Unit Plan

Name: Sean Lofton

PHYSICAL EDUCATION LESSON PLAN – Striking with an Implement

Date of Lesson: 02/26/2024 Class Time: 10:15 am – 11:00 am

School Name and Grade: Macedonia Elementary School – Kindergarten Technology Use: Canvas; laptop, Music audio; PE
Lesson Plan Specialist video shared on Canvas for Parents and
Students to watch demonstration on Striking
__1_ of __5_ Balloons implements
Length of Lesson: 45 minutes Number of Students: 60

Central Focus: Striking an object with an Implement with Control

National Standards Addressed:

PEK.1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
PEK.2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
PEK.4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
PEK.5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social
interaction.

GPS Standards Assessed:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.d – Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
PEK.4.a – Follows directions individually and in a group setting (follows rules and takes turns).
PEK.5.d – Recognizes the enjoyment of playing with others.

1
 Equipment/Supplies: Description of Facility: gymnasium
music, 15 pool noodles, 15 frisbees, 15 paddles, 15 bowling pins, 40 balloons, 15 bean bags,
8 jump ropes

Prior Academic Knowledge & Skill:

N/A for Kindergarten
Safety Considerations: (Physical & Emotional) :
Paddles, bowling pins and noodles need to be used for specific striking purposes only, not as toys, swords, bats, etc.
There should be no running, diving, or sliding to retrieve runaway balloons.
Students need to be positive and encouraging to others, especially those who are having difficulty completing the skills.
Students will need to be aware of shared space and not running into others during game play.

Teaching Style: Instructional Strategies:

Task Mastery Demonstrate each activity as well as appropriate paddle grip and striking
technique.
Curriculum Approach:
Promoting skill development and physical activity
Objectives Assessment Tool
(Please note whether Formal or Informal)
Cognitive Objective (s): Informal formative assessment during skill
1. TSWBAT recall a skill cue for paddle form (handshake grip; straight wrist, flat paddle). stations, with random questioning of some
2. TSWBAT recall a skill cue for striking technique (hit upward, low to high). students to confirm understanding of skill
cues.
Psychomotor Objective (s): Informal formative assessment during skill
1. TSWBAT successfully show the ability to strike a balloon upward. stations to assess striking attempts and
2. TSWBAT successfully demonstrate proper form when striking a ball upward. ability to maintain proper form.

Affective Objective (s): Informal formative assessment during skill

1. TSWBAT identify an example where they provided support for one another during the skill stations or helping to stations to see examples of how students
a teammate. provide support to others during the
activities.

2
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 I will maintain their current arrival / warmup routine, which includes the Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students walking around the track as they arrive, until all are present. Walk around
the gym and
(Instant/Motivation Then the students find their self-space on the track, so they can start
10 minutes give students
al Activity; Warm-Up skipping. I announce to the class to switch to another locomotor congruent
& Review; Set movement every 30 seconds. feedback on
Induction) locomotor
movements.

Transition: Time Allocations:

INTRODUCTION
Fitness Activity At the end of the introductory warm-up, they will take a 2-minute jog, Time Objectives Assessment:
Allocations: Addressed:
followed by a 30 second cool down before we continue with our lesson Give students
2 minutes feedback on
on striking.
jogging.
Time Allocations: 1 minute
Transition: Students move to center court
Set Induction Hello students! Today we are going to start a new unit on Striking an Time Objectives Assessment:
Allocations: Addressed:
object with an Implement. An implement is just an item we use to strike
(or hit) an object. A strike is a hit with control. The objects we will be 2 minutes
striking today are bean bags and balloons. Our goal for this week is to
build up to hitting 10 times in a row, but we are going to start slow and go
from there. So let’s get started!
Transition: Students remain at center court for demonstrations Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate Paddle skills with bean bag.
1 minute
1
Learning Task: Paddle skills with bean bag Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will grip the paddle like a handshake, 1. Easier: One hit at a
Handshake time 5 minutes C1, P2 Walk through
hold wrist straight with paddle flat, then place bean
grip stations and
bag on top to test paddle balance. Then student will give students
2. straight Harder: Multiple hits in
toss bean bag upward. When the bean bag comes wrist congruent
a row
back down, the student will attempt to hit the bean 3. flat
feedback.
Primary focus
bag sending it back up again. Repeat as many times paddle
for station 1
as possible. is paddle
skills and

3
 form.

Transition: Move to Station 2 Time Allocations: 1 minute

Task 2: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a pool noodle
1 minute
2
Learning Task: Strike with Long side of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold noodle using the long side of 1. Hit Easier: one hit at a
Upward time 5 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Transition: Move to Station 3 Time Allocations: 1 minute

Task 3: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a frisbee.
1 minute
3
Learning Task: Strike with frisbee (using 2 hands) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with both hands, 1. Hold flat Easier: one hit at a
time 5 minutes C1, C2, P1, P2 Walk through
keeping it flat and hitting the balloon upward. 2. Hit
Upward Harder: multiple hits in stations and
a row give students
3. Low to
congruent
High
feedback.

Transition: Move to Station 4 Time Allocations: 1 minute

Task 4: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a bowling pin
1 minute
4
Learning Task: Strike with bowling pin Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Partners will line up on opposite sides of a jump 1. Easier: one hit at a
Handshake time 5 minutes C1, C2, P1, P2 Walk through
rope (laid on the floor) and use the bowling pin to
grip Harder: multiple hits in stations and
hit a balloon back and forth over the rope. give students
2. Straight a row
wrist congruent
feedback.

