Name: Brett Gaddy

PHYSICAL EDUCATION LESSON PLAN -

Date of Lesson: 2-22-2023 Class Time: 11:35am – 12:15pm

School Name and Grade: White Elementary 4th Grade Technology Use: iPad (I’m providing)
Lesson Plan
Length of Lesson: 40 minutes Number of Students: 19 students
__1__ of
__5__ Central Focus: Striking/Fitness

National Standards Addressed:

Standard 1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns

Standard 2: The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement
and performance

Standard 5: The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction
GPS Standards Assessed:
PE4.1.m- Volleys underhand using a mature form in small-sided games

PE4.2.d- Applies the concepts of direction and force when manipulating an object

PE4.5.a- Examines the health benefits of participating in physical activity

Equipment/Supplies: 6 jump ropes, 3 kickballs, 6 workout bands. and an iPad (I’m Description of Facility: White Elementary Gym
providing)

Prior Academic Knowledge & Skill: Students should already have experience volleying an object under hand/sidearm striking pattern to
a partner or over a net.
 Safety Considerations: (Physical & Emotional) : When at the stations students will need to make sure they are looking up at all times so
that they don’t run into each other

Teaching Style: Command Style Instructional Strategies: Demonstrations, QR code, Video to watch

Curriculum Approach: Traditional Style

Objectives Assessment Tool

(Please note whether Formal or Informal)
Cognitive Objective (s): https://docs.google.com/document/d/1fc1gdodTV2P2A5h8FocoGqEN0fJZ3f94-
1. TSWBAT know where to hit the ball based on where the person is LVszyeawQw/edit?usp=sharing
standing when playing the game 4 square.
2. TSWBAT know how to properly execute the exercise when at the
exercise station.

Psychomotor Objective (s): Checklist ^

1. TSWBAT properly volley a ball back and forth during practice while
going through the stations 80% of the time during time allowed.
2. TSWBAT successfully perform the exercises that are being displayed
throughout the video 80% of the time.

Affective Objective (s): Checklist ^

1. TSWBAT know another example of a physical activity that will
help them be more physically active through another source

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 plan. Delete
them before typing your lesson outline.

Introductory or Dice warm-up: Students will perform 3 warm-up exercises. One die will Time Objectives Assessment:
Allocations: Addressed:
Instant Activity have exercises on it and the other has reps or seconds on it. I will let 6
5 minutes A1
(Instant/ total students roll the dice and they will all perform the exercises to get
Motivational the blood flowing and heart rate up.
Activity; Warm-Up &
Review; Set Transition: Students will sit on their dots for further instructions Time Allocations: 30 seconds
Induction)
INTRODUCTION Set Induction Time Objectives Assessment:
Today will be doing our 4 square rally with a fitness station in the back Allocations: Addressed:
using bands that go around our legs. At the end we will come together 1 minute
and have 3 courts for you to split up into 3 groups and play the game.
Time Allocations:
Transition:
Fitness Activity Same as instant activity Time Objectives Assessment:
Allocations: Addressed:

Transition: Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: I will demonstrate the whole entire station Time Objectives Assessment
Allocations: Addressed: & Feedback:
passing and dribbling with a few students that volunteer to help
2-4 minutes

Learning Task: Volleying Station w/ partner Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Students will be with their partners and they will 1. Step with Easier: students can
opposite just volley to the wall 5 minutes P1, C1 Performance
volley the ball back and forth amongst their partner.
foot by them selves Feedback
So, if they start their they should do better with and Teacher
2. Follow
station 3 or of they started at station 3 and weren’t through to checklist
Harder: Students can
the greatest at it then they can get more practice waist volley overhand
prior to the game. 3. Finish at
target

Transition: I will stop the music and freeze the students. The students will put all Time Allocations: 30 seconds
equipment down and get ready to rotate.
Task #2 Demonstration/ Essential Questions: I will demonstrate the correct way the station Time Objectives Assessment
Allocations: Addressed: & Feedback:
should be done.
 2 minutes

Learning Task: Fitness Station Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The group of students will watch the video and 1. In video Easier: Students don’t
for the have to use the bands 5 minutes P2, C2 Performance
follow allowing while the video is being played. Only
exercise Feedback
one of them requires a band. There is an exercise and Teacher
period and a rest period throughout the video they Harder: Students can
checklist
get the bands that
will spread out during the exercise part and then make the exercise
come together to watch the demonstration while harder
the rest time is going.

