Physical Education Lesson Plan Template
Name: Chris Colon (lead) & Bre Snyder (assist)
Content/Skill theme: Striking w/ Short Handled Implements
(Pickleball)
Lesson: 2 of 6 Date/Time: 3/28/18; 9:30-
10:20am
th
Grade: 4 Grade Class Size: 12 Students
National Standards & Outcomes
Standard 1 - The physically literate individual
demonstrates competency in a variety of
motor skills and movement patterns.
 Strikes an object with a short-handled
implement while demonstrating a
mature pattern (S1.E24.4a)
Standard 3 - The physically literate individual
demonstrates the knowledge and skills to
Equipment (be specific, consider the whole lesson):
15 bean bags, 15 pickleball paddles, 15 pickleballs, plickers cards,
liquid lines or court markers, 50 poly spots, exercise cards
Safety (be specific, consider the whole lesson):
Slippery floors, paddle safety, ball safety, heads up,
State Standards & Outcomes
Standard 1 - Movement Competence and
Understanding in Physical Education
 1.4.1.g - Recognize and demonstrate
agility, balance, coordination, power,
speed, and reaction time in a variety
of physical activities
Standard 2 - Physical and Personal Wellness
 2.4.1.c - Demonstrate an exercise that
 achieve and maintain a health-enhancing positively impacts each component of
level of physical activity and fitness. health-related physical activity
 Engages actively in the activities of
physical education class, both
teacher-directed and independent.
(S3.E2.4)
Standard 4 - The physically literate individual
exhibits responsible personal and social
behavior that respects self and others.
 Works safely with peers and
equipment in physical activity settings
(S4.E6.4)
 Reflects on personal social behavior in
physical activity (S4.E2.4)

Student Objectives (ESWBAT) Assessment

Works cooperatively with a partner during the partner activities
Affective
by showing on task behavior throughout the lesson.
Identify how the paddle should be properly gripped when hitting
Cognitive
the ball upward by the end of the class.
Demonstrate flat paddle and stiff wrist during downwards and
Psychomotor
upwards striking activity.
Formative plickers assessment given at the beginning of
class.
Informal assessment using checking for understanding
after giving instruction about how the paddle should be
gripped.
Informal assessment, teacher observation throughout the
class period.

Teacher Objectives Assessment

1. TTWBAT have students achieve 50% MVPA of class time by
Pedometer data and video analysis of students activity.
keeping them active most of the class.
Video assessment of my teaching counting how many times I use
2. TTWBAT use gender neutral language.
gender specific compared to gender neutral language.
3. TTWBAT use proximity and selective ignoring tactics to get the
Video assessment of how well my management strategies worked.
attention of students when they get distracted.
 Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Intro/Pedometers/Name Tags Adaptations &
 Formative Affective Modifications
 Plickers Walk & Talk Behavior Prompts Ss who need help
Students will grab their name tag, plickers card, and “Alehah, thank you for putting their
walking to get your pedometer on can ask
their pedometer as they enter the gym. They will be
pedometer and name a peer
instructed to walk the perimeter of the space and think tag.”
about the questions asked, they will then hold up their
plickers to answer the questions, this data will be Teacher Actions Managerial Task Statements
5 collected. “When you are have put your
Make sure Ss are
mins attaching their safety pedometer and name tag on,
 Transition to instant activity (students hand strap please come back to our team
plickers card to teacher) huddle.”
Make sure Ss are
throwing their name tag “Once you have put your
backing in the trash name tag on, please put the
trash in the trash can.”

