Leslie Locke

21074 E Pickett St~ Queen Creek, AZ 85142

leslie.locke@asu.edu Phone: (480) 307-1484

Summary
I am an undergraduate studying physical education that is passionate about working with kids and helping them
learn how to be active and live healthy lives and I am seeking a position in the Gilbert Unified School District.

Education
Bachelor of Arts in Physical Education
Arizona State University, Tempe, AZ

May 2016

Associate of Arts in General Studies

Eastern Arizona College, Thatcher, AZ

May 2012

Student Teaching
-Secondary, Highland Junior High, Gilbert, AZ
Spring 2016
th
Took over all teaching duties for five periods of 8 grade girls physical education
Responsible for planning and teaching lessons that promote physical activity and meet the national
standards for physical education
Grades assignments, communicated with parents, and attended staff meetings
Coordinated and supervised weekly open gym before school
-Elementary, Frances Brandon Pickett Elementary, Queen Creek, AZ
Fall 2015
Planned and taught four-part quality lessons for different developmental levels from grades 1-5.
Managed classes and documented any behavioral issues
Contacted parents and kept a log of conversations
Established a lunch time jump rope group once a week during recess

Internships
-Elementary-

Frances Brandon Pickett Elementary, Queen Creek, AZ

75 hours of field experience in an elementary physical education classroom grades K-5
Observed the teacher and taught several full and partial lessons
-Secondary- Payne Junior High, Chandler, AZ
75 hours of field experience in a junior high classroom grades 7-8
Organized and supervised a lunchtime physical activity program

Certifications
Adult, Child, and Infant CPR, Fingerprint Clearance Card

References
Connie Pangrazi
Brian Webster
Lynn Preble

Arizona State University

Pickett Elementary
Highland Jr. High

Phone: (602) 300-1982

Phone: (480) 495-4690
Phone: (480) 495-9375

Fall 2013

Spring 2014

VISION
STATEMENT
#1 Goal: Learn how to be active and
healthy for a lifetime
Students will be given the opportunity
to be active
Have fun!
Always have a positive attitude
Always do your best, and you will be
successful
Students will respect each other, and
the teacher
Be prepared

 Teacher will provide quality lessons

that promote health and activity
Lessons will meet National Physical
Education Standards

Teaching Philosophy
My personal philosophy as an educator is rooted from the philosophy and ideas of the great John
Wooden. He said, Never try to be better than someone else, but be the best that you can be. He preached that
the definition of success is to do the best you are capable of, and I share this belief. As a physical education
teacher, I aspire to teach my students that if they always give their best in whatever they do, they will be
successful.
I know that a career as a physical education teacher will bring me personal and professional satisfaction
because it is my passion. I want to share my passion for fitness and sports with my students. I will be a positive
role model in their lives and encourage them to be successful in whatever they do. A principle I will use to
guide my work as a physical education teacher is a poem by Elbert Hubbard that John Wooden often quoted. It
says, No written word or spoken plea, can teach young minds what they should be. Nor all the books on all the
shelves, but what the teachers are themselves. It is important to be a good role model for students because they
will be watching. I will be a good role model by eating healthy foods and drinking water. I will also participate
with my students during fitness and activities so they can see that I enjoy being active instead of just sitting on
the sidelines. I will take care of my body and live as healthy as possible so they can see that I actually do what I
am teaching them.
I hope to establish a quality physical education program that will earn the respect of my students and
fellow teachers. A quality physical education program provides students with an opportunity to be physically
active which can help prevent diseases and obesity. It should also promote health, wellness, and lifelong
fitness. It is my goal to teach my students the skills and knowledge they need to be healthy and active
throughout their lives.
I believe physical education is important because it benefits students both physically and academically.
There is evidence that supports that physical activity can improve performance in the classroom. It can help
students focus and stimulates the brain. I plan on working with classroom teachers to make sure that their