Transition: Students put away equipment and go to center court for closure Time Allocations: 1 minute

4
 Time Objectives Assessment
CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
C1, C2, P1, Provide
2 minutes
• Which station was the most challenging and why? P2 feedback
• What was your favorite station and why? on today’s
performanc
e.

Differentiation Based on Student Characteristics

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

English Language Learners:

There are none in this class, however, if there were I would use more focused visual demonstrations to assist with understanding of the skills and activities.
Students below Grade Level:
Allowed to use 2 hands instead of one hand and only 1 hit at a time.
Students above Grade Level:
Ask them to use non-dominant hand for striking and try for multiple hits in a row.

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

Physical Conditions:
The only consideration I could anticipate would be having enough spacing due to the large number of students. If that became an issue, I would need to ask
students to partner up and take turns with the activities, so that all 60 students are not striking all at once.
Behavioral Conditions:
I would issue one verbal warning if a student was not following the rules. And if not successful with the warning, I would send the student to the bleachers for a
short 2-to-3-minute timeout to correct behavior. If behavior problems persisted, I would consult my CT about further action.

Resources:
https://www.thepespecialist.com/strikingwithballoons/
https://openphysed.org/wp-content/uploads/2017/04/I-07-03-Pickleminton-Activities.pdf

Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). ‘Striking with Rackets and Paddles’, Children Moving: A reflective
approach to teaching physical education (Tenth). McGraw-Hill Education.
5
Organization: Please draw the set-up for your gym/classroom with equipment.

STAGE

Paddle Skills – Station 1 Striking with Bowling Pins (partners) - Station 4

Striking with Noodles – Station 2 Striking with Frisbees – Station 3

6
Name: Sean Lofton

PHYSICAL EDUCATION LESSON PLAN – Striking with an Implement

Date of Lesson: 02/28/2024 Class Time: 10:15 am – 11:00 am

School Name and Grade: Macedonia Elementary School – Kindergarten Technology Use: Canvas; laptop, Music audio
Lesson Plan
Length of Lesson: 45 minutes Number of Students: 60
__2_ of __5_
Central Focus: Striking an object with an Implement with Control

National Standards Addressed:

PEK.1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
PEK.2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
PEK.4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
PEK.5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social
interaction.

GPS Standards Assessed:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.d – Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
PEK.4.a – Follows directions individually and in a group setting (follows rules and takes turns).
PEK.5.d – Recognizes the enjoyment of playing with others.

Equipment/Supplies: Description of Facility: gymnasium

music, 15 pool noodles, 15 frisbees, 15 paddles, 15 bowling pins, 40 balloons, 15 bean bags,
8 jump ropes

Prior Academic Knowledge & Skill:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.

7
 PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
Safety Considerations: (Physical & Emotional) :
Paddles, bowling pins and noodles need to be used for specific striking purposes only, not as toys, swords, bats, etc.
There should be no running, diving, or sliding to retrieve runaway balloons.
Students need to be positive and encouraging to others, especially those who are having difficulty completing the skills.
Students will need to be aware of shared space and not running into others during game play.

Teaching Style: Instructional Strategies:

Task Mastery Demonstrate each activity as well as appropriate paddle grip and striking
technique.
Curriculum Approach:
Promoting skill development and physical activity
Objectives Assessment Tool
(Please note whether Formal or Informal)
Cognitive Objective (s): Informal formative assessment during skill
1. TSWBAT recall a skill cue for paddle form (handshake grip; straight wrist, flat paddle). stations, with random questioning of some
2. TSWBAT recall a skill cue for striking technique (hit upward, low to high). students to confirm understanding of skill
cues.
Psychomotor Objective (s): Informal formative assessment during skill
1. TSWBAT successfully show the ability to strike a balloon upward (target of 10 or more in a row by end of week). stations to assess striking attempts and
2. TSWBAT successfully demonstrate proper form when striking a ball upward. ability to maintain proper form.

Affective Objective (s): Informal formative assessment during skill

1. TSWBAT identify an example where they provided support for one another during the skill stations or helping to stations to see examples of how students
a teammate. provide support to others during the
activities.

8
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 I will maintain their current arrival / warmup routine, which includes the Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students walking around the track as they arrive, until all are present. Walk around
the gym and
(Instant/Motivation Then the students find their self-space on the track, so they can start
10 minutes give students
al Activity; Warm-Up skipping. I announce to the class to switch to another locomotor congruent
& Review; Set movement every 30 seconds. feedback on
Induction) locomotor
movements.

Transition: Time Allocations:

INTRODUCTION
Fitness Activity At the end of the introductory warm-up, they will take a 2-minute jog, Time Objectives Assessment:
Allocations: Addressed:
followed by a 30 second cool down before we continue with our lesson Give students
2 minutes feedback on
on striking.
jogging.
Time Allocations: 1 minute
Transition: Students move to center court
Set Induction Hello students! Today we are going to continue with our unit on Striking Time Objectives Assessment:
Allocations: Addressed:
an object with an Implement. We will be using the same stations as with
lesson 1, but we are going to add some additional rules to help improve 2 minutes
our striking skills. If you are not able to improve with these new rules, you
can continue to practice as we did for lesson 1. Remember, we are trying
to work up to 10 in a row, or even more if you can. So let’s get started!
Transition: Students remain at center court for demonstrations Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate Paddle skills with bean bag.
1 minute
1
Learning Task: Paddle skills with bean bag Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Remind the students of the paddle skills…The 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
student will grip the paddle like a handshake, hold
grip stations and
wrist straight with paddle flat, then place bean bag give students
2. straight Harder: Multiple hits in
on top to test paddle balance. Then student will toss wrist congruent
a row
bean bag upward. When the bean bag comes back 3. flat
feedback.
Primary focus
down, the student will attempt to hit the bean bag paddle
for station 1
sending it back up again. Repeat as many times as is paddle
possible. skills and

9
 form.

