Teacher Candidate: Madeline Cho Date: 10/19/16

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P.E. 2016 UCI LESSON PLANNER
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Part 1: Classroom Information
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Grade: 2 Content Area: Physical Education

Group Size: 24 Lesson Length: 35-40 minutes

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Student Context: About half of the students in this class are English Language Learners. (School
Name) is a Title 1 school as many of the students in this school and class are struggling in reading and
math. The students SES consists of low to middle class families.

! Identified Student Needs Accommodations During

Students with Special Needs
(IEP and/or 504)
Students with Specific
Language Needs (ELL)
Students with Other Learning
Needs (Behavior, Struggling
Reader, Struggling Math)
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Part 1: Planning for the Lesson
Instruction to Support Student
Needs
N/A N/A
-need language support -physical demonstration/
modeling of activity with
explanations/language
-speaking slowly and clearly
-using simple and
straightforward language to
explain activity
-have ELLs in near the front
when explaining activity
-behavior: need to be motivated, -be explicit about holding
take responsibility for actions students accountable for their
actions
-emphasize rules and safety
guidelines
-emphasize expectations of
student behavior
-be strict and serious when
discussing rules/safety
-focus on positive student
behavior to redirect to desired
behaviors
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A: Standards
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Key Content Standards:
Standard 1

Manipulative Skills

1.8 Throw a ball for distance, using proper form.

Standard 2

Manipulative Skills

2.6 Identify opportunities to use underhand and overhand movement (throw) patterns.

Standard 3

Fitness Concepts

2.9 Explain key elements of throwing for distance.

3.1 Participate in enjoyable and challenging physical activities for increasing periods
of time.

Standard 4

Flexibility

4.13 Identify the muscles being stretched during the performance of particular physical
activities.

Standard 5

Social Interaction

5.5 Demonstrate respect for self, others, and equipment during physical activities.

Group Dynamics

5.7 Participate positively in physical activities that rely on cooperation.

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B. Objectives
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i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
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The students will participate in a throwing relay activity to demonstrate an underhand movement
(throwing) pattern as well as team building/cooperation.
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ii. Language Objective (Note: JJ simplified this section from UCI planner):
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Key Vocabulary words youll teach/use Strategies to teach or use these vocab words
target These vocabulary words will be
opposite introduced and modeled during the
towards warm-up activity.
right and left
follow through
swing/pendelum
release

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C. Assessments:
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i. Prior Experience (Determine prior to teaching what you think your students can do, by
observing them beforehand; asking them; asking Master Teacher).What do you know
about them as it relates to your activity?
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After conferring with my Master Teacher, it was clear that many of the students had probably had some
form of instruction or prior experience on how to throw whether it was from playing sports, recess, or
previous P.E. instruction in kindergarten or first grade. We feel comfortable with the objectives of this
P.E. lesson and feel that the students are very capable of meeting the physical demands of this P.E.
lesson. We noted that the P.E. the students are involved in this year is more focused on locomotor skills
and yoga. They participate in yoga led by a yoga instructor as well as various relay and circuit
activities hosted by an organization called CityFit. While observing the students at recess, I noticed
that the students have opportunities to play with balls such has handball, basketball, or soccer. All of
which dont involve much throwing. Every once in a while, the students will get to play dodgeball with
large tennis balls. This is the only activity I have seen require a significant amount of throwing. Since it
is clear that the students dont have many opportunities to practice throwing on a daily basis at school,
my Master Teacher and I decided that it would be important to review the technique and process on
how to throw in this lesson.
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ii. Informal assessment strategies you will use during class (What informal assessment
strategies will you use, what specific evidence will you see and/or hear and how will you
note it?)
Assessment Strategy Evidence of Student Learning