Transition: I will stop the music and freeze the students. The students will put all Time Allocations: 30 seconds
equipment down and get ready to rotate.
Task #3 Demonstration/ Essential Questions: I will demonstrate the correct way to volley the Time Objectives Assessment
Allocations: Addressed: & Feedback:
ball back and forth with correct form.
2-4 minutes Performance
Feedback
and Teacher
checklist

Learning Task: Volleying station w/ group Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The students will volley back and forth amongst 1. Step with Easier: students can
opposite just volley to a partner 5 minutes P1, C1
their group. They will begin a “rally” and once it
foot
ends the two that were sitting out would then come
2. Follow Harder: Students can
in and practice volleying the ball. through to volley overhand
waist
3. Finish at
target
Transition: I will stop the music and freeze the students. The students will put all Time Allocations: 30 seconds
equipment down and get ready to rotate.
Task #4 Demonstration/Essential Questions: I will demonstrate all of the rules (Ex: ways to Time Objectives Assessment
Allocations: Addressed: & Feedback:
get out)
2 minutes

Learning Task: 4 Square Gameplay Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Students will stay in their groups and we will begin 1. Step with Easier: Students can
opposite play by less rules 10 minutes P1, C1 Performance
rule play. Each time a students get out they will
foot Feedback
rotate based on the rules that I have given them. and Teacher
2. Follow
 through to Harder: Can tell checklist
waist students to hit where
3. Finish at they are not
target

Transition: I will stop the music and have the students put up all equipment and get Time Allocations: 30 seconds
ready to go.

Time Objectives Assessment

CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)

Will ask the students the enjoyment of the games and exercises they learned. 5 minutes
The checklist will show me what they know.
Once done the students will line up and get ready to go.

Differentiation Based on Student Characteristics

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

English Language Learners: I will provide many demonstrations for every activity to ensure every student understands what to do

Students below Grade Level: I will provide any modifications needed for the students that are behind skill level wise

Students above Grade Level: I will provide modifications for the students that are ahead skill level wise
 Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be encouraged to take water breaks during any and every transition that takes place.

Behavioral Conditions: Students will sit out of a certain task if they fail to follow the classroom rules (respect authority, others and yourself). Then we will tell
students that we will be giving their parents a phone call home if the behavior keeps happening.

Resources:

Organization: Please draw the set-up for your gym/classroom with equipment.
Name:

PHYSICAL EDUCATION LESSON PLAN -

Date of Lesson: 2-27-2023 Class Time: 11:35am – 12:15pm

School Name and Grade: White Elementary 4th Grade Technology Use: Video Smart board
Lesson Plan
Length of Lesson: 40 minutes Number of Students: 19 students
__2__ of
__5__ Central Focus: Striking with feet/pickle ball paddle

National Standards Addressed:

Standard 1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns

Standard 2: The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement
and performance

Standard 5: The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction

GPS Standards Assessed:

PE4.1.i- Dribbles (with feet) in general space with control of ball and body while increasing and decreasing speed

PE4.1.0- Strikes an object with a short-handled implement (lollipop paddle or ping pong paddle) alternating hits with a partner over a
low net, line, or against a wall demonstrating mature form
 PE4.2.d- Applies the concepts of direction and force when manipulating an object

PE4.5.b- Ranks the enjoyment and/or challenge of various physical activities

Equipment/Supplies: 11 pickle ball paddles, 3 soccer balls, 12 cones, 11 plastic balls Description of Facility: White Elementary Gym

Prior Academic Knowledge & Skill: Student should already have prior knowledge on striking with a shorthanded implement. Students
should also have experience in dribbling with their feet as well.

Safety Considerations: (Physical & Emotional) : Students will be constantly reminded to swing the paddle from the bottom up. That way
nobody gets hot in the head with a paddle. When dribbling the soccer ball we are not kicking it to the next person so that shouldn’t be
an issue. Students are to encourage at all times and be respectful at all times as well.

Teaching Style: Command style Instructional Strategies: Demonstrations, Student demonstrations

Curriculum Approach: Traditional approach

Objectives Assessment Tool

(Please note whether Formal or Informal)
Cognitive Objective (s): https://docs.google.com/document/d/1sUAesE88tf-
1. TSWBAT know when to hit the ball softer or harder depending on when where the ball tZqaP0m7527BgLY_VwAdrGsuyMUobX5s/edit?usp=sharing
lands after it hits the wall.
2. TSWBAT know how to dribble with proper form (short, soft touches, inside of foot).

Psychomotor Objective (s): Checklist^

1. Student will be able to dribble the ball straight down and back successfully 80% of the
time at the dribbling station.
2. Student will be able to strike the ball off of the wall to themselves successfully 80% of
the time.

Affective Objective (s): Checklist^

1. TSWBAT learn and know another game or two that can be played outside of gym
 class in the real world.

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 plan. Delete
them before typing your lesson outline.