Extending Task: Flip paddle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will flip paddle from side to side trying 1. Easier: One hit at a
Handshake time 3 minutes C1, P2 Walk through
to continue hitting the bean bag upward.
grip stations and
2. straight give students
Harder: Multiple hits in
wrist congruent
a row
feedback.
3. flat
Primary focus
paddle
for station 1
is paddle
skills and
form.

Transition: Move to Station 2 Time Allocations: 1 minute

Task 2: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a pool noodle
1 minute
2
Learning Task: Strike with Long side of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold noodle using the long side of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with tip end of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold the noodle using the tip end of 1. Hit Easier: one hit at a
Upward time 3 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Transition: Move to Station 3 Time Allocations: 1 minute

Task 3: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a frisbee.
1 minute
3
Learning Task: Strike with frisbee (using 2 hands) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with both hands, 1. Hold flat Easier: one hit at a
time 2 minutes C1, C2, P1, P2 Walk through
keeping it flat and hitting the balloon upward. 2. Hit
Upward Harder: multiple hits in stations and
a row give students
3. Low to
congruent
High
feedback.

Extending Task: Strike with frisbee (using 1 hand) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with one hand, keeping 1. Hold flat Easier: one hit at a

10
 it flat and hitting the balloon upward. 2. Hit time (2 hands) 3 minutes C1, C2, P1, P2 Walk through
Upward Harder: multiple hits in stations and
3. Low to a row (1 hand) give students
High congruent
feedback.

Transition: Move to Station 4 Time Allocations: 1 minute

Task 4: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a bowling pin
1 minute
4
Learning Task: Strike with bowling pin Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Partners will line up on opposite sides of a jump 1. Easier: one hit at a
Handshake time 2 minutes C1, C2, P1, P2 Walk through
rope (laid on the floor) and use the bowling pin to
grip Harder: multiple hits in stations and
hit a balloon back and forth over the rope. give students
2. Straight a row
wrist congruent
feedback.

Extending Task: Strike with bowling pin (using non- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
dominant hand) 1. Easier: one hit at a
Handshake time (use dominant 3 minutes C1, C2, P1, P2 Walk through
Partners will line up on opposite sides of a jump
grip hand) stations and
rope (laid on the floor) and use the bowling pin to give students
2. Straight Harder: multiple hits in
hit a balloon back and forth over the rope, using wrist a row (using non- congruent
their non-dominant hand. dominant hand) feedback.

Transition: Students put away equipment and go to center court for closure Time Allocations: 1 minute

Time Objectives Assessment

CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
C1, C2, P1, Provide
2 minutes
• How did the new rules make the striking more difficult? P2 feedback
• With the new rules, which station was more challenging? on the
improveme
• How many of you feel that you improved your skills since lesson 1? With or without the new rules? nt from
lesson 1.

11
 Differentiation Based on Student Characteristics
(Specific and detailed plan to modify lesson to meet learning needs of all students)

English Language Learners:

There are none in this class, however, if there were I would use more focused visual demonstrations to assist with understanding of the skills and activities.
Students below Grade Level:
Allowed to use 2 hands instead of one hand.
Students above Grade Level:
Ask them to use non-dominant hand for striking.

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

Physical Conditions:
The only consideration I could anticipate would be having enough spacing due to the large number of students. If that became an issue, I would need to ask
students to partner up and take turns with the activities, so that all 60 students are not striking all at once.
Behavioral Conditions:
I would issue one verbal warning if a student was not following the rules. And if not successful with the warning, I would send the student to the bleachers for a
short 2-to-3-minute timeout to correct behavior. If behavior problems persisted, I would consult my CT about further action.

Resources:
https://www.thepespecialist.com/strikingwithballoons/
https://openphysed.org/wp-content/uploads/2017/04/I-07-03-Pickleminton-Activities.pdf

Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). ‘Striking with Rackets and Paddles’, Children Moving: A reflective
approach to teaching physical education (Tenth). McGraw-Hill Education.

12
Organization: Please draw the set-up for your gym/classroom with equipment.

STAGE

Paddle Skills – Station 1 Striking with Bowling Pins (partners) - Station 4

Striking with Noodles – Station 2 Striking with Frisbees – Station 3

13
Name: Sean Lofton

PHYSICAL EDUCATION LESSON PLAN – Striking with an Implement

Date of Lesson: 03/01/2024 Class Time: 10:15 am – 11:00 am

School Name and Grade: Macedonia Elementary School – Kindergarten Technology Use: Canvas; laptop, Music audio
Lesson Plan
Length of Lesson: 45 minutes Number of Students: 60
__3_ of __5_
Central Focus: Striking an object with an Implement with Control

National Standards Addressed:

PEK.1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
PEK.2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
PEK.4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
PEK.5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social
interaction.

GPS Standards Assessed:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.d – Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
PEK.4.a – Follows directions individually and in a group setting (follows rules and takes turns).
PEK.5.d – Recognizes the enjoyment of playing with others.