Students are facing the target, using their

Walking around during the lesson to opposite foot when stepping towards the
monitor how students are throwing target, and releasing the bean bag
properly.
 Ask students to show a thumbs up,
thumbs to the side, or thumbs down Thumbs being help up, to the side or
whether they fully understand, slightly down
understand, or are confused.
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D. Lesson Resources/Materials: List all needed equipment and how many of each item. Also, what
facility space you will use (e.g. grass; asphalt) and size (e.g basketball court; 30 x 50 yards).
8 Hula Hoops
60 Bean Bags
16 cones (to set boundaries)
1 timer
1 whistle
The faculty space that will be used is the grass (30 x 30 yards).
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
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Introduction (_5_ min.): Describe how you will 1) make connections to prior knowledge, tap into
their experiences and interests or use a hook, AND 2) let students know what the objective of the
lesson is.
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A. In the classroom: Today we are going to go outside and learn how to throw. Raise your hand if you
have ever experienced throwing something.
Many students will raise their hands.
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Okay, great. Raising your hand, who can tell me about a time they experienced throwing, whether it
was at home, at the park, while playing a sport, or at recess?
Various student responses: throwing a ball, playing catch, playing baseball or softball, playing
dodgeball, etc.
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Awesome. I can see that many of you have had some type of experience with throwing.
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B. Discipline: Before we go outside, lets talk about acceptable behavior and consequences during our
lesson today. My goal is for us to have fun and work together as a team to support each other as we
learn how to throw. However, if you decide to not follow instructions or are not being kind, safe, or
responsible, I will give you one warning and thats it. I will pull you out of the game and you will think
about what youre going to change about your behavior to follow instructions. When you are ready to
go back in the game, you will tell me what youre going to do to avoid that kind of behavior in the
future. If you go back in the game and are still having a hard time following instructions, I will take
you out of the game completely and you wont participate in our activity for the rest of the day.
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Okay, now we are ready to line up. Please line up at the door quietly.
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Part 2: Instructional Sequence - Engaging Students in the Learning Process
Note: For the entire lesson, at least 50% of the time should be devoted for moderate to vigorous
activity. Children should spend most of the time moving and less of you speaking. In each
section, write what you will say to them (e.g. explaining the activity) and be doing (e.g.
demonstrating)
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Warm-Up/Introduction (_10_ minutes.): If relevant, make connections to prior knowledge. Let
students know what the focus of the lesson is, and have some MOVEMENT!
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A. Outside: Im going to use a whistle today to get your attention, since it can be hard to hear while
were outside. When you hear the whistle, its important that you freeze and stop what youre doing
and wait for my next instructions.
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Toe up with someone around you and get into groups of three. When you get into a group line up
behind a cone. (Students will get into groups of 3, which will make 8 total groups.)
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The second and third person need to take two big steps backwards. Look around you and make sure
you have enough space around you because were going to do some warm up exercises to get our
muscles warm. We always want to make sure we warm up our muscles by doing something called
dynamic stretches. We have to warm up to prevent any injuries so no one gets hurt. (3 min)
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Dynamic Stretches (chosen from https://www.brianmac.co.uk/dynamic.htm)
Arm Swing - Swing both arms continuously to an overhead position and then forward, down, and
backwards. (6 to 10 repetitions)
Arm Crossover - Swing both arms out to your sides and then cross them in front of your chest (6 to
10 repetitions)
Hip Circles - With your hands on your hips and feet spread wider than your shoulders, make circles
with your hips in a clockwise direction for 6 to 10 repetitions. Then repeat in a counter clockwise
direction
Alternate Toe Touches - Start by standing with your feet spread as far apart as comfortably
possible. Lean forward toward one leg and try to reach your foot or until a comfortable stretch is felt
in your low back and hamstrings. Touch the other foot with the opposite arm. This motion should be
continuous alternately touching each foot with the opposite hand. (6 to 10 repetitions)
Jumping Jacks (10 seconds)
Run in place (10 seconds)
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B. Now that we are warmed up, we are going to start by practicing our underhand throw. This is what
an underhand throw looks like. (Demonstrate an underhand throw while explaining each step) Lets
take it step by step. First, you always have to face the target youre throwing towards. So everyone face
towards these hula hoops. Can everyone hold up the hand you write with. This is the hand you will
throw with. Now lets do the movements together. Take a step towards the target with the foot opposite
of the hand you throw with. If you are throwing with your right hand, you will take a step with your
left foot. If you are throwing with your left hand, you will take a step with your right foot. Everyone
show me the foot they are stepping with. Now lets take our imaginary bean bag in our throwing hand
and swing our hand like this. You will follow through with your hand and release the imaginary bean