students are getting physical activity. I will help them implement classroom activity breaks that they can do
with their students. I believe that active students will benefit both the students and the teachers.
My teaching strategies will include good classroom management, positive reinforcement, and
appropriately designed lessons. Classroom management is key to a successful classroom. A well-managed
class allows students to be engaged and it allows the teacher to give proper instruction and feedback to students.
I believe that positive reinforcement is the best way to manage a classroom and provide feedback. Students will
be more responsive to a positive statement then a negative one. It is my goal to be as positive as I can with my
students to let them know that I believe in them and that I am proud of them when they do their best. I also
believe that it is important to design lessons that are appropriate for all students. Lessons should account for the
needs of every student in the class and the different developmental levels. I will develop these lessons by
paying attention to my students and providing modifications to lessons when needed.
My goal for myself professionally is to continue to learn and grow as a physical education teacher.
Instead of doing the same lessons over and over again, I want to learn new activities and ways to better myself
and my program. One way I will do this is by going to inservices and conferences to learn the latest strategies.
I will also collaborate with other physical education teachers to get ideas and to support each other in creating
successful programs. My goal is to create physically active students that know the benefits of physical activity
and how to be active for a lifetime. I want them to enjoy being active and I want to give them the opportunity
to try many different activities so they can figure out what they like to do. If I am successful at doing this then I
am doing my job as a physical education teacher.

Mrs. Smith
Principal
Highland Junior High
6915 E Guadalupe Rd
Mesa, AZ 85212
Dear Mrs. Smith:
I am writing this letter to introduce myself in hopes of future employment at your school. I recently graduated from
Arizona State University with a Bachelor of Arts degree in secondary education. I am certified in physical education and I
am extremely passionate about the subject. I hope to establish a quality physical education program that will earn the
respect of my students and fellow teachers. A quality physical education program provides students with an opportunity
to be physically active which can help prevent diseases and obesity. It should also promote health, wellness, and lifelong
fitness. It is my goal to teach my students the skills and knowledge they need to be healthy and active throughout their
lives. Also, research shows that physical activity can improve the academic performance of students. Activity stimulates
the brain and helps students to focus in the classroom. Providing them with opportunities to be active in my class each
day will help them be successful in other subjects.
My expectations for my students are simple. They will be expected to respect each other and the teacher. They will also
always be expected to do their best. I will teach my students that as long as they do their best and have a good attitude,
they can be successful. A lack of participation or disrespecting classmates will not be tolerated. My expectations will be
communicated with my students and their parents. Parents will be encouraged to contact me with any questions or
concerns they may have. I want every student in my class to succeed, so having an open communication and working
with parents will help my students be successful.
I know that a career as a physical education teacher will bring me personal and professional satisfaction because it is my
passion. I want to share my passion for health and fitness with my students. I want them to enjoy being active and I want
to give them the opportunity to try many different activities so they can figure out what they like to do. If I am successful
at doing this then I am doing my job as a physical education teacher.
Thank you for taking the time to read this and allowing me to introduce myself. Please contact me with any questions or
concerns you may have. I can be reached at 480-307-1484 or leslie.locke@asu.edu. You can also view my professional
portfolio at www.leslielocke.weebly.com. I hope to hear from you soon.
Sincerely,

Leslie Locke

Date: February 23, 2016

Dear Parents and Guardians:
I am your childs physical education teacher and I wanted to introduce myself and talk about some of my goals and
expectations for your student. I recently graduated from Arizona State University with a Bachelor of Arts degree in
secondary education. I am certified in physical education and I am extremely passionate about the subject. I want to
share my passion for health and fitness with my students. I want them to enjoy being active and I want to give them the
opportunity to try many different activities so they can figure out what they like to do. It is my goal to teach my students
the skills and knowledge they need to be healthy and active throughout their lives.
My expectations for my students are simple. They will be expected to respect each other and the teacher. They will also
always be expected to do their best. I teach my students that as long as they do their best and have a good attitude, they
can be successful. A lack of participation or disrespecting classmates will not be tolerated. Students are expected to be
prepared each day with proper clothing and shoes. Failure to do so will result in a loss of participation points and they
will be required to do make-up work for that class. You are always encouraged to contact me with any questions or
concerns you may have. I want every student in my class to succeed, so it is important that we have an open
communication and work together so they can be successful.
Thank you for taking the time to read this and allowing me to introduce myself. Please contact me with any questions or
concerns you may have. I can be reached at 480-307-1484 or leslie.locke@asu.edu. I hope to hear from you soon.
Sincerely,