Equipment/Supplies: Description of Facility: gymnasium

music, 15 pool noodles, 15 frisbees, 15 paddles, 15 bowling pins, 40 balloons, 15 bean bags,
8 jump ropes, 30 polyspots

14
 Prior Academic Knowledge & Skill:
PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
Safety Considerations: (Physical & Emotional) :
Paddles, bowling pins and noodles need to be used for specific striking purposes only, not as toys, swords, bats, etc.
There should be no running, diving, or sliding to retrieve runaway balloons.
Students need to be positive and encouraging to others, especially those who are having difficulty completing the skills.
Students will need to be aware of shared space and not running into others during game play.

Teaching Style: Instructional Strategies:

Task Mastery Demonstrate each activity as well as appropriate paddle grip and striking
technique.
Curriculum Approach:
Promoting skill development and physical activity
Objectives Assessment Tool
(Please note whether Formal or Informal)
Cognitive Objective (s): Informal formative assessment during skill
1. TSWBAT recall a skill cue for paddle form (handshake grip; straight wrist, flat paddle). stations, with random questioning of some
2. TSWBAT recall a skill cue for striking technique (hit upward, low to high). students to confirm understanding of skill
cues.
Psychomotor Objective (s): Informal formative assessment during skill
1. TSWBAT successfully show the ability to strike a balloon upward (target of 10 or more in a row by end of week). stations to assess striking attempts and
2. TSWBAT successfully demonstrate proper form when striking a ball upward. ability to maintain proper form.

Affective Objective (s): Informal formative assessment during skill

1. TSWBAT identify an example where they provided support for one another during the skill stations or helping to stations to see examples of how students
a teammate. provide support to others during the
activities.

15
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 I will maintain their current arrival / warmup routine, which includes the Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students walking around the track as they arrive, until all are present. Walk around
the gym and
(Instant/Motivation Then the students find their self-space on the track, so they can start
10 minutes give students
al Activity; Warm-Up skipping. I announce to the class to switch to another locomotor congruent
& Review; Set movement every 30 seconds. feedback on
Induction) locomotor
movements.

Transition: Time Allocations:

INTRODUCTION
Fitness Activity At the end of the introductory warm-up, they will take a 2-minute jog, Time Objectives Assessment:
Allocations: Addressed:
followed by a 30 second cool down before we continue with our lesson Give students
2 minutes feedback on
on striking.
jogging.
Time Allocations: 1 minute
Transition: Students move to center court
Set Induction Hello students! Today we are going to finish up our unit on Striking an Time Objectives Assessment:
Allocations: Addressed:
object with an Implement. Earlier this week we used balloons and various
types of items to start learning. Today, we are going to continue to use 2 minutes
these same objects but are going to change up some of the rules to see if
we can still achieve our goal of 10 in a row. So let’s get started!
Transition: Students remain at center court for demonstrations Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate Paddle skills with bean bag.
1 minute
1
Learning Task: Paddle skills with bean bag Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will grip the paddle like a handshake, 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
hold wrist straight with paddle flat, then place bean
grip stations and
bag on top to test paddle balance. Then student will give students
2. straight Harder: Multiple hits in
toss bean bag upward. When the bean bag comes wrist congruent
a row
back down, the student will attempt to hit the bean 3. flat
feedback.
Primary focus
bag sending it back up again. Repeat as many times paddle
for station 1
as possible. is paddle
skills and
form.

16
 Extending Task: Flip paddle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will flip paddle from side to side trying 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
to continue hitting the bean bag upward.
grip stations and
2. straight give students
Harder: Multiple hits in
wrist congruent
a row; use non-
feedback.
3. flat dominant hand
Primary focus
paddle
for station 1
is paddle
skills and
form.

Transition: Move to Station 2 Time Allocations: 1 minute

Task 2: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a pool noodle
1 minute
2
Learning Task: Strike with Long side of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold noodle using the long side of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with tip end of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold the noodle using the tip end of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
using the noodle to hit the balloon upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Transition: Move to Station 3 Time Allocations: 1 minute

Task 3: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a frisbee.
1 minute
3
Learning Task: Strike with frisbee (using 2 hands) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with both hands, 1. Hold flat Easier: one hit at a
time 2 minutes C1, C2, P1, P2 Walk through
keeping it flat and hitting the balloon upward. 2. Hit

17
 Upward Harder: multiple hits in stations and
3. Low to a row give students
High congruent
feedback.

Extending Task: Strike with frisbee (using 1 hand) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with one hand, keeping 1. Hold flat Easier: one hit at a
time (2 hands) 2 minutes C1, C2, P1, P2 Walk through
it flat and hitting the balloon upward. 2. Hit
Upward Harder: multiple hits in stations and
a row (1 hand) give students
3. Low to
congruent
High
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hold flat Easier: one hit at a
time (foot close to 2 minutes C1, C2, P1, P2 Walk through
using the frisbee to hit the balloon upward. 2. One hand
spot) stations and
3. Foot on
Harder: multiple hits in give students
spot
a row (foot on spot) congruent
4. Hit feedback.
Upward
5. Low to
High

Transition: Move to Station 4 Time Allocations: 1 minute

Task 4: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a bowling pin
1 minute
4
Learning Task: Strike with bowling pin Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Partners will line up on opposite sides of a jump 1. Easier: one hit at a
Handshake time 2 minutes C1, C2, P1, P2 Walk through
rope (laid on the floor) and use the bowling pin to
grip Harder: multiple hits in stations and
hit a balloon back and forth over the rope. give students
2. Straight a row
wrist congruent
feedback.