bag out in front of you, a little bit above your waist. While you are swinging your hand, take a step
with your other foot, so both feet are lined up together. Practice this motion a few times, so you can get
the feel of how to throw. (Students will practice this motion a few times to get into a fluid motion. I
will go through the steps a few more times with them.)
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Students will be prompted to put the bean bags down at their feet. Show me a thumbs up if you feel
like you understand how to throw, thumbs to the side, if you kind of understand it, or a thumbs down if
you dont understand or are confused.
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C. Now if the first person in each group can come grab six bean bags and place them on the grass
behind your cone, we will practice throwing with them. The first person in line should be the only one
holding a bean bag. Wait until I say you may throw. We are all going to throw our bean bag making
sure were stepping with our opposite foot and following through with our hand. After you throw your
bean bag, do not move. You are going to wait until everyone is done throwing and wait for me to tell
you to grab your bean bag. Then you are going to hand it to the next person in line. (Students will be
prompted to throw and grab their bean bag. We will do this about 6 more times, so everyone gets a
chance to throw.)
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Body of the Lesson (__15____ minutes): Describe step-by-step what the teacher and the students will
be doing during the lesson. Include the total time the body of the lesson will take as well as the amount
of time needed for each step.
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PE should include: instruction of skills; opportunities to practice the skills; a game which applies the
skill.
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A. Now that you have gotten some practice with your underhand throwing, we are going to play a
game called Bean Bag Toss that involves your underhand throws. You will get into your same
groups of 3 and line up behind the cones facing towards a hula hoop. Your goal is to try to throw
the bean bag and make it land in the hula hoop in the two minutes I give you. Each team has their
own set of two hula hoops in front of them. One is closer and one is farther away. If you make it
into the first hula hoop it is worth 5 points. If you make it into the second hula hoop it is worth 10
points. The two hula hoops in front of your team are the only two hula hoops you should be trying
to get your bean bags in. If you accidentally throw a bean bag into another teams hula hoop, you
need do not get any points. (I will demonstrate/model each step as I am explaining the activity.)
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(Choose a student to help in demonstration) If (students name) and I are on the same team, I will try
throwing the bean bag into the hula hoop and if I miss, I will run to grab the bean bag and bring it back
and hand it to (students name) and go to the back of the line. You do not get to try to throw the bean
bag again. If I make the bean bag into the hula hoop, I can leave the bean bag there and go to the back
of the line. I dont need to grab it from the hula hoop. You want to leave it there so you can add up your
points at the end of the round. When you throw your bean bag, it must make it all the way into the hula
hoop; it cannot land on the hula hoop (model this). You and your team will keep trying to make as
many bean bags as you can in two minutes. If your team makes all of the bean bags you into the hula
hoops before the time is up you can sit down and wait until the time is up. When I call time, youre
going to come over and add up your points. Does everyone understand how to play the game? Show
me giving me a thumbs up, to the side, or down if you understand the game we are about to play.
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Each team should have 6 bean bags on the floor in front of them. The first person can grab a bean
bag and get ready to throw. Wait until I tell you to start. Remember to use the throwing technique we
just learned, stepping with the opposite foot and following through with your hand.
Students will be prompted to start and timed for 2 minutes (adjust time to be shorter or longer
depending on how fast students are making the bean bags into the hula hoops).
There will be as many rounds to fill up the remaining time leaving 5 minutes for the closure.)
After each round ask students, Raise your hand if you got at least 5 points10 points15 points
etc. Awesome job working as a team. Now for this next round try to improve your score and get even
more points!
Raise your hand if you improved your score than last time?
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Closure (__5__minutes): Describe how you will prompt the students to summarize the lesson and
restate the learning objective.
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Prompt students to come together and sit down in a u-shape. Now we are going to do some static
stretches. We always want to stretch after we exercise because it helps prevent our muscles from
feeling sore or weak.
Static stretches:
Hamstring Stretch: Sit on the floor with one leg folded in and the other extended while
reaching for the foot of the extended leg. Do both sides.
Quadricep Stretch: Stand up with holding one leg up, balancing on the other leg. It helps to
stare at something. Do both sides.
Posterior Shoulder Stretch: Hold your right arm across your body and take your other arm and
pull in your elbow. Do both sides sides.
Triceps Stretch: Take your right arm like your scratching your back. Grab your elbow with your
other hand and push that elbow back to stretch your tricep. Do both sides.
During the stretches, ask the students what they learned from the warm up and main activity. Think-
pair-share. (What was challenging? What did you learn about throwing? What are the key steps to
throwing? What did you like about the activity? What do you still want to work on?)
Good job everyone. I liked how everyone was having fun and working together. I saw a lot of