Introductory or GoNoodle warm-up: The students will stand on their dots and there will Time Objectives Assessment:
Allocations: Addressed:
Instant Activity be a GoNoodle video playing. The students re to copy what the person is
5 minutes
(Instant/ doing in the video to the best of their ability. This will get them up and get
Motivational the blood flowing before ethe activity.
Activity; Warm-Up &
Review; Set Transition: Students will sit back on their dot for further instructions Time Allocations: 30 seconds
Induction)
INTRODUCTION Set Induction Time Objectives Assessment:
We are going to continue with our striking but instead of using our hands Allocations: Addressed:
we will be using our feet and a pickle ball paddle. Who in here has heard 2 minutes
of the game pickle ball? Who in here is good at dribbling a soccer ball?

Time Allocations: 2 minutes

Transition: Student will wait for further instructions
Fitness Activity Same as intro activity Time Objectives Assessment:
Allocations: Addressed:

Transition: Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: I will demonstrate what it should look like and Time Objectives Assessment
Allocations: Addressed: & Feedback:
answer any questions
1 minute

Learning Task: Station #1 Soccer Dribbling Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Students will start the first cone and dribble straight 1. Soft Easier: Students can
walk straight down the 5 minutes C2, P1, A1 Performance
down and then straight back. After the students 2. Short
cones Feedback
finish they will leave the ball at the next students 3. Inside of
and Teacher
feet so they can dribble. foot
 Harder: Students can checklist
run straight down the
cones

Transition: Students will freeze sit the balls back at the front of the line and sit the Time Allocations: 30 seconds
pickle paddles down with the plastic balls

Task #2 Demonstration/ Essential Questions: I will demonstrate what it should look like hitting Time Objectives Assessment
Allocations: Addressed: & Feedback:
the ball against the wall
1 minute

Learning Task: Station #2 Striking w/ Pickle Ball Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Paddle- Students will strike the plastic ball up to 1. Flat Easier: Students can
paddle use a frisbee and hold 5 minutes C1, P2, A1 Performance
themselves as many times as they can will standing
2. Up & it with two hands Feedback
in one spot. The students will keep count and try to and Teacher
Down
beat their own record each time. checklist
3. Eyes on Harder: Students can
ball use non dominant
hand if it gets too easy

Transition: Students will sit down after they have been to both stations so I can show Time Allocations: 30 seconds
them what to do next
Task #3 Demonstration/ Essential Questions: I will demonstrate what it should look like Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Station #1 Dribbling soccer- This Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
time the students will dribble like snake around the 1. Soft Easier: Students can
use a bigger ball and 5 minutes C2, P1, A1 Performance
cones. They will weave in and out of each cone and 2. Short
walk with it Feedback
then once they return they will leave the ball at the 3. Inside of
and Teacher
other students feet so they can dribble. foot
checklist
Harder: Students can
jog while dribbling the
ball
Transition: Students will freeze and sit the paddles/ball down and put the soccer ball at Time Allocations: 30 seconds
the beginning of the line
Task #4 Demonstration/ Essential Questions: I will demonstrate what it should look like Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Station #2 Pickle ball Paddle- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Students will find an open space on the wall on one 1. Flat Easier: Student can use
 side of the gym. The students will strike the ball to Paddle a bigger ball to strike 5 minutes C1, P2, A1 Performance
against the wall Feedback
the wall and let it bounce off of the ground and then 2. Up &
Down and Teacher
strike it again. They will try to do this as many times checklist
in a row as possible. 3. Eyes on Harder: Students can
ball use non dominant
hand to make it more
challenging

Transition: Students will put all equipment up back where it originally came from Time Allocations: 1 minute
unless I say otherwise.

Time Objectives Assessment

CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
Performance
Do you think the warm up will help with a real soccer game? If so why? 5 minutes Feedback
How do dribble the ball? and Teacher
checklist
When we hit the ball in the air to ourselves what is one of the most important things to remember?

Differentiation Based on Student Characteristics

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

English Language Learners: I will provide many demonstrations for every activity to ensure every student understands what to do

Students below Grade Level: I will provide any modifications needed for the students that are behind skill level wise

Students above Grade Level: I will provide modifications for the students that are ahead skill level wise
 Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be encouraged to take water breaks during any and every transition that takes place.

Behavioral Conditions: Students will sit out of a certain task if they fail to follow the classroom rules (respect authority, others and yourself). Then we will tell
students that we will be giving their parents a phone call home if the behavior keeps happening.