“Hello fourth graders, how is everyone doing this morning? Could you all please pick up your pedometer, and stick your nametag on your
chest, and throw the trash away, and grab the plickers card that is lying under your pedometer. Everyone remembers how to hook the
pedometer up correct? Can one of you show me?(Have student show class how to put pedometer on). So remember how Ms. Bre said that we
will be teaching you for the next few weeks? Well today is my day to teach you all, and you all were so well behaved for Ms. Bre I would love
to see you all act the same way with me. Today we are going to play some more pickleball and build off of the skills we worked on last class.
Before we play anything we are going to do a quick walk and talk with a partner. So could everyone look at the person closest to you. When I
Script say go meet back to back with that person and do five jumping jacks. Go. Ok, now when I say go, you and your partner are going to walk
around the boundaries on our half and think about the two questions. When you finish your first lap you will answer the first question by
showing me your plickers card with the answer you want on the top of the sheet like this (show demonstration). After the second lap you will
do the same thing for the second question. Once you are finished with both laps and have answered both questions you can hand Ms. Bre your
plickers cards and do jumping jacks until the rest of the class is finished. Go. (managerial strategy to gain students attention). Thank you fourth
graders you did such a great job. Now we are going to play a game for a little.
 Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
10 Fitness Activity Behavior Prompts Equipment for later activities Students can do
mins Instant Activity “Thank you for not will be laid out on the outside modified push-ups if
Ultimate Tag running Jose” of the boundaries in buckets. standard push-ups are
 All the students are taggers. too difficult.
 They will travel using various locomotor patterns. “Laydi thank you for Students will get instructions
 When tagging they must tag softly and on the tagging properly on the and play the tag game inside If students can’t grasp
shoulders or upper back. shoulders and back.” the boundaries. the concept of full
 If two people tag each other at the same time they body rock paper
must do full body rock paper scissors to see who the “Jason great job on those Managerial task statements: scissors they can do
winner is. push-ups.” When I say I say go we are traditional.
 The person who either gets tagged or loses rock paper going to switch from a speed
scissors will do five push-ups or sit-ups or five squats Teaching Cues walk to a skip, ready go.
outside of the boundaries, they get to choose. This will “Remember we want our
allow the student to re-enter the game. bodies to stay straight on
 The winner of rock paper scissors, or the person who our push-ups.”
successfully tagged a student will continue to play.
Transition to Skill Development “For our squats we want
our torso/chest to stay
tall and our weight to be
in our heels not our
toes.”

Specific Feedback
“Feteh great job going to
90 degrees on those
push-ups.”

“Penelope I really like

how you are keeping
your chest tall when you
are squatting.”

Teacher Actions
Constant circulation on
 outside of the
boundaries.

Demonstrate proper
tagging.

Demonstrate proper
exercise technique.

Use selective ignoring if

off-task behavior isn’t
distracting.
“Alright fourth graders we are going to play a fun game called ultimate tag. So for this tag game everyone will be a tagger at the same time. If
you tag someone without getting tagged then the person who gets tagged will get to become stronger and faster by performing five repetitions
of either push-ups, sit-ups, or squats you will get to pick which one you do. After you become stronger and faster by performing those
muscular strength and endurance exercises you will get to go back in and play. When you perform your exercise we want to make sure that we
are keeping ourselves safe, and our fellow students safe, so to do that when you are performing your exercise I would love to see you outside
of the boundaries.
So what happens if you get tagger? Correct, you go outside the boundaries and perform five repetitions of whatever exercise of the three you
choose.
Now if you and another person tag each other at the same time then you will do full body rock paper scissors the person who wins will
continue to play, the other person will do five repetitions of the exercise of their choosing to get stronger and faster. Full body rock paper
scissors looks like this (have Bre against you demonstrate rock paper and scissors). Now when you tag someone we don’t hit them as hard as
Script we can do we? No, we lightly tag them, when we tagging someone I would like to see you only tag people on the shoulders and the upper back
like this (have Bre demonstrate a proper tag).
For the beginning of this game we are going to start by using a speed walk.
Ok, where do we tag someone fourth graders? Correct the upper back or the shoulders. What happens if you and another person tag each other
at the same time? Correct you play full body rock paper scissors.
No when I say go I want you all to spread out inside the boundaries. Go. Now when I say go begin to play. Go.
Freeze! Ok fourth graders now when I say go, we are going to travel using a skip. Go.
Freeze! Now when I say go, we are going to use a gallop, so remember for a gallop one-foot stays in front the whole time like this
(demonstrate). Go.
FREEZE! Great job fourth graders can you bring it in so we can transition into our paddle activities now.”
Transition to skill development

Time Student Activities Performance Cues Organizational Adaptations &

(min) Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of Potential adaptations to
statements; closure teacher actions students; Managerial task statements student activities to meet
 the needs of ALL students.
Skill Development Teaching Cues  If students
 Students will gather equipment “Remember to keep your want a
 Sizzle flip w/ partner standing across from one paddle flat when you’re challenge they
catching the beanbag.”
another can take a
 Teach students how to work cooperatively “Toss the beanbag with
step back
with their partner control.” every time the
Students will grab equipment catch it
 The pair of students will have one beanbag
that is on the outside of the successfully
 The person with the beanbag will lightly Behavior Prompts
boundaries then come in
underhand toss it to their partner. “Mohamed thank you for  If students
tossing the beanbag with close to the teacher. want to make
 The partner will do their best to receive the
control.” it even harder
beanbag using only their paddle to catch the Students will be on poly spots
beanbag they can catch
“Nisha great job putting across from partner. There it using their
your safety strap on.” will be a line splitting the backhand
Transition to next skill development court. At least two arms
Specific Feedback
hold
5 length of space between each
“Jasiah I like how you’re  If the starting
mins person on the same side.
distance is too
using a flat paddle to catch
the beanbag.” difficult
Managerial task statements:
students can
“Itzel great job having a When I say go you and your
bring poly
stiff wrist.” partner will line up across
spots closer
from one another on a poly
until they are
Teacher Actions spot, go.
comfortable
Use proximity to mitigate When I say go you and your
to move
off-task behavior. partner will begin to toss the
further away
beanbag to each other, go.
Back to wall at all times.