Leslie Locke

Date: February 23, 2016

Dear Mr. or Mrs. Jones:
I want to let you know how much I enjoy having Susie in my physical education class. She always has a good attitude
and I appreciate how well she participates in the activities. She works well with her classmates and always follows
directions.
I wanted to bring her grade to your attention. Currently Susie has a low C in physical education due to a missing
assignment and missing make-up work from several absences. I talked to Susie about her grade a couple of weeks ago
and she said she would turn in the missing assignment. Progress reports come out in two weeks and I know that she can
get her grade up before then with a little support and encouragement from the both of us. In order to make up her
absences she is required to due thirty minutes of physical activity outside of school for each absence. If she makes up four
absences and turns in the assignment, that will bring her grade up significantly. If making up absences at home isnt an
option, let me know and we can come up with some other ideas. Usually make-up work is due within a week from the
date of an absence, but I will allow her to turn in any make-up work until a week from today. To make sure that I am fair
with my grading, I cannot accept anything later than that.
The assignment was to keep a food journal for a week and write a one-page reflection at the end of the week. If Susie
needs help with the assignment I am available during lunch and after school. Our class policy states that there will be a
5% markdown for late assignments, but this is one of our largest assignments so turning it in as soon as possible will still
help her grade immensely.
I know that Susie is a good student and just needs a little encouragement. Please contact me with any questions or
concerns you may have. I am happy to help in any way I can. If you would like to talk in person we can set up a meeting.
I can be reached at 480-307-1484 or leslie.locke@asu.edu. I hope to hear from you soon.
Sincerely,

Leslie Locke

PHYSICAL EDUCATION
SYLLABUS
MRS. LOCKE
Leslie.locke@asu.edu
Welcome to 8th grade physical education! The purpose of this class is to teach students the
skills and knowledge they need to be healthy and active throughout their lives. It will also
provide them with an opportunity to be physically active each day. We will cover a variety of
topics and activities throughout the school year including:
*Soccer
*Volleyball
*Team Building

*Spikeball
*Badminton
*Basketball

*Football
*Nutrition
*Ultimate Frisbee

Each class will begin with a warm-up/fitness activity. Students will learn different types of
workouts and the components of fitness. Students will have the opportunity to work in teams
and to design their own workouts.
Materials:
A combination lock
A Highland Junior High shirt, or any plain gray shirt
Highland Junior High physical education shorts, or any navy blue athletic shorts (must
have at least 5 inseam)
Athletic shoes with laces
3 ring binder (any size)
Grade scale:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = 59% or below
Participation is a large part of your grade in physical education. Students can earn 10
participation points per class period. Points will be taken away for lack of participation, lack of
effort, bad attitudes, tardiness, not dressing out, or absences. Assignments, quizzes, projects,
and the final exam make up the rest of your grade. Grades can be viewed online. If you have a
question about a grade please talk to me promptly.

Class

expectations:
Always do your best and have a positive attitude
Encourage others
Listen- dont talk while Im talking
Participate- be present
Be prepared- have appropriate shoes, clothing, and materials
Turn in assignments on time

Class

rules:
No gum, candy, food, or soda in the locker room or during class
You must dress out daily! If you forget clothes, find some
You must wear athletic shoes with laces
No cell phones (unless I tell you they can be used for music during workouts)
No sprays in the locker room (hairspray, perfume)
Respect your classmates and the teacher
Respect the equipment and use it properly
Absolutely no bullying or put-downs

Late work: Late work will be accepted up to a week after the due date. Each day that an
assignment is late will result in a 5% penalty. After a week the student will be given a zero.
Absences:
Excused absences: Students will have one week from the date of the absence to make up any
excused absences. Absences can be made up by doing thirty minutes of physical activity outside
of school. A parent signature is required along with the activity that you did. If an assignment
was due while you were absent you will be expected to turn it in the day you return.
Unexcused absences: Unexcused absences cannot be made up. Participation points will be lost
for any missed days that are not excused.
Contact info:
I can be reached easiest by email. Please contact me if you have any questions or concerns.
leslie.locke@asu.edu.
Leslie Locke
8th grade physical education