Extending Task: Strike with bowling pin (using non- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
dominant hand) 1. Easier: one hit at a
Handshake time (use dominant 2 minutes C1, C2, P1, P2 Walk through
Partners will line up on opposite sides of a jump
grip hand) stations and
rope (laid on the floor) and use the bowling pin to give students
2. Straight Harder: multiple hits in
hit a balloon back and forth over the rope, using wrist a row (using non- congruent
their non-dominant hand. dominant hand) feedback.

Transition: Students put away equipment and go to center court for closure Time Allocations: 1 minute

18
 Time Objectives Assessment
CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
C1, C2, P1, Provide
2 minutes
• Which station was the most challenging and why? P2 feedback
• What was your favorite station and why? on overall
improveme
• How many of you feel that you improved your skills over this week? nt
throughout
the week.

Differentiation Based on Student Characteristics

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

English Language Learners:

There are none in this class, however, if there were I would use more focused visual demonstrations to assist with understanding of the skills and activities.
Students below Grade Level:
Allowed to use 2 hands instead of one hand.
Students above Grade Level:
Ask them to use non-dominant hand for striking, and/or use a poly spot to keep them more stationary.

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

Physical Conditions:
The only consideration I could anticipate would be having enough spacing due to the large number of students. If that became an issue, I would need to ask
students to partner up and take turns with the activities, so that all 60 students are not striking all at once.
Behavioral Conditions:
I would issue one verbal warning if a student was not following the rules. And if not successful with the warning, I would send the student to the bleachers for a
short 2-to-3-minute timeout to correct behavior. If behavior problems persisted, I would consult my CT about further action.

Resources:
https://www.thepespecialist.com/strikingwithballoons/
https://openphysed.org/wp-content/uploads/2017/04/I-07-03-Pickleminton-Activities.pdf
Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). ‘Striking with Rackets and Paddles’, Children Moving: A reflective
approach to teaching physical education (Tenth). McGraw-Hill Education.
19
Organization: Please draw the set-up for your gym/classroom with equipment.
STAGE

Paddle Skills – Station 1 Striking with Bowling Pins (partners) - Station 4

Striking with Noodles – Station 2 Striking with Frisbees – Station 3

20
Name: Sean Lofton

PHYSICAL EDUCATION LESSON PLAN – Striking with an Implement

Date of Lesson: 3/4/2024 Class Time: 10:15 am – 11:00 am

School Name and Grade: Macedonia Elementary School – Kindergarten Technology Use: Canvas; laptop, Music audio
Lesson Plan
Length of Lesson: 45 minutes Number of Students: 60
__4_ of __5_
Central Focus: Striking an object with an Implement with Control

National Standards Addressed:

PEK.1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
PEK.2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
PEK.4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
PEK.5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social
interaction.

GPS Standards Assessed:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.d – Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
PEK.4.a – Follows directions individually and in a group setting (follows rules and takes turns).
PEK.5.d – Recognizes the enjoyment of playing with others.

Equipment/Supplies: Description of Facility: gymnasium

music, 15 pool noodles, 15 frisbees, 15 paddles, 15 bowling pins, 40 balloons, 40 beach balls,
15 bean bags, 8 jump ropes, 30 polyspots

Prior Academic Knowledge & Skill:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.

21
 PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
Safety Considerations: (Physical & Emotional) :
Paddles, bowling pins and noodles need to be used for specific striking purposes only, not as toys, swords, bats, etc.
There should be no running, diving, or sliding to retrieve runaway balloons or beach balls.
Students need to be positive and encouraging to others, especially those who are having difficulty completing the skills.
Students will need to be aware of shared space and not running into others during game play.

Teaching Style: Instructional Strategies:

Task Mastery Demonstrate each activity as well as appropriate paddle grip and striking
technique.
Curriculum Approach:
Promoting skill development and physical activity
Objectives Assessment Tool
(Please note whether Formal or Informal)
Cognitive Objective (s): Informal formative assessment during skill
1. TSWBAT recall a skill cue for paddle form (handshake grip; straight wrist, flat paddle). stations, with random questioning of some
2. TSWBAT recall a skill cue for striking technique (hit upward, low to high). students to confirm understanding of skill
cues.
Psychomotor Objective (s): Informal formative assessment during skill
1. TSWBAT successfully show the ability to strike a balloon or beach ball upward (target of 10 or more in a row by stations to assess striking attempts and
end of week). ability to maintain proper form.
2. TSWBAT successfully demonstrate proper form when striking a balloon or ball upward.

Affective Objective (s): Informal formative assessment during skill

1. TSWBAT identify an example where they provided support for one another during the skill stations or helping to stations to see examples of how students
a teammate. provide support to others during the
activities.

22
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 I will maintain their current arrival / warmup routine, which includes the Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students walking around the track as they arrive, until all are present. Walk around
the gym and
(Instant/Motivation Then the students find their self-space on the track, so they can start
10 minutes give students
al Activity; Warm-Up skipping. I announce to the class to switch to another locomotor congruent
& Review; Set movement every 30 seconds. feedback on
Induction) locomotor
movements.