Circulate the class.

Script “Ok students great job during our fitness game. Now we are going to practice some more skills using the paddles. Look at the person closest to
you if you haven’t been their partner yet when I say go meet up with that person shoulder to shoulder and do five mini jumps like this
(demonstrate). Now when I say go I want the tallest person in your group to grab paddles for the two of you, the other person will grab one
beanbag. (Have students demonstrate). Just like what they did can everyone do that?
What are we grabbing if we aren’t grabbing paddles? Correct, we are grabbing one beanbag.
Go. Great job now what is the very first thing we do when we get our paddles? Correct, we put the safety strap on and twist the paddle. Now
that everyone has done that can you all show me your handshake grip on the paddle? Very good. Now when we are holding our paddle out with
 our palm up what is that called? Correct, that is your forehand. And when your palm is facing the ground what is that called? Very good, that it
your backhand.
Now when I say go you and your partner are going to stand on opposite sides of the line on the poly spots on the ground. One person will start
with the beanbag on their paddle, and the other will be waiting with a flat paddle. The person with the beanbag will use an underhand toss to
toss their partner the beanbag, the partner will do their best job to stay in place and catch the beanbag using only their paddle. You will keep
doing this for a little to help build hand eye coordination and help with keeping your paddle flat and wrist stiff. If the beanbag hits the group
you and your partner will do a shoulder stretch (demonstrate stretch) for five seconds on each shoulder then you will continue to play.
What are we doing when I say go? Correct standing on opposite sides of the line on poly spots and passing the beanbag to your partner. What
happens if the beanbag hits the ground? Correct a shoulder stretch for five seconds each side. GO!
Ok fourth graders FREEZE! Thank you all very much you did a great job. Now we are going to keep our paddle and when I say go, whoever
has the beanbag could you please trade it out for a ball, one for you and one for your partner. We are going to transition into our next game
called minesweeper!”

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
10 Skill Development (Striking downwards) Behavior Prompts Poly spots will be spread out  To add challenge
mins  Mine sweeper game “Good job keeping your all over the gym inside the students can try to
 Place poly spots around the gym head up.” boundaries. Students will be hit using a
 Students will walk around the gym trying to traveling in general space backhand strike
hit their ball at a poly spot “Thank you for trying to hit a ball at the poly  To make it more
 Students will be holding onto the ball while walking.” spots. difficult for the
traveling mine activators
 On the other side of the poly spot there will be Teaching Cues they need to travel
an exercise to do “Remember to keep while balancing a
 Students will do the exercise then continue to your paddle flat.” ball on their
play leaving that mine turned over paddle.
“Try and aim at the poly  Use a gator ball
 After one round appoint three mine placers
spot that you’re trying to for students that
who are trying to hit the turned over mines to
hit.” are struggling
reactivate the mines
 Once the mine is reactivated students must hit
Specific Feedback
the mine over again and do that exercise again
“Penelope way to keep
your wrist stiff.”

“Ryann good job

watching where you
walk.”
 Teacher Actions
Use proximity to mitigate
off-task behavior.

Back to wall at all times.

Circulate the class.

