Physical Education Lesson Plan Template

Name:​ Kay Kay & Morgan Equipment (be specific, consider the whole lesson):
Content/Skill theme:​ Striking with Short Handled Implements ● 22 lollipop paddles
Lesson:​ 1 of 6 Date/Time:​ 3/28/18 8:40am ● 22 pickleball paddles
Grade:​ 3rd Class Size: ​22 ● 22 foam balls
● 22 bean bags
● 25ish balloons with math problems written on them
● Spin the Wheel App (phone)
● Foam Die
● 22 Poly Spots
● 5 Baskets

Safety (be specific, consider the whole lesson):

● Eyes up and watch for others while moving in general space

● Watch out for others swinging
● Equipment down during instructions

National Standards & Outcomes State Standards & Outcomes

Standard 1:The physically literate Standard 1: Movement Competence and

individual demonstrates competency in a Understanding in Physical Education
variety of motor skills and movement
patterns S1.E1.3d - Demonstrate throwing, catching,
striking, or trapping in an activity (DOK 1-2)
 S1.E24.3a - Strikes an object with a
short-handled implement, sending it forward
over a low net or to a wall.

S1.E24.3b - Strikes an object with a

short-handled implement while demonstrating
3 of the 5 critical elements of a mature
pattern.

Student Objectives (ESWBAT) Assessment

ESWBAT have self control by maintaining their self space
Affective Informal Assessment by teacher observation.
during all activities.
ESWBAT know the cues of how to strike an object with a short
Cognitive Informal Assessment using CFU questions.
handled implement when prompted during closure.
ESWBAT demonstrate striking with a short handled implement
using 3 of the 5 critical elements of a mature pattern when Formal Assessment using the pre-psychomotor
Psychomotor
assessment tool.
hitting against a wall.

Teacher Objectives Assessment

1. Have my students reach 50% MVPA for the class period Formal assessment using pedometers
Formal assessment by watching video and see how long instructions
2. Give short but sweet instructions
take.
Watch video to see if I use proximity (if needed) and how many times
3. Use proximity to avoid off task behavior
I do it.
 Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Pedometers & Name Tags

● Pedometer will be laid out on the boundaries with a

name tag for each student on each one
● Students will be instructed to find their name tag and N/A
to put it on their shirt and to grab the pedometer that
2 min the name tag was one N/A
○ Do not switch pedometers
● Students will then turn towards teacher to get
instructions on how to put the pedometer on

Fitness: Dice Exercise Behavior Prompts

● Show me what ● Push ups can
● Students will spread out through the gym self space is go on knees if
● There will be two foam die that will be handed to two ● Please show me too hard
students ● Toe touches
what self control
● As the students roll the dice the teacher will ​spin the and trunk
looks like
wheel​ on the screen for the exercise twist are to go
10 ● The total of the dice is how many reps the students Teaching Cues as far as they
min do of the exercise that is on the wheel ● Skip can without
● After 3 exercises have students run lap ○ Step, pain
● Choose a new student every time to roll the die hop,
○ Every student should be able to roll the die at switch
least once lead
foot.
● Jog
 ○ Keep
arms
straight
○ knees
high.
● Gallop
○ One foot
in front,
leave
that foot
in front.
● Pushups
○ Arms at
90
degrees
● Lunges
○ Make 90
degrees
with leg
○ Don’t
let knee
pass toe

Specific Skill Feedback

● I like how you
are squatting to
a 90 degree
angle
● I really like how
everyone is
stretching as far
as they can.
Specific Behavior
Feedback
 ● Thank you for
respecting your
classmates self
space
● Make sure we
are going around
the corners not
cutting them
Teacher Actions
● Keep back to
wall
● Use proximity
● Use selective
ignoring