Transition: Time Allocations:

INTRODUCTION
Fitness Activity At the end of the introductory warm-up, they will take a 2-minute jog, Time Objectives Assessment:
Allocations: Addressed:
followed by a 30 second cool down before we continue with our lesson Give students
2 minutes feedback on
on striking.
jogging.
Time Allocations: 1 minute
Transition: Students move to center court
Set Induction Hello students! Today we are going to extend our unit on Striking an Time Objectives Assessment:
Allocations: Addressed:
object with an Implement. In week 1 week we used balloons and various
types of items to start learning. Today, we are going to use beach balls in 2 minutes
place of balloons for 2 of our stations (noodles and frisbees). We will
continue to use the same rules from the end of week 1, but you can still
use the original rules if necessary. Remember that our goal is still to
achieve 10 or more in a row. So let’s get started!
Transition: Students remain at center court for demonstrations Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate Paddle skills with bean bag.
1 minute
1
Learning Task: Paddle skills with bean bag Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will grip the paddle like a handshake, 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
hold wrist straight with paddle flat, then place bean
grip stations and
bag on top to test paddle balance. Then student will give students
2. straight Harder: Multiple hits in
toss bean bag upward. When the bean bag comes wrist congruent
a row
back down, the student will attempt to hit the bean 3. flat
feedback.
Primary focus
bag sending it back up again. Repeat as many times paddle
for station 1
as possible. is paddle

23
 skills and
form.

Extending Task: Flip paddle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will flip paddle from side to side trying 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
to continue hitting the bean bag upward.
grip stations and
2. straight give students
Harder: Multiple hits in
wrist congruent
a row; use non-
feedback.
3. flat dominant hand
Primary focus
paddle
for station 1
is paddle
skills and
form.

Transition: Move to Station 2 Time Allocations: 1 minute

Task 2: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a pool noodle (with beach ball)
1 minute
2
Learning Task: Strike with Long side of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold noodle using the long side of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the beach ball upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with tip end of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold the noodle using the tip end of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the beach ball upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
using the noodle to hit the beach ball upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Transition: Move to Station 3 Time Allocations: 1 minute

Task 3: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a beach ball with a frisbee.
1 minute
3
Learning Task: Strike with frisbee (using 2 hands) Skill Cues: Modifications: Time Objectives Assessment

24
 The student will hold frisbee with both hands, 1. Hold flat Easier: one hit at a Allocations: Addressed: & Feedback:
time
keeping it flat and hitting the beach ball upward. 2. Hit 2 minutes C1, C2, P1, P2 Walk through
Upward Harder: multiple hits in stations and
3. Low to a row give students
High congruent
feedback.

Extending Task: Strike with frisbee (using 1 hand) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with one hand, keeping 1. Hold flat Easier: one hit at a
time (2 hands) 2 minutes C1, C2, P1, P2 Walk through
it flat and hitting the beach ball upward. 2. Hit
Upward Harder: multiple hits in stations and
a row (1 hand) give students
3. Low to
congruent
High
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hold flat Easier: one hit at a
time (foot close to 2 minutes C1, C2, P1, P2 Walk through
using the frisbee to hit the beach ball upward. 2. One hand
spot) stations and
3. Foot on
Harder: multiple hits in give students
spot
a row (foot on spot) congruent
4. Hit feedback.
Upward
5. Low to
High

Transition: Move to Station 4 Time Allocations: 1 minute

Task 4: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon with a bowling pin
1 minute
4
Learning Task: Strike with bowling pin Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Partners will line up on opposite sides of a jump 1. Easier: one hit at a
Handshake time 2 minutes C1, C2, P1, P2 Walk through
rope (laid on the floor) and use the bowling pin to
grip Harder: multiple hits in stations and
hit a balloon back and forth over the rope. give students
2. Straight a row
wrist congruent
feedback.

Extending Task: Strike with bowling pin (using non- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
dominant hand) 1. Easier: one hit at a
Handshake time (use dominant 2 minutes C1, C2, P1, P2 Walk through
Partners will line up on opposite sides of a jump
grip hand) stations and
rope (laid on the floor) and use the bowling pin to give students
2. Straight Harder: multiple hits in
hit a balloon back and forth over the rope, using wrist a row (using non- congruent
their non-dominant hand. dominant hand) feedback.

Transition: Students put away equipment and go to center court for closure Time Allocations: 1 minute

25
 Time Objectives Assessment
CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
C1, C2, P1, Provide
2 minutes
• What differences did you experience in working with a beach ball instead of a balloon? P2 feedback
• Was it more difficult using the beach ball? Why? on overall
improveme
• How many of you feel that you were still able to improve your skills since last week? nt.

Differentiation Based on Student Characteristics

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

English Language Learners:

There are none in this class, however, if there were I would use more focused visual demonstrations to assist with understanding of the skills and activities.
Students below Grade Level:
Allowed to use 2 hands instead of one hand.
Students above Grade Level:
Ask them to use non-dominant hand for striking, and/or use a poly spot to keep them more stationary.

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

Physical Conditions:
The only consideration I could anticipate would be having enough spacing due to the large number of students. If that became an issue, I would need to ask
students to partner up and take turns with the activities, so that all 60 students are not striking all at once.
Behavioral Conditions:
I would issue one verbal warning if a student was not following the rules. And if not successful with the warning, I would send the student to the bleachers for a
short 2-to-3-minute timeout to correct behavior. If behavior problems persisted, I would consult my CT about further action.

Resources:
https://www.thepespecialist.com/strikingwithballoons/
https://openphysed.org/wp-content/uploads/2017/04/I-07-03-Pickleminton-Activities.pdf

Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). ‘Striking with Rackets and Paddles’, Children Moving: A reflective
approach to teaching physical education (Tenth). McGraw-Hill Education.
26
Organization: Please draw the set-up for your gym/classroom with equipment.