Resources:

Organization: Please draw the set-up for your gym/classroom with equipment.
Name:

PHYSICAL EDUCATION LESSON PLAN -

Date of Lesson: 3-3-2023 Class Time: 11:35am – 12:15pm

School Name and Grade: White Elementary 4th Grade Technology Use: ClearTouch Smartboard
Lesson Plan
Length of Lesson: 40 minutes Number of Students: 19 students
__3__ of
__5__ Central Focus: Striking with feet/pickle ball paddle

National Standards Addressed:

Standard 1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns

Standard 2: The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement
and performance

Standard 5: The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction

GPS Standards Assessed:

PE4.1.j- Kicks an object along the ground and in the air

PE4.1.p- Strikes an object with a long-handled implement (hockey stick, golf club, bat, tennis or badminton racket) while demonstrating
three of the five critical elements of a mature form (grip, stance, body orientation, swing plane, and follow-through)
PE4.2.d- Applies the concepts of direction and force when manipulating an object
 PE4.5.b- Ranks the enjoyment and/or challenge of various physical activities

Equipment/Supplies: 11 pickle paddles, 3 soccer balls, 3 soccer goals, 9 cones Description of Facility: White Elementary Gym

Prior Academic Knowledge & Skill: Students will have learned in the previous class how to strike with a paddle and stay under control.
Students will have an idea how to strike a soccer with the inside of their foot from dribbling in the previous class.

Safety Considerations: (Physical & Emotional) : Students will be reminded to not swing the paddle above their chest. That way another
student will not get hit in the face. Students will make sure no one is standing in front of the goal before they shoot it. Students are to
encourage at all times and be respectful at all times as well.

Teaching Style: Command Instructional Strategies: Demonstrations, student demonstrations

Style
Curriculum Approach: Traditional

Objectives Assessment Tool

(Please note whether Formal or Informal)
Cognitive Objective (s): https://docs.google.com/document/d/1OFtJhImlaV5f80WFevPeRMPf8MGowfTSYzcoCNZMTIs/edit?usp=sharing
1. Students will know how to
properly shoot a soccer ball (2 steps
starting with dominant foot, inside of
foot, follow through)
2. Students will know how far to hit
the ball based on where their partner
is standing

Psychomotor Objective (s): Checklist^

1. Students will be able to hit the ball
to their partner on one bounce at
least 80% of the time while at the
striking partner station.
2. The students will be able to kick
the soccer ball with proper form at
 least 80% of the time (2 steps starting
with dominant foot, inside of foot,
follow through)

Affective Objective (s): : Checklist^

1. TSWBAT learn and know
another game or two that
can be played outside of
gym class in the real world.

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 plan. Delete
them before typing your lesson outline.

Introductory or ClearTouch Smart board- Use the smartboard for the warmup. Go to Time Objectives Assessment:
Allocations: Addressed:
Instant Activity GoNoodle and go to the exercise channel then from their you will select a
3-5 minutes
(Instant/ video that’s about 3-5 minutes long. Pick any video that you would like
Motivational except form the 20 minute videos.
Activity; Warm-Up &
Review; Set Transition: Students will sit on their dot for further instructions Time Allocations:
Induction)
INTRODUCTION Set Induction Time Objectives Assessment:
Today we will continue with soccer and pickle ball. We are continuing Allocations: Addressed:
striking with our feet and striking with a short handled implement. Today 1-2 minutes A1
you we will start with hitting against the wall with our pickle ball paddles
and then work to hitting it to a partner if you can still in control while
hitting it against the wall. For the soccer station we will dribble and then
shoot today. Still working on dribbling but now we are adding on
shooting as well.
Time Allocations: 2 minutes
Transition: Students will remain on their dots while I move on to
demonstrating and explaining the stations
 Fitness Activity Same as intro activity Time Objectives Assessment:
Allocations: Addressed:

Transition: Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: I will demonstrate how they station should look Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Dribbling & shooting- The students Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
will dribble through the cones like a snake using Dribbling Easier: Students can
use a bigger ball and 5 minutes C1, P2, A1 Performance
short and soft touches. Once they get to the last 1. Soft
walk with it Feedback
cone they will then stop and shoot the ball on the 2. Short
and Teacher
goal set up in front of their line. If they miss then 3. Inside of checklist
foot Harder: Students can
that is okay they will get another opportunity to kick the ball while on
dribble and shot again shortly. After they shoot they Shooting
the run if stopping it is
will get the ball they shot and dribble it back to the 1. Left foot too easy
if righty and
student that was waiting behind them. right foot if
lefty
2. Inside of
foot
3. Follow
through