Professional Growth Plan

My goal for my first year as a teacher is to begin to establish a quality physical education
program that will earn the respect of my students and fellow teachers. I want my program to
provide students with an opportunity to be physically active, which can help prevent diseases and
obesity. I will plan a curriculum that is fun, but also promotes health, wellness, and lifelong
fitness. It is my goal to teach my students the skills and knowledge they need to be healthy and
active throughout their lives. I love teaching and I am extremely passionate about physical
education, so my goal is to share my passion with my students. I hope to establish relationships
with my coworkers that will help create a positive work environment for years to come. In my
first year I plan to become a part of the school community by attending extracurricular events
and activities, becoming part of a club, and possibly coaching a sport.
Five years after I begin teaching my goal is to have a physical education program
established where I have plenty of resources and equipment, a great relationship with students
and staff, and I have begun to get my Masters degree. My goal for myself professionally is to
continue to learn and grow as a physical education teacher. Instead of doing the same lessons
over and over again year after year, I want to learn new activities and ways to better myself and
my program. One way I will do this is by going to in-services and conferences to learn the latest
strategies. I will also collaborate with other physical education teachers to get ideas and to
support each other in creating successful programs.
Professional organizations I plan to participate in include:

Arizona Health and Physical Education

American Alliance for Health, Physical Education, Recreation and Dance
National Education Association

Appendix A

Unit Plan- Manipulative Skills Using Beanbags

Lesson 1 Grade: 3
NASPE Content Standard(s) targeted: Standard 1: students will demonstrate competency in
various hoop skills like hula hooping around waist, neck, arms, and feet. Standard 2: students
will apply previous hula hooping knowledge by being able to keep the hoop moving around
various parts of the body. Standard 4: students demonstrate responsible social and personal
behavior by respecting the space of others.
Objectives: By the end of the lesson students will be able to demonstrate the manipulative skills
of hula hooping using various parts of the body and moving their body front to back instead of in
a circle when hoop is around the waist. They will learn various ways to use the hula hoop other
than hooping around the waist like changing the hoop from one arm to the other, leg skipping,
jump roping with the hoop, and partner activities.
Organization Intro: individual, Fitness: groups of 3-4, Lesson focus: Individual, partners
Game: 2 partners
Formal Assessment/Evidence of Mastery: Observe students while they are trying various hula
hoop skills to see if they are able to keep the hoop moving around various parts of the body. I
will also observe their hula hoop technique to see if they move front to back instead of a circular
motion when hoop is around the waist.
Key vocabulary targeted: (CCR) Freeze, hula hoop, leg skippers
Needed equipment and Set-up: cones, fitness signs, hoop for each student
CONTENT SEQUENCE:
Opening/Anticipatory Set: Today we are going to practice our hula hooping skills. We will
practice different ways to use the hoop. Hula hoops are a great way to be active.
Introductory Activity/Warm-up segment: Move and freeze. When I say go I want everyone
to move in their own space. Go. Everyone moves in their own space for 20 seconds. Blow the
whistle, hands on knees eyes on me. This time I want you to look around you and make sure
nobody is around you. If you are talking to someone move somewhere else. Move. Move for 20
seconds, change directions. Blow the whistle, freeze. Excellent job, thats how I want to see it
every time. Move. Do a different movement. Freeze.
Modifications: none
Fitness Development segment: Squad leader fitness. Set cones with signs in a circle around
the area. When I say go I want 3 people at each cone as fast as you can go. One person is the
leader. Look at your cone and choose an activity from the sign. Lead the rest of your group in
that activity until the whistle blows. Switch leaders.