Good Morning class! As you walk in I would like you to find the pedometer with your name tag on it. Put your name tag on your shirt and then
look at me to learn how to put on your pedometers. The first thing you do is find your hip bone. *demo* you then put your pedometer on your
waist band right above that point. *demo* If you have a safety clip go ahead and clip that on next to it as well. Once you get the pedometer on I
would like for you to start walking around the gym in a counter clockwise direction. Freeze! Great job class! We will do this first every class so
that we can see how much you are moving and how hard you are working ok? Great! Now when I say go I would like for everyone to find their
Script own self space so we can do Dice Exercise! Go. Great job so the way this works is two of you will roll a dice and I will spin the wheel. The total of
the dice is how many times we do the exercise that is on the wheel so that we can build all of our muscles big and strong. Thumbs up if you
understand. Great now after we do three exercises we will run a lap. I will help you keep track of that. Otis and Amy will you roll the dice first for
me? Thank you! So our wheel landed on squats. Can someone show me squats? Great! Our dice add up to 7 so do 7 squats. Otis and Amy if you
could give the dice to someone who hasn’t rolled it yet as fast as possible that would be great.

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
 Instant Activity: Balloon Math Practice Behavior Prompts
● Show me what ● If students are
● Around the gym there will be 5 hula hoops placed self-control having a hard
with about 6 balloons in each basket looks like. time the hits
○ Balloons will have math problems written on don’t have to
● Please hold
them be consecutive
paddle still
● Students will each have a lollipop paddle and be in
their self space spread throughout the gym when
● On when the music starts students will move to a instructions are
hula hoop and pick up a balloon being given.
● They will solve the problem on the balloon ● Only pick up
○ The answer to the question will be how many one balloon
times they strike the balloon to themselves Teaching Cues
○ e.g. 1 + 2 = 3 strike the balloon 3 times ● Striking
● Once they finish they will move to a different hoop
upward
by either:
○ Grip:
○ hopping
○ jumping Use
7 min shake-h
○ leaping
○ skipping and grip
● Continue this process to hold
the
paddle/r
acket.
○ Bend
Knees:
Keep
your
knees
slightly
bent.
○ Firm
Wrist:
Wrist
 stays
firm.
○ Strike:
Strike
the ball
upward
and
keep the
paddle
in a
"flat"
position.
○ Flat
racket/p
addle:
Face of
paddle/r
acket
points to
the sky
or
ceiling

Specific Skill Feedback

● I like how you
are keeping your
paddle flat
● I really like how
Ben has a firm
wrist
Specific Behavior
Feedback
● Thank you for
moving in self
space
 ● Make sure we
are staying in
the boundaries
Teacher Actions
● Keep back to
wall
● Use proximity
● Use selective
ignoring

Transition/Clean up

● Have each student grab a balloon and place in one of

the trash bags
● With the remaining balloons have students go grab
1 min another balloon to put in the trash bag
● Have them put away the lollipop paddles in a basket
● As they put away the paddles have them grab a
pickleball paddle and a bean bag
● Have them find self space and place their pickleball
paddle and bean bag in front of them
Great Job 3rd graders. Now we are going to do an activity called Balloon Math Practice so that we can practice our math skills while also being
physically active. There are balloons placed in different hula hoops. on the balloons are math problems. When you pick up a balloon you solve the
problem and the answer is how many times you hit the balloon *demo* You then will move to a different hoop by either hopping *demo*, jumping
*demo*, leaping *demo*, or skipping *demo*. What do you do when you pick up a balloon? ​Solve the problem​ How do you know how many
times to hit the balloon? ​Its whatever the answer is to the problem! ​That's right! If two people want to pick up the same balloon do rock paper
Script scissors. Whoever wins gets the ballon and whoever doesn’t has to pick a different balloon. Now when I say go I would like everyone to grab a
lollipop paddle and find their own self space. Go! When the music starts you can start moving. Freeze! Great job 3rd graders! Now we have to
quickly clean up so when I say go I would like everyone to at least grab one balloon and put it in one of the trash bags. Once all the balloons are
picked up I want you to put away the lollipop paddles and grab a pickleball paddle and a bean bag and find self space. What do you grab? ​A
pickleball paddle and a bean bag. C ​ orrect and what do you do once you grab them? ​Find self space. G ​ reat job! Go!