_________ (i.e. encouraging, good sportsmanship, good throwing, people using their opposite foot,
people following through with their hand, etc.).
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Lesson Analysis for PE LESSON REFLECTION
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This is two steps:
1. Make notes on actual lesson plan to indicate what worked, what didnt, missed
opportunities, evidence of student learning, monitoring, and other anecdotes.
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2. Below, address each section of the lesson. Be specific. Give concrete examples of
what students actually did (or said) and what instructions and adjustments you made, as
the lesson unfolded. TYPE in bullet-form to be efficient.
!Note: Read through the entire set of reflection questions before answering any specific one.
By doing this, you can avoid redundancy of answers. For example, if you had a time
management issue in your warm-up portion, address this under the question time
management question only.
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1.Introduction/Warm Up. What worked, what did not, and what changes would you
suggest for teaching it next time.
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What worked:
Many students were excited to share out some of their experiences with throwing.
My method in spreading the students out for the warm-up worked well. The 2nd and 3rd
student in each row took two large steps backwards, which left enough space in between
each student.
The students followed along during each warm-up exercise.
The practice throwing rounds went well. The students waited until I said they could throw
the beanbags.
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What didnt work:
When I told the students to come close together, so I could demonstrate an underhand
throw, they had a hard time understanding what to do.
Getting every student to pay attention was a challenge. There were some disruptive
students who were talking throughout the warm-up. Teaching a lesson outside is much
harder than teaching a lesson inside the classroom.
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Suggested Changes:
Create code words for coming close together/gathering up, spreading out, and sitting down.
Be more explicit with my directions, especially when explaining each warm-up exercise.
Choose a couple more vigorous dynamic exercises for the warm-up. This might help
students to get focused, leaving less time for talking.
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2.Lesson (instruction, practice opportunities, games). What worked, what did not, and
what changes would you suggest for teaching it next time.
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What worked:
Choosing a student to help demonstrate how to play the game seemed to really help
students understand the game.
 The students seemed liked they were enjoying the game. They were laughing and smiling.
Many of the students kept the proper throwing technique during the game. Many students
were working together as a team.
The students understood how to count up the points of the game.
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What didnt work:
When I asked the students if they got at least a certain amount of points, they didn't
understand the meaning of at least.
Looking back, I realize the distance of the hula hoops might have been too easy for the
students to make beanbags into.
When I told the students to gather around and sit down, they took a while to do this. Some
time was lost on transitions like these.
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Suggested Changes:
Adjust the distance of the hula hoops, or shorten the time of each round to make the game
more challenging.
Again, creating code words for coming close together will really help students understand
what they are supposed to do.
Rephrase the question containing at least to who got over 1 point/5 points/10 points, etc.
I could have emphasized teamwork and cooperation more.
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3.Closure. What worked, what did not, and what changes would you suggest for teaching
it next time. (Hint: Student responses in closure can be quoted and indicate levels of
learning/enjoyment.)
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What worked:
The students got the opportunity to reflect on the lesson about what they learned.
The students were eager to share what they learned as well as some key steps to
underhand throwing.
I asked, Who can tell me, raising your hand, what was your favorite part about our
game today or whole lesson?
Student: That we were throwing the beanbags.
Student: I liked about it that we get partners.
I asked, Who can tell me now thing they learned about throwing?
Student: That you have to step with your opposite leg.
Student: Throw with the hand that you write with and step with the opposite foot.
Student demonstrates how to swing arm and where to release when underhand
throwing.
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What didnt work:
Many students werent paying attention during the closure. They were still hyped up
about the game.
The spacing of the students for the cool down stretches was not properly spaced.
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Suggested Changes:
The use of an attention getter would be useful such as if you can hear me put your
hands on your head.
 Again, the use of a code word to prompt the students to spread out would be helpful for
the students to have the proper space for stretching.
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Besides simply answering the remaining questions, explain what changes
you would suggest.
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Were your students engaged? What was most engaging? Least?
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Yes. The students were extremely engaged throughout the main activity. I saw many
students laughing and enjoying the game. The students were also engaged in the
introduction and in the closure, however they werent as engaged as they were in the
main activity. The students were eager to answer my questions during the closure. In my
opinion, the warm-up was the least engaging. A possible improvement for future lessons