Modifications: Tell the leader to pick an activity that the adapted student can do.
Lesson Focus segment - Manipulative skills using hula hoops. Girls grab a hoop, boys and
show me what you can do staying within the boundaries. Freeze and watch me. Hula hoop using
waist, neck, knees, or arms. Change hoop from 1 arm to other. Jump rope with the hoop. Leg
skippers. Roll hoop with reverse spin and catch it. Thread the needle. Get with a partner and
toss and catch the hoop on 1 arm. Hoop with 1 hoop and play catch with another.
Modifications: For the child in a wheelchair have him hula-hoop using his arms rather than his
waist. Have him roll the hoop with a partner, throw and catch it, switch arms, or do walk the
dog.
No modifications are needed for students with Downs syndrome or autism. Just make sure they
have their own space.
Game segment- Couple tag. Establish 2 goal lines. Toe to toe when I say go. All couples on 1
line except 1 couple. All couples join hands or lock elbows. 1 couple in the center is it and they
call come. Everyone runs to other side joined as couples. If tagged they join center and try to
tag others. If a couple breaks hands they are it.
Modifications: student in wheelchair can get with a partner and the partner can push them to tag
people or to try not to be tagged. No modifications needed for student with autism or Downs
syndrome.
Closure/Lesson Summary: Who can tell me one thing we learned to do with the hoop today?

Lesson 2
NASPE Content Standard(s) targeted: Standard 1: students will demonstrate competency in
various hoop skills like hula hooping around waist, neck, arms, and feet. Standard 2: students
will apply previous hula hooping knowledge by being able to keep the hoop moving around
various parts of the body and being able to toss the hoop onto cones. Standard 4: students
demonstrate responsible social and personal behavior by respecting the space of others.
Objectives: By the end of the lesson students will be able to demonstrate the manipulative skills
of hula hooping by tossing the hoop from one spot onto various cones.
Organization Intro: individual, Fitness: individual, Lesson focus: Individual Game: 2 teams
Formal Assessment/Evidence of Mastery: Observe students while they are trying various hulahoop skills to see if they are able to toss the hoop onto the cones.
Key vocabulary targeted: (CCR) Freeze, hula hoop, toss
Needed equipment and Set-up: cones, fitness signs, hoop for each student
CONTENT SEQUENCE:
Opening/Anticipatory Set: Today we are going to practice our hula hooping skills. We will
review the different ways we learned to use the hoop and we will also practice tossing skills by
trying to land the hula hoop on a cone.
Introductory Activity/Warm-up segment: Move and freeze. When I say go I want everyone
to move in their own space. Go. Everyone moves in their own space for 20 seconds. Blow the
whistle, hands on knees eyes on me. This time I want you to look around you and make sure
nobody is around you. If you are talking to someone move somewhere else. Move. Move for 20
seconds, change directions. Blow the whistle, freeze. Excellent job, thats how I want to see it
every time. Move. Do a different movement. Freeze.
Modifications: none
Fitness Development segment: Animal movements. Have students spread out in their own
space. The teacher will have various signs with pictures of animals on them. The teacher will
hold up a sign and the students will do whatever movement that animal does around the gym.
Modifications: The student in a wheelchair can do the movement with their arms as well as
make the noise of the animal. For students with autism and downs syndrome make sure they
have their own space and it doesnt get too loud for them.
Lesson Focus segment Review manipulative skills using hula-hoops. Tell students to practice
some of the skills we learned in the previous lesson.
Hula Toss- Set up cones all over the gym. Each student has a hula-hoop. They must stand on
the baseline and try to toss their hula-hoop onto the cones all around the gym. Each cone will
have a point value on it. Students must keep track of their points.

Modifications: For the child in a wheelchair have him hula-hoop using his arms rather than his
waist. Have someone help him retrieve his hula-hoop after he tosses it.
No modifications are needed for students with Downs syndrome or autism.
Game segment- Sneak attack. Divide into 2 teams and line up on opposite sides. 1 team has
backs to area (chasers). Sneak team moves forward on signal. When close to chasers blow
whistle and chasers turn around and chase while sneak team runs back to their line. Anyone
caught changes to chase team.
Modifications: student in wheelchair can get with a partner and the partner can push them to tag
people or to try not to be tagged. No modifications needed for student with autism or downs
syndrome.
Closure/Lesson Summary: Who are some of the skills we practiced today with the hula-hoop?