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
 Main Activity Behavior Prompts
● Show me what ● If students
Paddle Balance self space looks can’t flip the
● Each student will have either a pickleball paddle or a like bean bag or
lollipop paddle and a beanbag the paddle
● Please hold
● Teacher will instruct how to properly wear a they can keep
paddle still
pickleball paddle and how to hold it trying or just
5 min ○ wrist strap and twist when toss and catch
○ Handshake instructions are normally
● Students will then balance their bean bag on their being given.
paddle Teaching Cues
● Students will then try and flip the bean bag using the ● Striking
paddle upward
○ Grip:
Striking Upwards Use
● Students will use their bean bag and pickleball paddle ● If students
shake-h
to toss the bean bag in the air and catch it can’t bounce
● Students can then try different ways to toss and catch and grip it over their
a bean bag with their paddle to hold head they can
● Students will be instructed to put away their bean bag the start by
and to grab a foam ball paddle/r bouncing it at
● Once everyone is ready students can try and bounce acket. a lower level
the ball on their paddle. ○ Bend ● If students are
○ Ball should at least go over their head Knees: having a easy
5 min ● Students should try and bounce the ball repeatedly on Keep time they can
their paddle bounce the
your
ball higher
knees
slightly
bent.
○ Firm
Wrist:
Wrist
stays
firm.
 ○ Strike:
Strike
the ball
upward
and
keep the
paddle
in a
"flat"
position.
○ Flat
racket/p
addle:
Face of
paddle/r
acket
points to
the sky
or
ceiling

Specific Skill Feedback

● I like how you
are keeping your
paddle flat
● I really like how
Ben is using a
handshake grip
Specific Behavior
Feedback
● Thank you for
staying in self
space
● Make sure we
are being aware
 of our
surroundings
Teacher Actions
● Keep back to
wall
● Use proximity
● Use KISS
strategy
Striking at Wall Behavior Prompts
● Students will then find a polyspot and face the wall ● Show me what ● Due to this
● Students can start out by hit the ball once to the wall self-control being an
and catching it. looks like. assessment
● Once the student is confident enough they can hit the their won’t be
● Please hold
ball continuously but in control any equipment
paddle still
● After 2 min students will be reminded of the cues and modifications
10 be encouraged to really focus on doing them when
min ○ during this time the pre-psychomotor instructions are
assessment will take place (view assessment being given.
below) Teaching Cues
○ The teacher will walk around and watch each ● Striking
student 4 times and record what cues are ○ Racket
missed. back
and side
Striking at Wall with Partner to target
● Students will pair up with a person next to them ○ Contact ● If students are
● They will then cooperatively hit to the wall to their ball at or having a hard
partner just time with a
● Students will be told to challenge themselves below partner they
○ count how many hits you can do in a row waist can hit to the
○ how far they can get through the alphabet level wall to
5 min ■ one partner says the first letter when themselves
○ Keeps
they hit the ball and the other will ● Students can
elbow
say the next letter when they hit the choose to
away
ball back switch back to
from
a lollipop
body
paddle if they
○ Steps
into the
 swing or are having
shifts difficulties
weight
onto
opposite
foot
○ Swing
low to
high
following
through
to
shoulder
height

Specific Skill Feedback

● I like how you
are striking from
low to high
● I really like how
Ben steps into
his swing
Specific Behavior
Feedback
● Thank you for
working
cooperatively
with your
partner
● Make sure we
are being aware
of others
Teacher Actions
● Keep back to
wall
● Use proximity
 ● Give specific
feedback

