Name:SaraZaragoza

PHYSICALEDUCATIONLESSONPLANFORMAT
Instructions:Searchwwwandfindalessonplanyouwouldliketouseforagradelevelofyourchoice.Fitthelessonplanintotheformat
belowandcomepreparedtodemonstrateitinclass.

GRADE:
1st
STANDARD:Writeoutcompletely(AddPEFrameworkspage#)
PhysicalEducationModelStandardspg.32
ManipulativeSkill1.0Demonstratetheunderhandmovement(throw)pattern.
NEEDEDEQUIPMENT:
Beanbag
Coloredconstructionpaper
Tape
BlackMarker
Whiffleballandbat

LEARNINGGOAL/OUTCOME/OBJECTIVE:
Studentsofthefirstgradelevelwillbeabletousetheproperfromofunderhandthrowingwith95%accuracy.

TIME LESSONCONTENTACTIVITY TEACHINGPOINTSAND

Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher ORGANIZATION
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare Whatmustyoudotobeready/preplanning
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting. toteacheachlessoncomponentpoint?
Min.10 Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadytoreceiveinstructionfor Step1
thisstandard) Createbenbagsusingballoonsandbeans/playdohfor
studentstousefortheactivityandlesson.
Name:SaraZaragoza
Iwillhaveallstudentsgetupandmovetothecarpet.Oncethestudentsarequietlysittingattheclass
carpetIwillasktheclasswhoenjoysplayingsports?Iwillaskthestudentstoraisetheirhand
quietly.IwillthensharewiththeclassthatIlovesportsaswell.Iwillalsosharewiththemthatwhen Step2
IwasgrowingupIplayedsoftball.Iwillaskthestudentsiftheyknowwhatsoftballis.Iwillthen Haveavideosetupincasethestudentsarenot
explaintothemthatsoftballisalotdifferentthanbaseballbecausethepitcherusesunderhand.Iwill familiarwithbaseballandsoftball.Iwillmakesureto
haveavideothatmodelsthecorrectwaytothrowa
thenaskthestudentsiftheyknowwhatunderhandtossis.
baseballandasoftball.
IfastudentdoesknowwhattheunderhandtossisIwillhavethatstudentgetupanddemonstrateto
theclasswhattheunderhandtosslookslike.Ifnooneknowswhattheunderhandtosslookslike,I
willdemonstratetheunderhandtossusingoneofthebeanbags.Iwillaskthewholeclasswhatdid
theynoticeaboutthetoss.

15min Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthestudentsonthisstandard) Step1

Setuptheclassroomsothatthestudentshaveenough
spacetotosstheballandthewholeclassisabletosee.
Afterdemonstratingthetosstotheclass.Iwillasktheonestudentthrowthebeanbagusingthe
underhandtossandanotherstudenttossthebeanbagusingtheoverhandtoss.Iwillthenaskthe Step2
classwhattheynoticedthatwasdifferentinthewaythatthestudentsthrewtheball.Weretheir
Setuptheactivitythatthestudentswillbe
palmsfacingupduringtheunderhandtoss?Weretheirpalmsfacingdownwhentheythrewtheball
participatingintopracticetheunderhandskill.
overhand?Iwillhaveacoupleofstudentstrybothtossesandseethedifference.Iwillalsoensurethat
thestudentsknowthatwewillbeusingtheunderhandtossfortheactivity.

20min EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard0 Step1

Splittheclassintotwoeventeamsandhavethe
Studentswillbeparticipatinginawholeclassrelay.Theclasswillbesplitupintotwoteamseach studentslineupintotwolines.Eachstudentwillhave
studentwillhavetheopportunitytotossthebeanbagusingtheunderhandmethodthatwasdiscussed anopportunitytoattempttomakethebeanbagtoone
inthelesson.Thestudentswillbemonitoredtheentiretimetoensurethattheyareusingthe oftheconstructionpapers.
underhandtossandnotthrowingoverhand.Ifastudentthrowsoverhandtotryandwinmorepoints,
Iwilldeductpintsfromtheteamandcorrectthestudent.
Step2
Studentswillgoinorderandtrytomakeitononeof
thecoloredconstructionpapers.Eachconstruction
paperisworthacertainnumberofpoints.Theteam
withthemostpointswinsaprizefromthetreasure
box.
Name:SaraZaragoza

Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhowtheymightkeepon Step1
practicingindependently) Makesurethatthestudentshaveunderstoodthe
activitythatwasdoneintheclassroom.Iwillalsobe
theonekeepingtrackinordertodirectlymonitorthe
Iwillhavethestudentsplayashortgameofbaseballusingthesameteamsthatwerecreatedinclass. students.
Iwillshowthemhowdifferentitistoplayusingtheunderhandmethodusingthewhiffleballandbat.
Step2
Wewillhaveeverystudentthrowtheballtomakesurethattheyunderstoodthelesson.Iwillalso
Takethestudentsout1015minbeforerecesstohave
showthemhowitcanbeeasierandsafertoplaywiththeunderhandtossbecauseitallowsmore
timetoplayashortgameofbaseballusingthe
studentstohittheball.Whenstudentsareabletohittheballandrunthebasesmoreoftenitallows underhandtoss.
moremomentumtothegame.Iwillmakesuretodothisrightbeforerecesssothatthestudentscan
choosetocontinueplayingandshowtheirfriendswhattheyhavelearned.