Lesson 3
NASPE Content Standard(s) targeted: Standard 1: students will demonstrate competency in
various hoop skills. Standard 2: students will apply previous hula hooping knowledge by
demonstrating manipulative skills while moving to music. Standard 4: students demonstrate
responsible social and personal behavior by respecting the space of others.
Objectives: By the end of the lesson students will be able to demonstrate the manipulative skills
of hula hooping using various parts of the body. They will demonstrate spatial awareness by
staying in their own space with their hoop and not hitting others.
Organization Intro: individual, Fitness: groups of 3-4, Lesson focus: Individual Game: 2
people are it.
Formal Assessment/Evidence of Mastery: Observe students while they are trying various hula
hoop skills to see if they are able to do certain movements with the hoop while moving to the
beat of the music and in different directions.
Key vocabulary targeted: (CCR) Freeze, hula hoop, counterclockwise, clockwise, skip, gallop,
slide
Needed equipment and Set-up: cones, fitness signs, hoop for each student, music
CONTENT SEQUENCE:
Opening/Anticipatory Set: Today we are going to practice our hula hooping skills while
moving to music.
Introductory Activity/Warm-up segment: Move and freeze. When I say go I want everyone
to move in their own space. Go. Everyone moves in their own space for 20 seconds. Blow the
whistle, hands on knees eyes on me. This time I want you to look around you and make sure
nobody is around you. If you are talking to someone move somewhere else. Move. Move for 20
seconds, change directions. Blow the whistle, freeze. Excellent job, thats how I want to see it
every time. Move. Do a different movement. Freeze.
Modifications: none
Fitness Development segment: Squad leader fitness. Set cones with signs in a circle around
the area. When I say go I want 3 people at each cone as fast as you can go. One person is the
leader. Look at your cone and choose an activity from the sign. Lead the rest of your group in
that activity until the whistle blows. Switch leaders.
Modifications: Tell the leader to pick an activity that the adapted student can do.
Lesson Focus segment Hula Hoop Hoopla- Each student needs a hula-hoop and they need to
be in their own space. Turn on music and have students dance around while doing different
movements with their hula-hoop. Some of the movements can include:
One foot in, one foot out, circle around the hoop clockwise

Reverse, going counterclockwise

Using jumps, jump inside hoop, jump out to Right
Repeat to Left
March and step in then out, using Right, Left, front, back
March around the outside of the hoop clockwise
Repeat counterclockwise
Vary the movement using a variety of locomotor movements (gallop, skip, slide, tiptoe, skate,
run using little steps, etc.)
Add a "change hoops" and give students a locomotor movement to travel through space to find
a new hoop.
Try shadowing with a partner for more advanced students or let them invent a new "move".
Modifications: For the child in a wheelchair have him do one arm in instead of foot. Instead of
jumping in the hoop he can put it over his head and turn his wheelchair. Instead of marching he
can tap the hoop on the ground to the beat of the march.
No modifications are needed for students with Downs syndrome or autism. Just make sure they
have their own space.
Game segment- Hoop Hop Tag- Everyone has a hoop and they set it on the ground in their own
space. 2 people are chosen to be it and they put on a jersey. The taggers have a foam ball to tag
people with. They may not throw the ball. Everyone runs around the room trying not to get
tagged. If they are about to get tagged they can jump in a hoop to be safe.
Modifications: student in wheelchair can get with a partner and the partner can push them to tag
people or to try not to be tagged. Instead of standing in a hoop to be safe they can just stop next
to one. For all three adapted students you can give them something longer to tag with like a foam
pool noodle.
Closure/Lesson Summary: What are some of the health benefits of hula-hooping?