Thank you for hustling! Now we are going to practice some things with our beanbags before we move to our foam balls so we can get the hang of
using a paddle. First lets go over how to hold a pickleball paddle. You are going to put the wrist strap on and twist the paddle until is is tight
enough that it won’t fall off. *demo* Let me see everyone do that. Great now to hold the paddle you are going to act like you are shaking someones
hand. *demo* Let's see everyone do that. Great job. Now when we strike an object we are going to have bent knees, a stiff wrist, and keep our
paddle flat. *demo* Now I want everyone to place their bean bag on their paddle. Now I want you to try and flip the bean bag with your paddle.
We can think of this as like frying eggs. We have our pan and move our eggs to the edge of the pan and toss and flip. *demo* Great. Try that a few
times. Now I want everyone to toss the bean bag in the air with their paddle and try and catch it with their paddle *demo* Try that a few times.
Good job everyone. Now WISG I want you to get creative and find different way to toss and catch the bean bag with your paddle *demo* Just
remember to be safe with others around you. Go. Nice job. Now WISG if everyone can put away their bean bag and grab one foam ball and go
back to their self space. Go. Nice hustle. WISG I want everyone to try and bounce your foam ball on your paddle *demo* if you can't do multiple
hits that is perfectly fine just keep trying! I would like everyone to try and hit the ball at least head height *demo* How high should you bounce
Script your ball? ​Head high! R ​ ight go! Freeze! Next we are going to be striking against the wall to so we can learn to hit to a partner which is a little
different. When we hit against the wall we want to have our side to the target, contact the ball at or below the waist, keep our elbows away from
our body, step into our swing, and swing low to high finishing at shoulder height. *demo* Lets try these together. First turn to your side. Great now
contact at waist or below. Nice job now we want to make sure our elbow is away from our body. Looks good! Now we are going to step into our
swing swinging low to high finishing at our shoulder. Nice class! WISG I would like everyone to find a poly spot and face the wall and try to hit
against the wall repeatedly. Now when we do this I want everyone to be safe if their foam ball rolls away. Make sure you don’t go in front of
anybody. What do you need to look for when your ball rolls aways? ​That you don’t walk in front of someone. ​Right go! Freeze. Great job now for a
little fun. WISG I want you to pair up with the person next to you. GO. Nice now what we are going to do is hit against the wall but now take turns
hitting the ball with your partner. I would like for you to try and get as many consecutive hits as you can. That means you want to not make it hard
for your partner to hit back to you. How are you and your partner hitting to each other? ​Easy for them to hit back to us.​ Right! Try and count how
many hit you get in a row or you can say the alphabet where you take turns saying a letter when you hit the ball to the wall. GO!

Striking Against Wall Assessment

1. Racket back and side to target ​ ​2.​ ​COntact ball at or below waist level​ ​3.​ Keeps elbows away from body

​ ​4.​ ​Steps into the swing or shifts weight onto opposite foot​ ​5.​ ​Swing low to high following through to shoulder height

Trial 1 Trial 2 Trial 3 Trial 4

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Total Missed

Organizational Adaptations &

Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Potential adaptations to
Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
Transition

1 min ● Students will grab their paddle, ball and a polyspot

 ● Students will place the paddles in one basket, the
balls in a different basket, and place the polyspots in
a pile.
● Students then will gather in a team huddle by me.
Closure
● What was their favorite part of the lesson
● What are the 5 cues for striking with a short handled
implement?
○ Racket back and side to target
○ Contact ball at or just below waist level
○ Keeps elbow away from body
5 min ○ Steps into the swing or shifts weight onto N/A N/A
opposite foot
○ Swing low to high following through to
shoulder height
● What was one safety thing to remember?
○ Don’t run in front of others (hitting against
the wall) if their foam ball rolls off
○ Be aware off your surroundings
Freeze. Now WISG if you can put your paddles in this basket, you foam balls in this basket, and pile your polyspots right here. When your done
meet me in a team huddle in the middle. Go. Great job today guys! What was your favorite part of the lesson? Nice! and what are the 5 cues for
Script striking an object with a paddle? That's right! You all are awesome! Now what is one safety thing to remember? Yup that's right! Great job today.
Go ahead and line up to go to your class.