Assessment:Howwillyouassessprogressinthisstandard?(refertopagesinthePEFramework Step1
thatsupportyourplan) Iwillbepreparedtokeeptrackofpointsusingthe
whiteboardwhilemonitoringstudentstoensurethey
havelearnedthelessonobjective
Iwillassessthestudentsthroughobservingthemthroughtheactivity.Iwillbetheonewhoisgoingto
Step2
keeptrackofthepoints.Iwillalsoensurethatstudentsaretossingtheballusingtheunderhandtoss.
IfthestudenthasusedtheoverhandtossIwillinstruct
Iwillalsobedeductingpointsifastudentusestheoverhandtoss.Iwillalsomakenoteofthestudents
thestudenttotryagainusingtheunderhandmethod
whousedtheoverhandmethodandworkwiththemaftertheactivitytoensurethatthestudents
buttheteamwillnotbereceivingthepoints.Iwillalso
knowtheunderhandmethod. ensurethatIworkwiththosestudentswhousedthe
overhandtossduringtheoutsideactivity.

ClassManagement(Howyouwillmanagethisinstructionsothatallstudentslearnwell) Step1
Iwillmakesurethatstudentsarequietbefore
Thelessonwillbetaughtontheclassroomcarpettoensurethatthestudentsareengagedandfeellike beginningthelesson.OnceallthestudentsarequietI
theyareconnectingwiththelesson.Thecarpetalsohelpsminimizesideconversationbecauseitisa willgetthemthinkingaboutthedifferentkindsof
formalsettingwhereweallreadstoriesandlearnfunconcepts.Itwillalsoallowstudentstofreely tossesthatcanbedone.
Name:SaraZaragoza
movearounddothattheyareabletoseethelessoninaction.
Step2
Iwillalsomakesurethatstudentsaresittinginthe
correctassignedspotonthecarpet.Theassignedspots
ensuresthatstudentsarenotsittingnexttostudents
whomightbeadistractiontothem.

etc.

ModificationsforSpecialTypesofLearners(RefertoPEFrameworksandprovidepagenumbers0
ELD Learner:
Step1
Strengths: ELD learners will find it easy to use students as the model for the lesson Iwillhaveastudentmodelwhattheunderhandtoss
They will learn the same objective by watching other students practice first. lookslikeandhavetheEnglishlearnertryit.Iwill
thenhavetheEnglishlearnerrepeataftermeandsay
Weaknesses: The English learner will have difficulty understanding the concept of underhandtoss.
underhand. The learner might not understand the specific vocabulary that will be
used for the lesson. The learner will be able to participate and learn the skill. I will Step2
have the student repeat certain vocabulary words such as under hand and toss. I
will also model what the student is saying and have the learner try it. IwillhavetheELstudentworkwithanotherstudent
fromtheirteamtohelpthemthroughoutthewhole
Your intervention or adaptation: I will make sure that the student watches the classactivity.
students go first and have the learner repeat the words for me. I will work with the
student to make sure that the student is performing the skill of the lesson accurately.

Special Needs Learner: Step1:Modelwhattheunderhandtosslookslikefor

Strengths: Depending on the learners special needs , the learner will be able to thestudents.
understand the concept of the lesson and the related terms. The student will also be
able to participate in the activity.

Weaknesses: Depending on the abilities of the needs of the student, the activity that Step2:Havethestudenttryitontheirown.Iwill
is a part of the lesson might be difficult for students to do. The student may have monitorthestudenttomakesureitisdonecorrectly.
trouble tossing the bean bag into the designated area. Afterthestudenthaspracticedtheunderhandtoss,I
willplacethestudentonateamandmonitorthe
Your intervention or adaptation: I will have the student join a team an work with the studentthroughouttheactivity.
student throughout the activity to ensure that the student understands the lesson
objective.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
Name:SaraZaragoza
When planning instruction for a diverse student population in this content area it is important to model. The students learn by watching and
doing. The vocabulary is an important part of the lesson but understanding and learning the skill is one that needs practice. Students that
come from different backgrounds may have trouble identifying certain terms because they know them using different terms.

What area of this instructional plan was easy to complete?

The area of the instructional plan that was easy to complete was the activity portion of the lesson. I had an idea of an easy and fun way for
the students to meet the objective with a high degree of accuracy. I also found it easy to gather the materials. The original idea required
materials that were expensive but I was able to improvise and find alternatives that would work just as well as the original materials listed in
the activity.

What area will you need more knowledge/skill in order to do the task well?

I will need more practice on the assessment portion. When it comes to PE it is difficult to conduct formal assessments on the students
abilities to meet the standards. I think extra practice on the informal assessment would be beneficial for future PE lesson plans. I also would
like to know how to document the students learning if needed or a form of observation will be enough.

RubricAssessment
Level6
Demonstratesthematurestagefortheunderhandpatterninagamesetting.
Level5
Demonstratesthematurestagefortheunderhandpatternalongwithaccuracyfromavarietyofdistances.
Level4
Demonstratesthematurestagefortheunderhandpattern:
1.Playerstandswithsidetotarget.
2.Armisswungupwardwithpalmfacingup
3.Playerstepsforwardwithnondominantfoottransferringweight.
5.Elbowleadsarmmovement,followedbyforearmextensionandwristsnap.
6.Thereisarmfollowthroughinthedirectionofthetarget.
Level3
Demonstratestheelementarystagefortheoverhandpattern:
Playerfacestargetwithfeetparallel.
Armisswungwithpalmfacingup.
Playerstepsforwardincorrectlywithfootonsamesideofbodyasthrowingarm.
Elbowleadsthewayinthearmmovement.
Level2
Name:SaraZaragoza
Demonstratestheinitialstagefortheunderhandpattern:
Playerstandsfacingthetarget.
Actionismainlyfromtheelbow.
Actionresemblesapush..
Feetremainstationary.
Followthroughisforwardanddownward.
Level1
Demonstratesrandomattemptstothrowtheball:
Playerstandserectfacingthetarget.
Theballisthrownwithverylittlearmaction.