Lesson 4
NASPE Content Standard(s) targeted: Standard 1: students will demonstrate competency in
various hoop skills like hula hooping around waist, neck, arms, and feet. Standard 2: students
will apply previous hula hooping knowledge by being able to keep the hoop moving around
various parts of the body. Standard 4: students demonstrate responsible social and personal
behavior by respecting the space of others.
Objectives: By the end of the lesson students will be able to demonstrate the manipulative skills
of hula hooping by being able to hula-hoop around various parts of the body.
Organization Intro: individual, Fitness: individual, Lesson focus: 2 people are poison and 2
people are medicine Game: whole class in a circle
Formal Assessment/Evidence of Mastery: Observe students while they are trying various hulahoop skills to see if they are able to hula-hoop around various parts of the body. Observe
students to see if they are able to respect the personal space of others and work together as a
team.
Key vocabulary targeted: (CCR) Freeze, hula hoop, poison, medicine
Needed equipment and Set-up: fitness signs, hoop for each student- 2 must be red and 2 must
be yellow, the rest can be any other color

Poison Hoops- Ingeneralspacelayhulahoopsoutonthefloorsoeachstudenthasone.When

CONTENT SEQUENCE:
Opening/Anticipatory Set: Today we are going to play a game that implements the skills we
have learned with the hula-hoop.
Introductory Activity/Warm-up segment: Move and freeze. When I say go I want everyone
to move in their own space. Go. Everyone moves in their own space for 20 seconds. Blow the
whistle, hands on knees eyes on me. This time I want you to look around you and make sure
nobody is around you. If you are talking to someone move somewhere else. Move. Move for
20 seconds, change directions. Blow the whistle, freeze. Excellent job, thats how I want to see
it every time. Move. Do a different movement. Freeze.
Modifications: none
Fitness Development segment: Animal movements. Have students spread out in their own
space. The teacher will have various signs with pictures of animals on them. The teacher will
hold up a sign and the students will do whatever movement that animal does around the gym.
Modifications: The student in a wheelchair can do the movement with their arms as well as
make the noise of the animal. For students with autism and downs syndrome make sure they
have their own space and it doesnt get too loud for them.
Lesson Focus segment Review manipulative skills using hula-hoops. Tell students to practice
some of the skills we learned in the previous lesson.
studentsarrivehaveeachstudentstandinsideahoop.Onthesignaltobegin,playersshuffletheir
feetandgentlytapthehooptomovearoundtheplayingarea.Playersshouldkeepbothfeet
insidethehoopatalltimes.
Designateplayerswithaparticularcolorhoop(e.g.red)as"poison".Poisonhoopplayers
shuffletheirhoopandchaseotherplayersattemptingtotouchtheirpoisonhooptoasmanyother
hoopsaspossible.Aplayertouchedbya"poisonhoop"becomes"ill"andmuststayinonespot
whilehulahoopingaroundtheirwaist,neck,orarms.
Designateplayerswithasecondcolorhoop(e.g.yellow)asmedicine.Yellowmedicinehoop
playerslookfor"ill"players.Yellowmedicineplayersshuffletheirhoopstothosestudents,
touchthehoopofthepoisonedplayer,givingthatplayernewlifeandallowingthemtostandup
andrejointhegame.
Modifications: For the child in a wheelchair have him shuffle with the hoop around his neck.
When he is ill he can hula-hoop around his arms. If he is the poison he can tag others gently
with his hoop. No modifications are needed for students with Downs syndrome or autism.
Game segment- Hula-hoop loop- everyone stands in a circle holding hands. A hoop will be
placed somewhere within the circle. The goal as a team is to get the hoop all the way around the

circle without letting go of each others hands. Students will have to help each other climb
through the hoop.
Modifications: The student in the wheelchair can just have the hoop go over his head before he
passes it on to the next person. No modifications needed for student with autism or Downs
syndrome.
Closure/Lesson Summary: Where are some places you can hula-hoop?

Appendix B
Lesson Plans
Badminton Lesson Plan
Teacher: LESLIE LOCKE
Standards: 1, 2, and 4

PE/7-8th grade

Objectives:
Students will demonstrate competency in a variety of movement patterns and motor skills
during tag, fitness, and badminton.
Students will apply their knowledge of badminton concepts, principles, strategies and
tactics while playing badminton doubles matches and king of the court.
Students will exhibit responsible personal and social behavior while working in groups
during fitness and in teams during badminton.
Organization:
Introductory Activity- Noodle tag: Place 5 hula hoops throughout the gym and have 3 pool
noodles

