UTEP PETE LESSON PLAN TEMPLATE

CLASS MANAGEMENT INFORMATION

Teacher: Robin Rodriguez Date: 2/21/2022
Grade Level: 6-8th Time: 10:14-11:44 AM
Number of Students: 45 Location (gym, playground, blacktop, etc): Gym

Theme of the Unit in which this lesson fits: Roundnet - Physics: Projectile motion and Trajectory

List the TEKS relevant to this lesson in full text, not just numbers:
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 1 (B) use relationships, levels, speed, direction, and pathways effectively in complex group and individual physical
activities such as crouching low for volleyball digs, stretching high during lay-ups, positioning for a soccer pass, or
passing ahead of a receiver
 1 (G) Strike a ball to a wall or a partner with a paddle/racquet using forehand and background strokes continuously.
 1 (H) strike a ball using a golf club or hocket stick consistently so it travels in an intended direction and height.
 1 (J) keep an object in the air without catching it in a small group such as volleyball and football.
 2 (B) make appropriate changes in performance based on feedback
 5 (A) Use equipment safely and properly.
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 1 (F) demonstrate, without cue, critical elements in specialized skills related to sports such as overhand throw for
distance/force, serving and bumping, volleyball, shooting a basketball, forehand and backhand, striking with a racquet
or club, or batting.
 2 (B) identify and apply similar movement concepts and elements in a variety of sport skills such as throwing and tennis
serving.
 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, or kicking.
 1 (G) combine skills competently to participate in modified version of team and individual sports.
 5 (A) Use equipment safely and properly.

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 demonstrate passing the ball to self and with a partner by using the below the chest
and above the chest techniques.
 Students will be able to spike the ball towards the net.

2. Cognitive:
 Students will need to adjust their trajectory placement of the ball hitting the net.
 Students will recall the 3 touches or less rule.
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 striking the ball and demonstrating below or above the chest passes to self or to
partner.

2. Cognitive: I will ask students how they can change the ball placement on the net.

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. Self-passing below chest pass
2. Self-passing above chest pass
3. Partner passing (practice keeping the ball in the air)
4. Bounce and catch partner passing
5. Selfie Spikes
6. Rally Time

List of Equipment needed for the Learning Activities and Assessments.

1. Roundnet ball
2. Roundnet net
3. Hula hoops
4. Poly dots

List materials needed for the Learning Activities and Assessments provided by the teacher (props, videos, markers, tape,
handouts, etc.):
1. Rubric handout
2. Roundnet ball
3. Roundnet net
4. Hula hoops

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).
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.

Teacher: Student:
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 roundnet activity, I would see if we had a beeper ball for the student who is blind. I would
also increase the diameter of the circle to increase the student’s playing parameter. If students are having difficulty
spiking the ball with the ball provided, I could switch the ball with a balloon, or with an inflated beach ball, making it
easier and softer to hit. For the students with cerebral palsy or wheel chair bound, I would have students help fetch the
ball while the students are engaged in the activity.
 LESSON PLAN CONTENT
Time Learning Activities and Assessments to be Performed Teaching Cues and Feedback Management and Safety Issues
10:14- INSTANT ACTIVITY and WARM UP upon Entering the  What is your Start Signal? Instant Activity
10:44 Facility Whistle, call out “Go” Transition 1 behavioral
AM 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 or double 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. Sit down, exercises names
Students will return to their exercise lines. Transition 2 management and
o Students will perform static and dynamic workout safety issues:
(right over left, left over right, cherry pickers, arm
Hour:min 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,
skipping, hop-scotch, bunny hops, zigzag, and
Hour:min running.

