Detailed Long Range Plan/Year Plan

2022 Physical Education

Jordyn Bryant

Tentative dates***
Dimension/ Dates GLOs & SLOs Materials & Specific Activities Evaluation&
Unit Resources Assessment
Formative
Summative
Games September 12- A: Activity  Large outdoor playing  Target drills Formative
Football 23 C: Cooperation area  Skill specific activities  Observations
D: Do it Daily…  Footballs  Game play (competitive &  Checklists
For Life!  Handouts/diagrams non-competitive)  Exit slips
 Cones  Peer teaching/feedback
A6-5, A6-10 A7-  Markers
5, A7-10  Flag football belts and Summative
flags  Rubrics
C6-3, C6-5, C6-6 -Participation
 C7-3, C7-5, C7- -Skill assessment
6 -Self-Assessment
-Fair play/Cooperation
D6-3, D6-4  D7- -Game Play
3, D7-4
Games September A: Activity  Gymnasium  Net/wall games Formative
Volleyball 26-October 7 C: Cooperation  Target drills  Observations
D: Do it Daily…
 Volleyballs
 Skill specific activities  Checklists
For Life!  Volleyball net
 Game play (competitive &  Exit slips
 Scoreboard non-competitive)  Peer teaching/feedback
A6-5, A6-10, A6-  Wall markers
11 A7-5, A7-10,  Lacrosse balls Summative
A7-11  Rubrics
 Awards
-Participation
C6-1, C6-3, C6-5, -Skill assessment
C6-6 C7-1, C7-3, -Self-Assessment
C7-5, C7-6 -Fair play/Cooperation
-Game Play
D6-3, D6-4 D7-
3, D7-4
Games October 10-21 A: Activity  Gymnasium  Net/wall games Formative
Lacrosse C: Cooperation  Lacrosse balls  Target drills  Observations
D: Do it Daily…  Lacrosse sticks  Skill specific activities  Checklists
 For Life!  Soccer net  Game play (competitive &  Exit slips
 Scoreboard non-competitive)  Peer teaching/feedback
A6-5, A6-10, A6-  Wall markers
11 A7-5, A7-10,  Awards Summative
A7-11  Rubrics
-Participation
C6-1. C6-3, C6-4, -Skill assessment
C6-5C7-1, C7-3, -Self-Assessment
C7-4, C7-5 -Fair play/Cooperation
-Game Play
D6-3, D6-4 D7-
3, D7-4
Games October A: Activity  Gymnasium  Net/wall games Formative
Invasion 24-November C: Cooperation  Large outdoor playing  Target drills  Observations
Games 4 D: Do it Daily… area  Skill specific activities  Checklists
For Life!  Cones  Game play (competitive &  Exit slips
 Balls non-competitive)  Peer teaching/feedback
A6-5, A6-10, A6-  Net
11A7-5, A7-10,  Scoreboard Summative
A7-11  Wall markers  Rubrics
 Awards -Participation
C6-1. C6-3, C6-4, -Skill assessment
C6-5, C6-6 C7-1, -Self-Assessment
C7-3, C7-4, C7-5, -Fair play/Cooperation
C7-6 -Game Play

D6-3, D6-4, D6-7

D7-3, D7-4, D7-
7
Individual November 7- A: Activity  Gymnasium  Knowledge surrounding Formative
Activity 18 B: Benefits Health  Fitness centre daily movement,  Observations
Fitness C: Cooperation  Handouts/diagrams endurance, & strength  Checklists
D: Do it Daily…  Videos activities  Learning logs/journals
For Life!  Nutritional awareness &  Exit slips
 Pedometer, heart rate
monitor, stop watch, knowledge  Peer teaching/feedback
A6-1, A6-4 A7-  Discussions on overall
etc.
1, A7-4 health & health issues Summative
 Performance & Goal  Rubrics
 B6-1, B6-3, B6-6, setting -Participation
B6-7 B7-1, B7-3, -Skill assessment
B7-6, B7-7 -Self-Assessment

C6-4, C6-6 C7-4,

C7-6

D6-2, D6-5, D6-6,

D6-7 D7-2, D7-
5, D7-6, D7-7
TBA Unit November 21- TBA TBA TBA TBA
December 2
Games December 5- A: Activity  Gymnasium  Net/wall games Formative
Basketball 16 C: Cooperation  Basketballs  Target drills  Observations
D: Do it Daily…  Basketball nets  Skill specific activities  Checklists
For Life!  Scoreboard  Game play (competitive &  Exit slips
 Wall markers non-competitive)  Peer teaching/feedback
A6-5, A6-10, A6-  Awards
11 A7-5, A7-10,  Handouts/diagrams Summative
A7-11  Rubrics
-Participation
C6-1, C6-3, C6-4, -Skill assessment
C6-5, C6-6 C7-1, -Self-Assessment
C7-3, C7-4, C7-5, -Fair play/Cooperation
C7-6 -Game Play

D6-3, D6-4, D6-7

 D7-3, D7-4, D7-
7
Dance December 19- A: Activity  Gymnasium  Skill specific movement & Formative
Dance 30 B: Benefits Health  Stereo/speakers/music formation activities  Observations
C: Cooperation  Videos  Etiquette, creative, &  Checklists
D: Do it Daily…  Notebooks/journals social skill activities  Learning logs/journals
For Life!  Rhythmic, sequences, &  Exit slips
dance pattern activities  Peer teaching/feedback
A6-6, A6-8, A6-
9 A7-6, A7-8, Summative
A7-9  Rubrics
 -Participation
B6-3, B6-8 B7-3, -Skill assessment
B7-8 -Self-Assessment
-Cooperation
C6-1, C6-6 C7-1,
C7-6

D6-1, D6-9 D7-

1, D7-9

Teaching Philosophy

I believe physical education is more than simply being active but rather its centered around learning movements and skills that can be
applied outside of the physical education class. In other words, I believe in promoting active for life participation. I hope to expose students to a
variety of opportunities and forms of physical activity that will not only incorporate sports and games but also the application of such skills outside
of the class. I believe student learning and development within the class should be student-centered with the support and guidance of the teacher.
Students should have the opportunity and freedom to learn through the process of failure and success along with the positive cooperation and
collaboration of their peers. I also believe positive communication and effective feedback is crucial for student development and growth. Thus, I
strive to promote a welcoming and inclusive environment for all, by supporting students to become active and independent learners. Additionally,
I also believe students should become aware of the overall health benefits of physical activity as it is crucial to lifelong health and wellness. I hope
my students can take the skills they’ve learned through their growth and development and not only apply them outside of the classroom but also
throughout and into their adult lives as they move through their active for life journey.

Classroom Management Plan

In having clear, concise physical education rules and expectations posted for student understanding at the beginning of the semester and
throughout, will help remind students what is to be expected of them. Students will also be expected to come fully prepared in proper dress attire,
ready to put in their best effort each and every class. Students will also be expected to engage in positive and respectful behavior. Therefore,
students must acknowledge and be mindful of others as we create and move through various activities and games. Through positive engagement,
thoughtful feedback, respectful boundaries, effort, responsibility, and cooperation I hope to create structure and a cooperative culture within my
class.