“Ok fourth graders now we are going to play minesweeper. See all these poly spots on the ground? Our goal is clear out this whole minefield,
the poly spots are the mines. To clear out the minefield you need to hit the poly spots while striking the ball with the paddle like this (have Bre
demonstrate). Once you do that you will notice that there is an exercise on the bottom of each mine, to continue to play you need to do that
exercise for however many repetitions then you can continue to clear the mine field. Now for this game we need to make sure we are very
careful, so I want everyone to walk for the first round and make sure that you are looking around when you are walking to make sure you don’t
run into anyone. When we are walking around we are holding tightly onto our equipment, so it doesn’t go all over the gym.
So when I say go, how do we clear the minefield? Correct, by hitting the ball down at the poly spot. And what are we doing with our heads as
we walk around? Correct, we are going to keep them up so we can look out for our classmates. Ready GO!
Ok FREEZE, great job on that round students. Now I’m going to pick three students to be my mine activators. The mine activators job will be
Script to re-activate the mines. So when they see a turned over mine they are trying to hit the mine to re-activate it. The minesweepers need to try and
get all the mines deactivated while the mine activators are trying to get all the mines activated.
What are the mine activators doing to re-activate the mines? Correct, they will hit their ball down at the turned over mines to re-activate them.
For the minesweepers to deactivate a mine that was re-activated they need to hit the mine and do the exercise again just like it any other mine
that is activated. Ok could I get three volunteers to be my mine activators? Ok thank you, now when I say go minesweepers are trying to
deactivate the mines and the mine activators are trying to re-activate all the mines. Ready go!
FREEZE, very good fourth graders, now we are going to do a new activity, could I have some help picking up all the mines and then could you
all gather around me real quick?
Ok thank you so much for your help, now we are going to do our next activity.”

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
10 Striking up w/ and w/o a bounce Behavior Prompts Students will be spread out in  For a
mins  Students will be spread out in self space “Great job staying in the general space. Students challenge
 Each student will keep their ball and paddle your personal space.” will have their own paddle students can
from the mine sweeper game and their ball practicing try to
 Students will hold their paddles out and do a “Thank you for showing hitting it up. alternate
circle making sure that no one is within one self-control.” forehand and
arms-length backhand
 Ss will start by hitting the ball up letting it Teaching Cues  For an
“Remember to keep additional
 bounce or catching it then hitting it again your paddle flat.” challenge try
 As the progress Ss will try backhand after to hit it higher
doing forehand “Keep your wrist stiff and higher
 Next they will try to hit it up multiple times in with your handshake
a row grip.”
 Application
 Students will try to hit it up as many times in Specific Feedback
a row as they can “Jose good job keeping
 If there is time students will try to alternate your paddle flat.”
forehand and back hand between each hit
“Alenah good job
showing self-control.”

Teacher Actions
Use proximity to mitigate
off-task behavior.

Back to wall at all times.

Circulate the class.

Script “Ok students now we are going to practice striking the ball upwards.
So what is one thing we might want to do when we are hitting the ball that we talked about last time in class? Correct, we want to make sure
we have a stiff wrist. And what is one more thing to help us keep control of the ball? That’s right, we want to make sure that we have a stiff
wrist when we hit the ball. Now when my palm is to the sky like this (demonstrate) and I hit the ball what kind of hit is that? Very good, it’s a
forehand strike.
Now what we are going to do, when I say go, is we will spread out inside the boundaries. Go. When you get to a spot do ten jumping jacks, ok
now I want you all to stick out your paddle and spin, slowly, in a circle and make sure no one is within one arms length of you. When I say go I
want you all to practice hitting the ball straight up with control.
Now when I say with control do you think that means hit the ball as hard as I can? No of course not, we want to hit it lightly so it stays in front
of us.
So when you hit the ball upwards you have the choice of letting it bounce then hitting it again or catching it then hitting it again. After five hits
I would love to see everyone do five squats. Remember for a good squat it is like we are sitting in a chair, we want our chest up tall and we
don’t want to go onto our toes. After those five squats you can continue to hit the ball. Ready GO.
Alright fourth graders freeze, very good. Now, when I say go, if you want to we are going to try and hit the ball switching using a forehand and
a backhand strike like this (have Bre demonstrate). If you want to continue to hit the ball like we are though that is perfectly alright. This time
after five hits I would love to see everyone do 5 jumps as high as they can. Ready go.
Freeze. Now we are going to try and hit the ball upwards multiple times in a row like this (Bre demonstrate). After you have five attempts I
would love to see you all do your favorite stretch for ten seconds. Stretching is so important because it helps to improve our flexibility which is
another health related component of fitness.
Remember what is really important to be able to hit the ball multiple times in a row? Correct, a flat paddle. What else is very important to be
 able to hit the ball multiple times in a row? That’s right, self control. Ok ready fourth graders, go.
Freeze, now when I say go, if you want to try and challenge yourself try and keep count of how many times you can hit the ball in a row. Go.
Freeze, now when I say go, if you think you’re ready to really challenge yourself you can try to hit it alternating your forehand and backhand
strikes like this (have Bre demonstrate). If you want to stay at one of the previous tasks that is perfectly fine. Ready go!
Freeze, great job fourth graders, I saw a lot of stiff wrists and flat paddles. Now we are going to transition into red light green light, you will
still need your equipment for this game.”

