PHYSICAL EDUCATION LESSON PLAN FORMAT

Instructions: Search The Internet to find a lesson plan you would like to use for a grade level of your choice. Fit the lesson
plan into the form below and come prepared to demonstrate it in class. Upload to Blackboard assignments by July 10th.

Maribel Gutierrez 06/15/17

GRADE: 1st
STANDARD : Write out completely (Add PE Frameworks Standards page #)
PE:
pg. 5 Movement Concepts
1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and
at high, medium, and low levels in space.
pg. 6 Movement Concepts
2.1 Identify the right and left sides of the body and movement from right to left and left to right.
VAPA:
pg. 6 Development of Motor Skills and Technical Expertise
1.1 Demonstrate the ability to vary control and direct force/energy used in basic locomotor and axial movements (e.g., skip
lightly, turn strongly, fall heavily).
ELA:
pg. 10 Comprehension
1.1 Listen attentively.
NEEDED EQUIPMENT/MATERIALS:
Large balloons (1 for each student)
Extra balloons (in case they are popped)
Sharpie pen
Hokey Pokey song
Boombox or speakers
left hand sticker
 right hand sticker

LEARNING GOAL/OUTCOME/OBJECTIVE:
Goals:
SWBAT correctly identify their left and right sides of the body.
SWBAT participate in movement activities.
SWBAT hit a balloon with the proper body part.
SWBAT actively listen and respond to verbal cues.
Objective:
During the lesson on laterality and body awareness, students in grade one will participate in using their left and right body
sides to strike a balloon and actively listen to verbal dance steps with accuracy.

TIME LESSON CONTENT ACTIVITY TEACHING POINTS AND

Describe the lesson components with detail so that any substitute teacher ORGANIZATION
could teach the lesson and so that any supervisor could easily see what What must you do to be
you are planning to do. Note: edTPA Tasks require this same type of ready/preplanning to teach each
descriptive writing. lesson component point?
Min. Opening /Introductory Activities (What you will do to get students ready to Step 1
receive instruction for this standard) Possibly check into students
knowledge from previous classes to
7 There will be a review with students about which hand is their "left" and see if any students will have a
min. "right". As a visual aid, I will us the pointer/index finger and the thumb on struggle with activity.
the left hand to show students to see how they can use that to remember
their left hand. They can hold their fingers at a 90-degree angle to each Step 2
other in front of the body and it will make a capital "L". Have the behavior expectations put
together either written or by memory
The behavior expectations and activity rules will be presented to students. to share with students.
Expectations such as:
 -Being respectful Step 3
-No put-downs Make sure that all students
-Keep your hands and feet to yourself understand lesson/activity
-You are responsible for your own balloon expectations.
Rules:
-Follow verbal directions from teacher and song
-You must use the indicated body part to strike the balloon
-You have to try and stay within personal area space
-There will be no purposeful popping of balloons or hitting others with
balloons

Instruction/Skill Development/Concept (What you will do to instruct the Step 1

students on this standard) Have knowledge of the purpose of
choosing to use a specific model for
I will instruct this lesson using the concept-attainment theory as a model. In this lesson.
using this strategy the students will figure out or affirm certain attributes of a
category or group. For example, in this case, the teacher will explain what
is left and what is right and will use body parts to show as examples.

Effective Practice Activity (How you will have students practice this Step 1
standard) Need to make sure that I have all the
necessary materials for the students
10 Modeling of Striking the Balloon Manipulative Movements to use and space available for each
min. First, I will explain to students they will be using different body parts to strike student.
the balloon with and that they have to pay specific attention to words left
and right. Step 2
Make sure that I am able to
Afterwards, the students will be given a balloon and they will use the complete right and left side balloon
sharpie to write their name on it. They are to be in their own space enough challenges.
so they are not bumping into each other.