Transition: Freeze! Students will stop what they are doing and sit the paddles down Time Allocations: 30 seconds
and put the soccer balls at the cone farthest from the goal
Task #2 Demonstration/ Essential Questions: I will demonstrate what this station will look like Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Paddle station- For a little review so Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
the students can warm up with the paddles they will 1. Flat Easier: Student can use
Paddle a bigger ball to strike 5 minutes C2, P1, A1 Performance
start with striking it to themselves off of the wall.
2. Up & against the wall Feedback
The need to remember to stay in control so that way and Teacher
Down
they can move on to partners the next time they are checklist
3. Eyes on Harder: Students can
at the paddle station. ball use non dominant
hand to make it more
challenging

Transition: Freeze! Students will stop what they are doing and sit the paddles down Time Allocations: 30 seconds
 and put the soccer balls at the cone farthest from the goal
Task #3 Demonstration/ Essential Questions: I will demonstrate what this station will look like Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Dribbling & shooting- The students Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
will dribble through the cones like a snake using Dribbling Easier: Students can
use a bigger ball and 5 minutes C1, P2, A1 Performance
short and soft touches. Once they get to the last 1. Soft
walk with it Feedback
cone they will then stop and shoot the ball on the 2. Short
and Teacher
goal set up in front of their line. If they miss then 3. Inside of checklist
foot Harder: Students can
that is okay they will get another opportunity to kick the ball while on
dribble and shot again shortly. After they shoot they Shooting
the run if stopping it is
will get the ball they shot and dribble it back to the 1. Left foot too easy
if righty and
student that was waiting behind them. right foot if
lefty
2. Inside of
foot
3. Follow
through
Transition: Freeze! Students will stop what they are doing and sit the paddles down Time Allocations: 30 seconds
and put the soccer balls at the cone farthest from the goal
Task #4 Demonstration/ Essential Questions: I will demonstrate what this station will look like Time Objectives Assessment
Allocations: Addressed: & Feedback:
1 minute

Learning Task: Paddle station- There will be cones Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
set up where the students will stand next to. The 1. Flat Easier: Students can
Paddle use a bigger ball to 5 minutes C2, P1, A1 Performance
students will then use the paddles to strike to their
2. Up & strike to their partner Feedback
partner. The goal is to have the ball bounce once and Teacher
Down
and then the partner will strike it back and have the checklist
3. Eyes on Harder: Students can
ball. Bounce once also. That way it gives the ball back up farther if the
partners the opportunity to strike it back. original cones are too
easy

Transition: I will have the students put up all equipment in the correct places Time Allocations: 1 minute
 Time Objectives Assessment
CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
Performance
How do we shoot the ball? 5 minutes Feedback
When using the paddle do we want to hit the ball as hard as we can? and Teacher
checklist
How can we make sure we stay in control of the ball when striking it with the paddle?

Differentiation Based on Student Characteristics

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

English Language Learners: I will provide many demonstrations for every activity to ensure every student understands what to do

Students below Grade Level: I will provide any modifications needed for the students that are behind skill level wise

Students above Grade Level: I will provide modifications for the students that are ahead skill level wise

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

Physical Conditions: Students will be encouraged to take water breaks during any and every transition that takes place.

Behavioral Conditions: Students will sit out of a certain task if they fail to follow the classroom rules (respect authority, others and yourself). Then we will tell
students that we will be giving their parents a phone call home if the behavior keeps happening.
Resources:

Organization: Please draw the set-up for your gym/classroom with equipment.
Name:

PHYSICAL EDUCATION LESSON PLAN -

Date of Lesson: 3-6-2023 Class Time: 11:35am – 12:15pm

School Name and Grade: White Elementary 4th Grade Technology Use: N/A
Lesson Plan
Length of Lesson: 40 minutes Number of Students: 19 students
__4__ of
__5__ Central Focus: Striking with feet dribbling, passing and shooting

National Standards Addressed:

Standard 1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns

Standard 2: The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement
and performance

Standard 5: The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction
 GPS Standards Assessed:
PE4.1.l- Receives and passes the ball with the inside and outside of the feet to a stationary and moving target

PE4.1.i- Dribbles (with feet) in general space with control of ball and body while increasing and decreasing speed

PE4.2.d- Applies the concepts of direction and force when manipulating an object

PE4.5.b- Ranks the enjoyment and/or challenge of various physical activities

Equipment/Supplies: 3 soccer goals, 19 cones/poly spots, 8 soccer balls, 2 pool Description of Facility: White Elementary Gym
noodles
Prior Academic Knowledge & Skill: Students will have previous experience with shooting and dribbling. Students also should have
previous experience with passing a soccer ball.

Safety Considerations: (Physical & Emotional) : When passing students should make sure that the person they are passing to is looking.
When shooting make sure no one is in front of the goal they are shooting in.