Transition 2: Describe how you get students together to

explain the lesson. List your instructions to the students:
10:44- o After warm-up, students will sit down on the
10:49 sideline. I will give instruction for water/restroom Learning Activity 1 management
AM break. When students come back from break, and safety issues:
students will line up back into their exercise lines. List the Key Instructional Cues for the skill to be  Students spaced out enough to
Students will sit down and wait for instructions. practiced in the First Learning Activity: perform activities.
 Psychomotor (3 cues):  Students not playing with the
Hour:min o Below chest equipment when sitting down,
LESSON FOCUS o Above chest listening to instructions.
 Describe how you will introduce the learning o Spike  Students respecting
10:50- activities and get students interested (how will you o Rally equipment.
11:15 motivate them, get them excited?)  Cognitive (1-2 cues):
AM  Describe how you will explain what they are going to o Projectile motion
practice/learn (the learning objectives); why they are o Trajectory
going to practice these activities; and what behavior  Affective (1-2 cues):
you expect of the students during class. o Respect classmates
Students will be given a lesson on the history of o Positive feedback
roundnet. Students will also be introduced to the Describe the errors students will most likely make
physics that are applied in roundnet such as when practicing this skill: Motor Skill Practice Progression
projectile motion and trajectory. To motivate management and safety issues:
students’ interest, I will relate roundnet to volleyball Describe how you will identify performance errors  Students are performing chest
 and mention where roundnet is played. This activity
will help students gain a better knowledge of what
roundnet and will help develop the skills to play the
game.
SKILL BUILDING: First Learning Activity Explanation and
Demonstration
 Describe how you will explain and demonstrate the
first learning activity/motor skill:
I will describe how to properly hit the ball by
demonstrating hitting the ball with my palm. I will
then introduce the first activity which is self-passing
and demonstrate what that looks like. From there I
will continue to add lessons for this activity and
provide the knowledge and demonstrations as best
as I can so the students can understand and
replicate the lesson.
 Describe the key elements of the activity/skill you will
emphasize in your explanation and demonstration:
o Palm of your hand
Hour:min o Projectile motion
o Trajectory
o Spiking
o Passing
o Force
Hour:min o Ready stance
Motor Skill Practice Progression:
Describe each practice settings in which the target skill
will be practiced. Explain why you chose this
progression.
1. Self-passing below chest pass
 Using palm to strike the
Hour:min ball and be in an athletic
stance.
2. Self-passing above chest pass
 Using palm to strike the
Hour:min ball and be in an athletic
stance.
3. Partner passing (practice keeping the ball
in the air)
 Performing below and
and correct them for passes, partner passing and
 The entire class: Mention mishandling of the spike passing with proper
equipment. Not performing the two passes then technique.
one spike rule. Provide demonstration to class
again.
 Individual students: Not spiking the ball properly,
and not moving around. Go up to student and
provide demonstration.
Practice Progression Errors: List specific errors you
expect students to make in each of the more difficult
practice settings: Transitions between practice
1. Not performing the three-touch rule, 2 passes, settings management and safety
one spike. issues:
2. Students staying in a fixed position and not  Making sure students are
moving around. aware of the three-touch rule.
3. Students not spiking the ball correctly.  Passing or spiking the ball
4. Students hitting the net or rim of hula hoop. properly.
 Students listening to coach
when explaining activities.
 Not touching equipment when
seated down listening to
instruction.
Transition 3 management and
safety issues:
 Students not listening or
talking while coach giving
SKILL APPLICATION ERRORS: List specific errors you instructions.
expect students to make as they perform the skill
application exercise: Skill Application management
1. Students not understanding change of and safety issues:
possession.  Students have enough room to
2. Students not rallying the ball, instead they perform activity.
catch the ball and return the spike.  Handling equipment properly.
3. Students not keeping score correctly.
How will you assess whether they improved their
motor skill, cognitive, and affective performance as a
result of your lesson using this activity? Transition 4 management and
Students will be observed and assessed based off safety issues:
the rubric I have created which is based off  Students continue to rally the
 above chest passes to performance. ball after a dead play.
partner. Staying in an  Throwing ball at basketball
athletic position and hoop.
hitting the ball with the  Spiking the ball hard
intentionally, going over
palm. To challenge
opponent’s head on purpose.
students, they will keep
count as to how many
times they can pass the
ball in the air without the
ball touching the ground.
4. Bounce and catch partner passing
 Students will perform the
following bounces.
 1. Basic bounce, students
will pass the ball back and
forth to their partner.
 2. High bounce, students
will pass the ball using
enough force to bounce
the ball high off the hula
hoop. I will stop and
explain trajectory.
Students will then correct
there passes using the
right amount of trajectory
needed to bounce the ball
high off the hula hoop net.
 3. Low bounce, students
will change the amount of
force needed to perform a
low bounce that comes off
from the hula hoop net.
Again, I will stop and
emphasize the trajectory
and explain the difference
between the forces used
for high bounce and low
bounce.
5. Selfie Spikes
 Students’ objective is to
 land the spikes inside the
hula hoop. I will place a
poly dot inside the hoop.
Students will need to
know how much force to
use and to use the correct
trajectory to hit the poly
dot while spiking the ball.

Describe how you will decide when the students are

ready to move to the next more difficult practice setting.

Transitions between practice settings

Describe how you will transition students from one
practice setting to the next. List your instructions to the
students:
o Students will be dismissed for water/restroom
break. Students will be instructed to come back to
the hula hoop they were at and sit down and
await instructions.

Transition 3: Describe how you will transition students

from the practice progression to the application
exercise:
11:15- Students will now apply the passing and spiking
11:25 techniques they learned. Students will now participate
AM in a rally activity.

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.

Roundnet Rally Time:

Students will be instructed to find a partner. Once they
find a partner, they will then be instructed to go to a
hula hoop where two pairs will sit down. Students will
work cooperatively to build a rally using the passing
and spiking techniques learned in the previous lesson.
The rally will begin by a tossed serve to the opposing
team. Teams will be following the three-touch rule,
 meaning two passes and one spike. Students will need
to send the ball down to the hula hoop net for a
change of possession. The change of possession results
in a score. To score, the ball must hit the net of the
hula hoop. The ball cannot hit the rim, nor can it
perform a double bounce in the net, this will result in a
dead ball and the other team will be given the serve.
Students will play up to 10 points. If they cannot reach
10, then the team with the highest score wins.

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
11:25- (bring their excitement and metabolism back to resting
11:35 rate to get them ready for the classroom teacher)
Coach will instruct students on how to put away the
equipment properly. Then coach will instruct the
11:40 students will gather around. Girls will be on the right
Suit out side and the boys will be on the left-hand side sitting
down.
Describe how you will debrief/summarize the lesson by
referring back to the learning objectives and your
assessment of their performance?
I will debrief/summarize the lesson by talking about
projectile motion and trajectory. I will also ask
students questions regarding the lesson to use their
higher-order thinking skills.
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
roundnet and play a full game up to 21.