Fitness- Squad leader fitness: Place 6 cones spread out throughout gym with a fitness sign on
them
Lesson Focus/Game: Badminton nets set up, racquet for each student and a birdie per group of 4
Assessment/Evidence of Mastery of Objectives: The students will be assessed to see if they are
using proper technique and movement patterns, following the rules of badminton, and respecting
others.
Equipment: 3 pool noodles, 5 hula-hoops, 6 fitness signs, 6 cones, badminton nets, racquets,
and birdies
Introductory activity: (5 minutes): Noodle Tag- Set hula-hoops on the ground throughout the
gym. Discuss safety concerns with students. (No hitting with the noodle, no pushing, dont
jump into the hoop) Designate 3 students to be taggers and give them a noodle. When a tagger
tags someone they give them the noodle and they are it. Hula-hoops are safety zones and you
can only stand in it for 10 seconds. You cant stand in the same hoop twice in a row. Taggers
cant guard a hoop and wait for someone to step out.
Fitness: (10 minutes): Squad leader fitness- Set up 6 cones spread out in the gym with a fitness
sign on them. Have students get in groups of 4. 1 group at each cone. Each group will have 1
leader and they will pick an exercise from the sign. They will lead the rest of the group in the
exercise for about a minute until the whistle blows. Someone else in the group becomes the
leader and picks a different exercise from a different section. The same exercise cant be chosen
twice. Repeat until time is up.
Lesson focus: (20 minutes): Badminton doubles matches. Have students stand by a partner. 1
partner takes a knee. The partner that is standing will go get a racquet and birdie. Choose 2
teams to be on each court. Doubles matches will be 5 minutes. Winners will rotate up and losers
rotate down.
Game: (15 minutes): King of the court: 4 people will remain on each court. 1 person is the
king and is on one side of the net. 1 challenger is on the other side of the net and the other 2
people are lined up on the sideline. The king serves to the challenger. They rally until someone
wins. If the king wins they stay and a new challenger steps on to play them. If the king loses the
challenger takes their place and is now the king. Each student keeps track of how many times
they win as the king.
Closure/summary: (1 minute) Ask students to tell you some health benefits of playing
badminton.

Yoga Lesson Plan

Teacher: LESLIE LOCKE
Standards: 2, 3 and 4

PE/7th grade

Objectives:
Students will demonstrate the motor skills used in yoga like balance, flexibility and
coordination.
Students will participate in physical activity by doing yoga to improve their level of
fitness.
Students will participate in yoga exercises to demonstrate their knowledge of the
movement.
Organization: Introductory Activity- Musical yoga mats- set out yoga mats in square shape with
front facing toward center. There should be one less than the amount of students. One picture of
a yoga pose per mat. Lesson Focus- One yoga mat per student spread out, facing the front.
Assessment/Evidence of Mastery of Objectives: The standards will be assessed through
observation.

Equipment and set up: one yoga mat per student, upbeat music for introductory activity and calm
music for lesson focus. Pictures of yoga poses for introductory activity.
Introductory activity: (5 minutes): Musical yoga mats. Students will line up around yoga mats.
When music begins they will circle around the mats. When the music stops students find a mat
and do the yoga pose that is pictured on the mat. One person will be without a mat, but they
wont sit out. They will jump back in when the music begins again.
Lesson focus: (15 minutes): Discuss breathing with students. Breathe in slowly through the
nose and out slowly through the nose. Do the following poses. Each pose should last 5 deep
breaths.
Warm up (3 minutes):
- Mountain Pose
- Split leg hamstring stretch
- Standing side stretch
Yoga Segment (8 minutes)
-Tree Pose
-Chair Pose
-Cobra Pose
-Downward Dog
-Runners Pose
Stretch (4 minutes):
- Seated spinal stretch
- Dhyana (meditation pose)
- Cat/Cow stretch
- Childs pose
- Corpse pose
Closure/summary: Everyone takes a seat on their mat. Students will be asked the following
questions about yoga: What did you like about yoga? What was the hardest part? Yoga is a great
lifetime activity because it can be done at home and requires minimum equipment. There are
yoga classes offered at most gyms.