Teaching Style: Command style Instructional Strategies: Teacher and student demonstrations

Curriculum Approach: Traditional

Objectives Assessment Tool

(Please note whether Formal or Informal)
Cognitive Objective (s): https://docs.google.com/document/d/1sr_tcaAfXdiqJOMFCB9e1agqknoGgN55Jn2404zdd8E/edit?usp=sharing
1. TSWBAT know when to pass it to a
moving target based off of the scenario
given
2. TSWBAT know when they are passing
that it doesn’t have to be kicked hard

Psychomotor Objective (s): Checklist^

1. TSWBAT know how to pass it to a
moving target with proper form ( on
ground, inside of foot, lead them)
2. TSWBAT how to receive a pass from
 their partner with proper form (inside
of foot, soft touch)

Affective Objective (s): Checklist^

1. TSWBAT learn and know
another game or two that can
be played outside of gym class
in the real world.

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 plan. Delete
them before typing your lesson outline.

Introductory or Soccer dribble tag- This activity can be played indoors or out. Select 2 Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students to be the 'taggers.' Each will use a noodle to tag players. Select 2
5 minutes
(Instant/ students to be 'dribbler'. Each has a soccer ball and is dribbling around
Motivational the area looking for frozen players. When a player is tagged, they must
Activity; Warm-Up & 'Freeze' and make a goal by spreading their feet apart. Using dribble skills
Review; Set learned prior to this lesson, a 'dribbler' dribbles the ball to the 'tagged'
Induction) student and passes the ball between the feet of a 'frozen' player to
INTRODUCTION unfreeze them. This MUST BE from the front of the frozen player to the
bag--not from back to front. Make sure you demonstrate this before the
beginning of the activity. Only 'dribblers' are allowed to touch the ball. If a
ball touches anyone else they become 'frozen' until a ball is passed
between their feet. After about a minute change the dribblers and
taggers do this about 4 times.

Transition: Students will sit equipment on the stage and return to their Time Allocations: 30 seconds
dots for further instructions
Set Induction Time Objectives Assessment:
Today we will not be working on pickle ball but focusing on soccer this Allocations: 2 Addressed:
minutes
 week. Next week we will focus on pickle ball only. Today we will still be
working on dribbling and shooting. Also we will be working on passing
today. So that way hopefully we can play a small game of soccer in a
week.

Time Allocations: 1 minute

Transition: Students will wait to get split up into groups
Fitness Activity Same as intro activity Time Objectives Assessment:
Allocations: Addressed:

Transition: Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: I will demonstrate or have students demonstrate Time Objectives Assessment
Allocations: 1 Addressed: & Feedback:
minute

Learning Task: Dribbling & shooting- The students Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
will dribble through the cones like a snake using Dribbling Easier: Students can
use a bigger ball and 5 minutes A1 Performance
short and soft touches. Once they get to the last 1. Soft
walk with it Feedback
cone they will then stop and shoot the ball on the 2. Short
and Teacher
goal set up in front of their line. If they miss then 3. Inside of checklist
foot Harder: Students can
that is okay they will get another opportunity to kick the ball while on
dribble and shot again shortly. After they shoot they Shooting
the run if stopping it is
will get the ball they shot and dribble it back to the 1. Left foot too easy
if righty and
student that was waiting behind them. right foot if
lefty
2. Inside of
foot
3. Follow
through

Transition: I will tell the students to freeze and then have them switch between the Time Allocations: 30 seconds
two stations.
Task #2 Demonstration/ Essential Questions: I will have demonstrated what the students Time Objectives Assessment
Allocations: 1 Addressed: & Feedback:
should do at the passing station
minute

Learning Task: Passing Station- Students will be in Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
groups of three. There will be two students that will Passing/ Easier: Students can
 start at the cones closest to the half court line and Receiving scoot closer to shorten 5 minutes C2, P2 Performance
the distance of the Feedback
one student at the cones near the wall. The students 1. On
ground pass and Teacher
near the halfcourt line will be passing it to the other checklist
student. The side with two students will just rotate 2. Inside of
foot Harder: Students can
so each student gets to pass it. They will first start kick with non-
3. Soft
out passing it to stationary targets (students). When touch dominant foot
students receive the pass they will give the ball so
that way it doesn’t bounce off of their foot and get
too far away from them.