STAGE

Paddle Skills – Station 1 Striking with Bowling Pins (partners) - Station 4

Striking with Noodles – Station 2 Striking with Frisbees – Station 3

27
Name: Sean Lofton

PHYSICAL EDUCATION LESSON PLAN – Striking with an Implement

Date of Lesson: 3/6/2024 Class Time: 10:15 am – 11:00 am

School Name and Grade: Macedonia Elementary School – Kindergarten Technology Use: Canvas; laptop, Music audio
Lesson Plan
Length of Lesson: 45 minutes Number of Students: 60
__5_ of __5_
Central Focus: Striking an object with an Implement with Control

National Standards Addressed:

PEK.1 The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
PEK.2 The physically literate individual applies knowledge of concepts, principles, strategies, and tactics related to movement and performance.
PEK.4 The physically literate individual exhibits responsible personal and social behavior that respects self and others.
PEK.5 The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social
interaction.

GPS Standards Assessed:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.
PEK.1.d – Performs basic non-locomotor skills (bend, straighten, twist, stretch, swing, sway, and turn) while maintaining balance.
PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
PEK.4.a – Follows directions individually and in a group setting (follows rules and takes turns).
PEK.5.d – Recognizes the enjoyment of playing with others.

Equipment/Supplies: Description of Facility: gymnasium

music, 15 pool noodles, 15 frisbees, 15 paddles, 15 bowling pins, 40 balloons, 40 beachballs,
15 bean bags, 8 jump ropes, 30 polyspots

Prior Academic Knowledge & Skill:

PEK.1.a – Performs basic locomotor skills (walk, run, hop, jump, skip, slide, and gallop) while maintaining balance.

28
 PEK.1.m – Strikes a light object (beach ball or balloon) using a short-handled implement.
PEK.2.a – Demonstrates an understanding of general and personal space by traveling without bumping into another student.
Safety Considerations: (Physical & Emotional) :
Paddles, bowling pins and noodles need to be used for specific striking purposes only, not as toys, swords, bats, etc.
There should be no running, diving, or sliding to retrieve runaway balloons or beach balls.
Students need to be positive and encouraging to others, especially those who are having difficulty completing the skills.
Students will need to be aware of shared space and not running into others during game play.

Teaching Style: Instructional Strategies:

Task Mastery Demonstrate each activity as well as appropriate paddle grip and striking
technique.
Curriculum Approach:
Promoting skill development and physical activity
Objectives Assessment Tool
(Please note whether Formal or Informal)
Cognitive Objective (s): Informal formative assessment during skill
1. TSWBAT recall a skill cue for paddle form (handshake grip; straight wrist, flat paddle). stations, with random questioning of some
2. TSWBAT recall a skill cue for striking technique (hit upward, low to high). students to confirm understanding of skill
cues.
Psychomotor Objective (s): Informal formative assessment during skill
1. TSWBAT successfully show the ability to strike a balloon or beach ball upward (target of 10 or more in a row by stations to assess striking attempts and
end of week). ability to maintain proper form.
2. TSWBAT successfully demonstrate proper form when striking a balloon or ball upward.

Affective Objective (s): Informal formative assessment during skill

1. TSWBAT identify an example where they provided support for one another during the skill stations or helping to stations to see examples of how students
a teammate. provide support to others during the
activities.

29
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 I will maintain their current arrival / warmup routine, which includes the Time Objectives Assessment:
Allocations: Addressed:
Instant Activity students walking around the track as they arrive, until all are present. Walk around
the gym and
(Instant/Motivation Then the students find their self-space on the track, so they can start
10 minutes give students
al Activity; Warm-Up skipping. I announce to the class to switch to another locomotor congruent
& Review; Set movement every 30 seconds. feedback on
Induction) locomotor
movements.

Transition: Time Allocations:

INTRODUCTION
Fitness Activity At the end of the introductory warm-up, they will take a 2-minute jog, Time Objectives Assessment:
Allocations: Addressed:
followed by a 30 second cool down before we continue with our lesson Give students
2 minutes feedback on
on striking.
jogging.
Time Allocations: 1 minute
Transition: Students move to center court
Set Induction Hello students! Today we are going to finish up our unit on Striking an Time Objectives Assessment:
Allocations: Addressed:
object with an Implement. Earlier in this unit we used balloons, beach
balls and bean bags, as well as various types of items to progress our 2 minutes
learning. Today, is choice day! You can select either balloons or beach
balls in any of the stations. You can follow any of the rules we learned
over this unit. You may flip the paddles (or not) and you can use either
hand or both hands to strike. You can also choose whether or not to use
the poly spots. Remember, our goal is to see if you can achieve 10 or more
strikes in a row. So let’s get started and have fun!
Transition: Students remain at center court for demonstrations Time Allocations:

LESSON BODY Task 1: Demonstration/Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate Paddle skills with bean bag, balloon or beach ball.
1 minute
1
Learning Task: Paddle skills (can use balloon or Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
beach ball as an alternate to bean bag) 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
The student will grip the paddle like a handshake,
grip stations and
hold wrist straight with paddle flat, then place bean give students
2. straight Harder: Multiple hits in
bag on top to test paddle balance. Then student will wrist congruent
a row
toss bean bag upward. When the bean bag comes 3. flat
feedback.
Primary focus
30
 back down, the student will attempt to hit the bean paddle for station 1
is paddle
bag sending it back up again. Repeat as many times
skills and
as possible. form.