could be switch some of the warm-up exercises to more vigorous ones or switch the
warm-up to a mini game of sharks and seaweed.
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What % of students were able to do the objectives (physical, mental, social)break down
by the various skills/games you tried.
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100% of the students were able to do the objectives of this lesson. All of the students
were able to underhand throw a beanbag. Some students were able to more efficiently
throw a beanbag with more accuracy than other students. Some students had better form
than other students as well. I saw about 10% students struggling to throw the beanbag
into a hula hoop. After several attempts at throwing the beanbags, they eventually made a
beanbag into a hula hoop. All of the students were also able to work as a team to make all
of the beanbags into the hula hoops.
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Which objectives (e.g. concepts or skills) were most challenging for students? Why do
you think this is so and how would you potentially resolve?
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Some students were struggling to do an underhand throw in a fluid motion. I also saw
some students stepping with the wrong foot. I think a lot of these challenges come from
the fact that there is a lot to think about when throwing. I think the students could fix these
mistakes with just more practice with throwing. One thing I could've done more in this
lesson is go through each step of the underhand throw with the students a couple more
times rather than just doing it with them one time.
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Were you able to accommodate ELL or special need students?
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Yes. I explicitly modeled how to throw and how to play the game while I was explaining
through physical demonstrations. I tried my best to use simple and straightforward
language. I think I couldve been more clear in my directions, but I realized I forgot to say
some of the things I had rehearsed. It is hard to remember everything you want to say
when youre actually up in front of the whole class leading a lesson.
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Did you have all the equipment needed? If not, what did you need and how did you
resolve?
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 Yes. I had all the equipment needed for this lesson including the beanbags, hula hoops,
and cones.
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Were you able to manage the class well (e.g. behavior; transitions)?
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I dont think I did the best job of managing the class. I tried my best to be clear about the
expectations of student behavior in the beginning of the lesson, however, I realized I
forgot to explain a lot of my expectations. I couldve emphasized more rules and been
more clear about how serious I was. I did explain that I would give the students one
warning for not following directions and pull them out for the rest of the game if I have to
give them a second warning. I forgot to explain that once they get one warning, they will
be pulled out of the game to think about what they can do to avoid that kind of behavior.
There were some students who were talking and being disruptive during the lesson, but I
was so occupied with leading the whole lesson that I let some behavior slide by when I
shouldnt have. The transitions were extremely difficult to manage as I didnt have any
code words to prompt the students to spread out or gather up. The students didnt
understand what to do when I asked them to come close together. Going forward, I
definitely would create code words and attention getters.
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How was your time management?
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I time managed the lesson really well. I was able to fit the lesson into 37 minutes. I had
anticipated the introduction/warm-up of the lesson to be 10 minutes, but it ended up taking
about 12 minutes. I left 5 minutes free in my lesson incase any of the activities took longer
than I had anticipated. I had my phone during the lesson to monitor the time.
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Overall, how would you rate your lesson? (Rate on a scale of 1-10, with 10 being ideal.)
Thus, how well in your mind did you accomplish your objectives? Explain.
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I would rate my lesson as a 6 because I felt that the overall management (behavior,
transitions) of the lesson could have been much better. In addition, I could have been
more clear in my directions. On the other hand, I feel that the students had a really fun
time throughout the lesson and learned a lot about underhand throwing. I also think that I
made some good on the spot modifications during the lesson such as rephrasing a
question when the students didnt understand what at least meant. I also changed the
points of the game to easier numbers, because I didnt want the student to have a hard
time adding up all of their points. I wanted as much time as possible for physical activity.
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Master Teachers Comments: (Required):
[MT should include 1 or 2 areas that can be improved, adjusted, or expanded as
well as some areas that you did well.]
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Use the attention getter, if you can hear me put your hands on your head, put your
hands on your shoulders, etc.
If the students are not giving you their full attention, tell them that they wont get to
continue the game unless they focus on you.
Praise students who are following directions by saying, Thank you (students name)
for This will direct more students to pay attention.
 Separate some students from being on the same team who have a hard time paying
attention.
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Master Teachers signature:_______________________________ Date:__________
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MTs Printed Name:______________________________________
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