Transition: I will tell the students to freeze and then have them switch between the Time Allocations: 30 seconds
two stations.
Task #3 Demonstration/ Essential Questions: I will have already demonstrated what the Time Objectives Assessment
Allocations: Addressed: & Feedback:
station should look like
30 seconds

Learning Task: Same as task 1 Skill Cues: Modifications: Time Objectives Assessment
Dribbling Easier: Students can Allocations: Addressed: & Feedback:
use a bigger ball and 5 minutes A1 Performance
1. Soft
walk with it Feedback
2. Short
and Teacher
3. Inside of checklist
foot Harder: Students can
kick the ball while on
Shooting
the run if stopping it is
1. Left foot too easy
if righty and
right foot if
lefty
2. Inside of
foot
3. Follow
through
Transition: I will tell the students to freeze and then have them switch between the Time Allocations: 30 seconds
two stations.
Task #4 Demonstration/ Essential Questions: I will have already demonstrated what the Time Objectives Assessment
Allocations: Addressed: & Feedback:
passing should look like
30 seconds

Learning Task: Passing station- The second time the Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
students come to the passing station they will then Passing/ Easier: Students can
 pass it to the students while they are moving. The Receiving stay with stationary 5 minutes C1, P1 Performance
passing Feedback
students will all go the same way so that way they 1. On
ground and Teacher
do not run into each other. After each pass students checklist
will switch cones. Then after each students gets to 2. Inside of Harder: Students can
foot kick a lead pass with
pass it about 3 times they will switch and pass the non-dominant foot
3. Lead
other direction. them
4. Soft
touch

Transition: Students will freeze and I will have them put all equipment up Time Allocations: 1 minute

Time Objectives Assessment

CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
Performance
What can we do to make sure we lead our partner? 5 minutes Feedback
How do we receive a pass? and Teacher
checklist

Differentiation Based on Student Characteristics

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

English Language Learners: I will provide many demonstrations for every activity to ensure every student understands what to do

Students below Grade Level: I will provide any modifications needed for the students that are behind skill level wise
 Students above Grade Level: I will provide modifications for the students that are ahead skill level wise

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

Physical Conditions: Students will be encouraged to take water breaks during any and every transition that takes place.

Behavioral Conditions: Students will sit out of a certain task if they fail to follow the classroom rules (respect authority, others and yourself). Then we will tell
students that we will be giving their parents a phone call home if the behavior keeps happening.

Resources: https://www.pecentral.org/lessonideas/ViewLesson.asp?ID=7996#.ZAtSbuzMK3I

Organization: Please draw the set-up for your gym/classroom with equipment.
Name:

PHYSICAL EDUCATION LESSON PLAN -

Date of Lesson: 3-10-2023 Class Time: 11:35am – 12:15pm

School Name and Grade: White Elementary 4th Grade Technology Use: NA
Lesson Plan
Length of Lesson: 40 minutes Number of Students: 19 students
__5__ of
__5__ Central Focus: Striking with short handed implement

National Standards Addressed:

Standard 1: The physically educated student demonstrates competency in a variety of motor skills and movement patterns

Standard 2: The physically educated student applies the knowledge of concepts, principles, strategies, and tactics related to movement
and performance

Standard 5: The physically educated student recognizes the value of physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction
GPS Standards Assessed:
PE.4.1.o- Strikes an object with a short-handled implement (lollipop paddle or ping pong paddle) alternating hits with a partner over a
low net, line, or against a wall demonstrating mature form

PE4.2.d- Applies the concepts of direction and force when manipulating an object

PE4.5.b- Ranks the enjoyment and/or challenge of various physical activities

Equipment/Supplies: 20 paddles, 11 balls, 4 nets Description of Facility: White elementary Gym

 Prior Academic Knowledge & Skill: Students will have prior knowledge on striking with shorthanded implements from the previous
lessons and also from the previous school year.

Safety Considerations: (Physical & Emotional) : Students will need to make sure that they don’t swing the paddle above their chest.
Make sure that no one is in front of them when they swing it so that they don’t hit them.

Teaching Style: Command Style Instructional Strategies: Demonstrations and student demonstrations

Curriculum Approach: Traditional

Objectives Assessment Tool

(Please note whether Formal or Informal)
Cognitive Objective (s): https://docs.google.com/document/d/1SfFdTi6N1f183nR_UjmJlmriGWhasxorav-
1. TSWBAT know when to hit it short or farther based on where their OKWMQJe8/edit?usp=sharing
partner is
2. TSWBAT know where to hit it based on where they are in relation
to the net

Psychomotor Objective (s): Checklist^

1.TSWBAT hit the ball on one bounce to their partner 80% of the time
with proper form (flat paddle, up and down, eyes on target)
2. TSWBAT hit the ball over the net 80% of the time to their partner
with proper form (flat paddle, up and down, eyes on target)

Affective Objective (s): Checklist^

1. TSWBAT learn and know another game or two that can be
played outside of gym class in the real world.
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 plan. Delete
them before typing your lesson outline.