Extending Task: Flip paddle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will flip paddle from side to side trying 1. Easier: One hit at a
Handshake time 2 minutes C1, P2 Walk through
to continue hitting the bean bag upward.
grip stations and
2. straight give students
Harder: Multiple hits in
wrist congruent
a row; use non-
feedback.
3. flat dominant hand
Primary focus
paddle
for station 1
is paddle
skills and
form.

Transition: Move to Station 2 Time Allocations: 1 minute

Task 2: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon or beach ball with a pool noodle
1 minute
2
Learning Task: Strike with Long side of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold noodle using the long side of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon or beach ball upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with tip end of Noodle Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold the noodle using the tip end of 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
the noodle to hit the balloon or beach ball upward.
2. Low to Harder: multiple hits in stations and
High a row give students
congruent
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hit Easier: one hit at a
Upward time 2 minutes C1, C2, P1, P2 Walk through
using the noodle to hit the balloon or beach ball
2. Low to Harder: multiple hits in stations and
upward. give students
High a row
congruent
feedback.

Transition: Move to Station 3 Time Allocations: 1 minute

Task 3: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:

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Station Demonstrate striking a balloon or beach ball with a frisbee. 1 minute
3 Learning Task: Strike with frisbee (using 2 hands) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with both hands, 1. Hold flat Easier: one hit at a
time 2 minutes C1, C2, P1, P2 Walk through
keeping it flat and hitting the balloon or beach ball 2. Hit
Upward Harder: multiple hits in stations and
upward. give students
3. Low to a row
congruent
High
feedback.

Extending Task: Strike with frisbee (using 1 hand) Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student will hold frisbee with one hand, keeping 1. Hold flat Easier: one hit at a
time (2 hands) 2 minutes C1, C2, P1, P2 Walk through
it flat and hitting the balloon or beach ball upward. 2. Hit
Upward Harder: multiple hits in stations and
a row (1 hand) give students
3. Low to
congruent
High
feedback.

Extending Task: Strike with one foot on poly spot Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
The student keeps one foot on a poly spot while 1. Hold flat Easier: one hit at a
time (foot close to 2 minutes C1, C2, P1, P2 Walk through
using the frisbee to hit the balloon or beach ball 2. One hand
spot) stations and
upward. 3. Foot on
give students
spot Harder: multiple hits in
a row (foot on spot) congruent
4. Hit feedback.
Upward
5. Low to
High

Transition: Move to Station 4 Time Allocations: 1 minute

Task 4: Demonstration/ Essential Questions: Time Objectives Assessment

Allocations: Addressed: & Feedback:
Station Demonstrate striking a balloon or beach ball with a bowling pin
1 minute
4
Learning Task: Strike with bowling pin Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
Partners will line up on opposite sides of a jump 1. Easier: one hit at a
Handshake time 2 minutes C1, C2, P1, P2 Walk through
rope (laid on the floor) and use the bowling pin to
grip Harder: multiple hits in stations and
hit a balloon or beach ball back and forth over the give students
2. Straight a row
rope. wrist congruent
feedback.

Extending Task: Strike with bowling pin (using non- Skill Cues: Modifications: Time Objectives Assessment
Allocations: Addressed: & Feedback:
dominant hand) 1. Easier: one hit at a
Handshake time (use dominant 2 minutes C1, C2, P1, P2 Walk through
Partners will line up on opposite sides of a jump
grip hand) stations and
rope (laid on the floor) and use the bowling pin to give students
2. Straight Harder: multiple hits in
hit a balloon or beach ball back and forth over the wrist a row (using non- congruent
rope, using their non-dominant hand. dominant hand) feedback.

Transition: Students put away equipment and go to center court for closure Time Allocations: 1 minute

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 Time Objectives Assessment
CLOSURE Allocations: Addressed: & Feedback:
(Wrap Up, Review, Transition)
C1, C2, P1, Provide
2 minutes
• How many chose the balloons today and why? P2 feedback
• How many chose the beach balls today and why? on the
overall
• How many of you feel that you improved your skills over this entire unit? improveme
nt
throughout
the unit.

Differentiation Based on Student Characteristics

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

English Language Learners:

There are none in this class, however, if there were I would use more focused visual demonstrations to assist with understanding of the skills and activities.
Students below Grade Level:
Allowed to use 2 hands instead of one hand.
Students above Grade Level:
Ask them to use non-dominant hand for striking, and/or use a poly spot to keep them more stationary.

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

Physical Conditions:
The only consideration I could anticipate would be having enough spacing due to the large number of students. If that became an issue, I would need to ask
students to partner up and take turns with the activities, so that all 60 students are not striking all at once.
Behavioral Conditions:
I would issue one verbal warning if a student was not following the rules. And if not successful with the warning, I would send the student to the bleachers for a
short 2-to-3-minute timeout to correct behavior. If behavior problems persisted, I would consult my CT about further action.

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Resources:
https://www.thepespecialist.com/strikingwithballoons/
https://openphysed.org/wp-content/uploads/2017/04/I-07-03-Pickleminton-Activities.pdf

Graham, G., Holt/Hale, S. A., Parker, M., Hall, T., & Patton, K. (2020). ‘Striking with Rackets and Paddles’, Children Moving: A reflective
approach to teaching physical education (Tenth). McGraw-Hill Education.

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

STAGE

Paddle Skills – Station 1 Striking with Bowling Pins (partners) - Station 4

Striking with Noodles – Station 2 Striking with Frisbees – Station 3

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Unit Plan Impact Graphic:

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