Then, I will call out to the students various challenges for them to do, for
instance:
[During this time I will be showing the challenges as well.]
 Show me how you strike the balloon with your left hand.
Who can strike the balloon with their right foot?
Strike the balloon upward with your head.
Can you use your behind to strike the balloon?
Strike the balloon with your right elbow.
Strike the balloon with your left shoulder.
[There will be more than be asked on the spot as long as to cover other
major body parts and using both left and right sides.]

Closure (What you will do to help students remember this instruction and Step 1
how they might keep on practicing independently) Make sure that I have the materials
ready for activity.
5 Wrap-up activity Will have the students put their balloons away to the
min. side of classroom and make a circle and then dance the "Hokey Pokey". Step 2
Have a transition plan to get the
Depending on time and students on-task behaviors can play the whole students to finish activity and then
song (about 4 minutes) or for a minute or two enough for students to back to next subject.
practice moving using their left and right body parts.

Students will be indicated to sit down once song/activity is over and they
will be called to line up or go back to seat [will vary if lesson is done in gym
or inside classroom].

Assessment: How will you assess progress in this standard? (refer to pages Step 1
in the PE Framework that support your plan) Have checklist and rubric ready for
the lesson and activities.
Monitoring the students and while observing them during the balloon
activity and the group song/dance time in making sure that they are using Step 2
correct sides left and right of body. During my instructions, I will check in
to make sure each student is aware
Use of a Checklist to note which students are struggling with their left of their left and right sides. While using
and/or right side identification. the balloons I will note which are
struggling and need recap on
Possible Rubric for Listening skills and to assess whether students were able laterality.
to follow along steps by listening and not just looking at others
movements. Step 3
 During song/dance I will note/write
down students that struggle and
those that are effectively listening to
song steps.

Class Management (How you will manage this instruction so that all Step 1
students learn well) Tell students the behavior
expectations at the start of the lesson
Making sure that all students are on-task and not goofing off is important. prior to any of the activities. I will
There will be behavior expectations during balloon activity and remind students throughout lesson as
dance/song time. These expectations will coincide with some of the usual well in the chance of misbehaving or
classroom rules of being respectful, no put-downs, etc. off-task students.

Modifications for Special Types of Learners (Refer to PE Frameworks and

provide page numbers)
ELD Learner: Step 1
Strengths Make sure to be
Student is visual learner and likes to dance. modeling/demonstrating each of the
steps and clearly noting left and right.
Weaknesses
Student gets easily distracted by classmates.

Your intervention or adaptation:

PE Frameworks pg. 214-215
Provide for the student with clearly enunciated words and using
contextual cues such as demonstrations and visuals so that she is able to
understand the left and right side challenges called out to do.

Special Needs Learner: Step 1

Strengths Have hand stickers [left and right
Student is a visual learner. stickers] available if student needs
reminder for which hand is the left
Weaknesses and which is the right.
Student is very shy and struggles with fine-motor/manipulative skills.
 Your intervention or adaptation:
PE Frameworks pg. 218-224
Provide the student with additional time and have him near teacher when
instructions are given so as to allow to more easily hear and mimic teacher
steps at his own pace.

Reflection:
What have you learned about planning instruction for a diverse student population in this content area?

I have learned that in each different content area, every student can have different strengths and weaknesses. For
instance, in academic content it can be possible that one students does not show much weakness; however, that student
could have many weaknesses in just physical education content. Additionally, I have learned that it is important to have a
plan for managing the classs behavior and participation especially in physical education since it does involve giving
students a bit more physical freedom. Lastly, I learned that in planning a physical education lesson especially that could
possibly be indoors- needs to be extra fun and enjoyable for the students.

What area of this instructional plan was easy to complete?

The easiest part to complete was that of assessment. I think that because it is a simpler, but imperative lesson, I was able
to quickly come up with ideas on how to assess the students on different levels. The fact that as teachers we have to
constantly be assessing it is important to start seeing where any aspect of an activity can be used for student
understanding and progress.

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

I think that I might need more knowledge or skills in getting the students to successfully follow a transitioning plan from
closing of the lesson to the next thing. Management will come into this, and so coming up with interesting and structured
ideas needs practice.