Introductory or Darebee- Students will mock what the picture is Time Objectives Assessment:
Allocations: Addressed:
Instant Activity doing they will do each exercise 2-3 times.
3-5 minutes
(Instant/ Depending on how they are felling after the second
Motivational time.
Activity; Warm-Up &
Review; Set
Induction)
INTRODUCTION

Transition: Student will sit on their dots for further instructions Time Allocations: 30 seconds

Set Induction Time Objectives Assessment:

So, like I said last week today we will focus on striking with the pickle ball Allocations: Addressed:
paddle. Today we will spread out and hit to a partner to start off and then 2 minutes
we will work hitting over a net to our partner. Then I will have a
competition for you and your partner to do.

Time Allocations: 3o seconds

Transition: Students will partner up
Fitness Activity Same as intro activity Time Objectives Assessment:
Allocations: Addressed:

Transition: Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: I will demonstrate what should be done Time Objectives Assessment
Allocations: Addressed: & Feedback:
1-2 minutes

Learning Task: Hitting to a partner- Student will Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
partner up and spread out across them gym in a 1. Flat Easier: They can scoot
Paddle closer if needed 6 minutes C1, P1 Performance
straight line. They will then proceed to hit the ball
2. Up & Feedback
back and forth to their partner to where it only and Teacher
 bounces once. Down Harder: They can scoot checklist
3. Eyes on back to make it harder
ball

Transition: Students will freeze and I will give next task Time Allocations: 30 seconds

Task #2 Demonstration/ Essential Questions: I will demonstrate what needs to be done next Time Objectives Assessment
Allocations: Addressed: & Feedback:
1-2 minutes

Learning Task: Challenge Task- Students will keep Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
same partners and see how many times they can hit 1. Flat Easier: Scoot closer if
Paddle needed 2 minutes C1, P1 Performance
the ball back and forth without messing up. They
2. Up & Feedback
will get two minutes to see how many they can get. and Teacher
Down Harder: Back up if they
checklist
3. Eyes on want to
ball

Transition: Students will freeze and have a seat Time Allocations: 30 seconds

Task #3 Demonstration/ Essential Questions: I will demonstrate the next task Time Objectives Assessment
Allocations: Addressed: & Feedback:
3 minutes

Learning Task: Hitting to a partner over a net- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Students will keep the same partners as they had 1. Flat Easier: Students can
Paddle hit to a partner 8 minutes C2, P2 Performance
before. They will stand in the same spot as they
2. Up & without net if Feedback
were before. The only thing changing is that there struggling and Teacher
Down
will be a net that they have to hit it over. The checklist
3. Eyes on
students will do the same thing as they have been ball Harder: Students can
doing except now they have to hit over the net to move forward and
their partner and have it bounce once. backward on partner
to change it up

Transition: Students will freeze and have a seat Time Allocations: 30 seconds

Task #4 Demonstration/ Essential Questions: I will explain and demonstrate if needed Time Objectives Assessment
Allocations: Addressed: & Feedback:
30 seconds

Learning Task: Over net partner challenge- Students Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
will see how many times they can strike the ball over 1. Flat Easier: Students can
2-3 minutes
 the net to their partner without messing up. IF the Paddle hit to a partner C2, P2 Performance
without net if Feedback
students mees up the number resets to “0” and 2. Up &
Down struggling and Teacher
they restart their count. They are trying to stay in checklist
control and get as many as they can. 3. Eyes on
ball Harder: Students can
move forward and
backward on partner
to change it up

Transition: Students will freeze and put all equipment up where it belongs Time Allocations: 30 seconds

Time Objectives Assessment

CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
Performance
What can help us hot the ball farther? 5 minutes Feedback
How can we make sure that the ball lands in front of our partner? and Teacher
checklist

Differentiation Based on Student Characteristics

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

English Language Learners: I will provide many demonstrations for every activity to ensure every student understands what to do

Students below Grade Level: I will provide any modifications needed for the students that are behind skill level wise

Students above Grade Level: I will provide modifications for the students that are ahead skill level wise
 Student Exceptionalities
(Specific and detailed plan to modify lesson to meet learning needs of all students)

Physical Conditions: Students will be encouraged to take water breaks during any and every transition that takes place.

Behavioral Conditions: Students will sit out of a certain task if they fail to follow the classroom rules (respect authority, others and yourself). Then we will tell
students that we will be giving their parents a phone call home if the behavior keeps happening.

Resources: https://darebee.com/images/workouts/kick-i-asked-for-workout.jpg

Organization: Please draw the set-up for your gym/classroom with equipment.