Learning Activities directly related to the Learning Objectives and Assessments. Perform a Task Analysis: Describe how
the students should perform the motor skills practiced in each activity; Include a performance rubric for each that describes
the key technique elements of the skill to be learned.
1. Jump over hurdle
2. Jump onto box steps
3. Jump over box steps
4. Forward/lateral movement over hurdles

List of Equipment needed for the Learning Activities and Assessments.

1. Hurdles
2. Step Boxes

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

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

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

Step Box Hurdle Student Teacher

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

To differentiate the Plyo-box workout, I would lay the hurdle down. The students with special needs would need
to step over the hurdle, rather than jump over the hurdle. Once the students step over the hurdle, they then will
jump or step up on to the step box and step down, completing the task for the activity. My goal is to include all
of the students.
 LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
Hour:min INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
8:30- Facility Whistle, call out “Go” Transition 1 behavioral
9:00 Transition 1: Describe in detail what the students are  What is your Stop Signal? management and safety issues:
going to do when they enter the facility. List your Long whistle  Students talking to much
instructions to the students:  What is the Home Position? during exercises
o Students will enter the gym and sit in their Sideline, students sitting down
attendance lines. Attendance will be taken.  What are your instructional cues?
o Students will be dismissed to go suit out. Students Sit down, exercises names
will return to their exercise lines.
o Students will perform static and dynamic workout Transition 2 management and
Hour:min (right over left, left over right, cherry pickers, arm safety issues:
circles, bear huggers, side-to-side, right/left quad  Students talking to peers when
stretch, leg taps, right/left leg control, coaches’ gathered at the sideline.
choice of exercise). 
o Dynamic- walking high knee, flamingo, 
Frankenstein, horse kicks, shuffle, karaoke,
Hour:min skipping, leaping, running.

Transition 2: Describe how you get students together to

explain the lesson. List your instructions to the students:
o After warm-up, students will sit down on the
sideline. I will give instruction for water/restroom
break. When students come back from break,
students will line up behind step box equipment
with 6-8 students per line. Students will sit down List the Key Instructional Cues for the skill to be
Hour:min and wait for instructions. practiced in the First Learning Activity: Learning Activity 1 management
9:10-  Psychomotor (3 cues): and safety issues:
9:40 o Land softly  Equipment spaced out enough
LESSON FOCUS o Bend knees to perform exercises
 Describe how you will introduce the learning o Quick feet  Students performing jumping
activities and get students interested (how will you  Cognitive (1-2 cues): exercises properly.
motivate them, get them excited?) o Endurance  Students respecting
 Describe how you will explain what they are going to o equipment
practice/learn (the learning objectives); why they are  Affective (1-2 cues): 
going to practice these activities; and what behavior o Respect classmates
you expect of the students during class. o
Describe the errors students will most likely make
 Students will be given a quick lesson on fast and when practicing this skill:
slow twitch muscle fibers and how they become
active. To motivate students’ athletes and sports Describe how you will identify performance errors
will be mentioned. This activity will help with being and correct them for Motor Skill Practice Progression
quick and working on explosiveness.  The entire class: mention wrong technique management and safety issues:
 SKILL BUILDING: First Learning Activity Explanation and  Individual students: go up to student and provide  Students are jumping and
Demonstration demonstration landing properly
 Describe how you will explain and demonstrate the 
first learning activity/motor skill: Practice Progression Errors: List specific errors you 
expect students to make in each of the more difficult
 We will go over how to properly jump, to bend knees, practice settings:
land softly, feet together 1. Separating feet when jumping
2. Stepping over hurdle
 Describe the key elements of the activity/skill you will 3. Stepping to the side of hurdle
emphasize in your explanation and demonstration: 4. Not landing softly
o Quick feet
o Feet together
o Stay on balls of feet Transitions between practice
settings management and safety
Motor Skill Practice Progression: issues:
Describe each practice settings in which the target skill  Making sure students are
will be practiced. Explain why you chose this jumping and landing properly
Hour:min progression.  Students are able to clear
1. Bunny hops over hurdle, land on box hurdle
2. Bunny hops over hurdle, jump over box (challenge 
180 or 360 turn)
3. One foot jump, jump over box (switch legs) SKILL APPLICATION ERRORS: List specific errors you
Hour:min 4. Lateral movement expect students to make as they perform the skill Transition 3 management and
5. Move hurdle to side of box, working on lateral application exercise: safety issues:
movement then change direction to forward. 1. Students will perform a running start  Students not listening or
Practice right side then left. 2. Students will place more boxes than what they talking while coach giving
can do instructions
3. 

Describe how you will decide when the students are How will you assess whether they improved their
ready to move to the next more difficult practice setting. motor skill, cognitive, and affective performance as a Skill Application management
Hour:min result of your lesson using this activity? and safety issues:
Transitions between practice settings Students will be observed and assessed based off  Students have enough room
Describe how you will transition students from one performance, and safety management.  Not a running start
practice setting to the next. List your instructions to the  Not getting scared when close
Hour:min students: to boxes
o Students will be dismissed for water/restroom  Able to jump boxes in front of
9:46- break. Students will be instructed to come back to them
10:00 their same line and sit down.  Falling

Transition 3: Describe how you will transition students

from the practice progression to the application Transition 4 management and
exercise: safety issues:
Students will now apply the jump exercises they just  Students wanting to add
learned. It will prepare the students for the next activity. boxes and not listening

SKILL APPLICATION
Describe a fun, game-like situation in which the students
will use the skill(s) they just practiced.
Describe how you can use this activity as an assessment
of what the students learned.

Students will now work on their fast twitch muscle

fibers by using quick, explosiveness jumps. Students
will be able to challenge themselves by jumping onto
the step boxes. Once I have seen the students clear
their first section, they will be allowed to add a half
step (green) or a full step (baby blue) to the boxes they
have in front of them. Students will be reminded on
SAFETY. Depending on the number of boxes stacked
up, another student will be there on the side holding
the step box to prevent from falling and also to catch
their classmate if they are unsuccessful. Students will
have the choice to participate in a line with the
numerous stacked boxes, again if they cannot perform
the jump, they have the option to go to another line.

Transition 4: Describe how you will transition students

from the application exercise to the cool-down, debrief
and closing segment.

COOL-DOWN, DEBRIEF, CLOSURE

Describe how you will have the students cool down
(bring their excitement and metabolism back to resting
rate to get them ready for the classroom teacher)
Students will perform static stretching to bring down
their heart rate and to avoid possible injuries.

Describe how you will debrief/summarize the lesson by

referring back to the learning objectives and your
assessment of their performance?
I will go over fast and slow twitch muscle fibers and
mention which athletes or sports use which fiber.

To close the lesson what will you tell the students they
can look forward to in the next session?
Next lesson, students will continue to work on fast
muscle twitch fibers by doing a jump rope workout.