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
5 Red light Green light Behavior Prompts Students start on far end of  Students can
mins  Ss will start at one end of the gym “Great job staying in the court sideline standing catch ball after it
 They will have their ball lying on their paddle your personal space.” next to each other with some is hit if continuous
 When the teacher says green light go they will room in between each person. hits are too
WALK balancing the ball on their paddle “Thank you for showing They will travel at the same difficult
 When the teacher says red light stop they will self-control.” time while balancing their  Students can try to
hit the ball upwards to themselves, they can ball. alternate forehand
either catch it after each hit or try to hit it Teaching Cues and backhand hits
multiple times in a row “Remember to keep to add difficulty
your paddle flat.”  Students can try to
hit the ball while
“Keep your wrist stiff walking to add
with your handshake difficulty
grip.”  Students can hold
ball on the paddle
Specific Feedback if balancing is too
“Jose good job keeping difficult
your paddle flat.”

“Alenah good job

showing self-control.”

Teacher Actions
Use proximity to mitigate
off-task behavior.

Back to wall at all times.

 Circulate the class.

“Ok fourth graders we are going to play a game called red light green light. So when I say go you all are going to line up on the other side of
the court with your ball and your paddle in hand. When you hear the words “green light go” you will balance the ball on your paddle like Ms.
Bre is doing and WALK forewords. When you hear red light stop you will stop then practice hitting the ball up. Now we are really going to try
and practice self-control, so if your ball hits the ground you will do five push-ups. If you go before I say green light go you will do five
jumping jacks. What is something that helps us have control of the ball? Correct, a flat paddle. What is one more thing that helps us have
control of the ball? Very good, a stiff wrist.
Ok fourth graders when I say go, you can line up on the far side of the court on the sideline. Go. Now what are you doing when I say green
Script light go? Correct, we are walking while we balance our ball on our paddle. And when I say red light stop what will you do then? Yes, either hit
the ball up and catch hit and repeat this or you will hit the ball up multiple times. And what happens if your ball hits the ground? Correct you
will do five push-ups, push-ups help with our self-control so that is why you will do push-ups. And if you go without hearing me say green
light go what happens? Very good, you will do five jumping jacks, did you know jumping jacks help with listening skills? Ok fourth graders
ready green light go. Red light stop. (Repeat until all students are across the finish line). Once you cross the line I want you all to do sit-ups
until everyone in your class finishes, and cheer them on. Very good fourth graders, now when I say go could I have you all put your paddles
back in the buckets where you first picked them up, and put your ball with your paddle. Once you have done that let’s meet in the middle for
our team huddle.”

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
5 Closure/Pedometer turn in Behavior Prompts
mins  Have students hand in pedometers “Feteh, thank you for
 Ask students questions walking to return your
 What kind of strike is it when my palm is equipment.”
facing the ball when I hit it?
 What kind of grip do we use when we hold the Teacher Actions
paddle? · Demonstrate how to
 Is our wrist firm or is it flimsy? return equipment
 When we are trying to have self-control are · Demonstrate how to
we hitting the ball as hard as we can? return pedometers
 What is another sport where we can play with · Ask closure questions
rackets outside of the classroom?
Team huddle for questions
 You can play pickle ball outside of class at the and team cheer.
 Greeley rec center.
 What component of health-related fitness are
we working on when we are stretching?
 What are the other two types of health-related
components of fitness that we did this class?
 Encourage physical activity outside of the
classroom.
 Team cheer
“Alright fourth graders you all did such a great job today, Ms. Bre and I are all so impressed with how fast you’re learning how to use your
paddles. Could you hand Ms. Bre your pedometers please? (wait for all pedometers to be turned in) Ok students what kind of strike is it when
my palm is facing the ball when I hit it? (A: forehand) What kind of grip do we use when we hold the paddle? (A: handshake grip) Is our wrist
firm or is it flimsy? (A: firm) When we are trying to have self-control are we hitting the ball as hard as we can? (A: no) What is another sport
Script where we can play with rackets outside of the classroom? (A: tennis or badminton) You can play pickle ball outside of class at the Greeley rec
center. What component of health-related fitness are we working on when we are stretching? (A: flexibility) What are the other two types of
health-related components of fitness that we did this class? (A: muscular strength and endurance, and aerobic capacity). Very good fourth
graders, you’re all learning so much and getting so smart! I want you all to come back next time and tell Ms. Bre and I what you did to be
active outside of school. Ok ready team cheer, 1-2-3 WOOSH! I hope you all had a great time, Ms. Bre can’t wait to teach you next time.

Copy and Paste this box for each activity