SPRINGFIELD COLLEGE LESSON PLAN Template

PHED 237
NAME: Kevin Mallon
TIME: 2:40-3:20
FACILITIES: of Gymnasium

DATE TAUGHT: 1/12/14

CLASS SIZE: 21
LESSON #: 4

SCHOOL: Rebecca Johnson Elementary School

GRADE LEVEL: Kindergarten

EQUIPMENT NEEDS (#):

10 gymnastic mats
30 beanbags
5 visuals

LESSON FOCUS: Weight Transfer/Rolling

NATIONAL (NASPE) STANDARDS:
1. Demonstrates competency in a variety of motor skills and movement patterns
4. Exhibits responsible personal and social behavior that respects self and others

UNIT: Educational Gymnastics

Massachusetts Curriculum Frameworks:

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid,
with bent knees) to extend versatility and improve physical performance
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and nonlocomotor (twisting, balancing, extending) skills as individuals and in teams
2.7 Demonstrate responsible personal and social conduct used in physical activity settings
STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1. (P) Demonstrate the ability to roll sideways without hesitation or stopping at least 3 out of 5 times
2. (P) Demonstrate the ability to transfer weight from their feet to back at least 3 out 5 times
3. (C) Identify at least 2 out of the 3 skill cues associated with rolling sideways when asked by the teacher at the end of the lesson
4. (C) Identify at least 2 gymnastic shapes when asked by the teacher at the end of the lesson
5. (A) Respect themselves, classmates, and equipment throughout the entire lesson by following all of the class rules
TEACHER PERFORMANCE GOALS: During the lesson the teacher will:
1. Demonstrate activities from multiple angles to allow the students to process the skill better
2. Give out both corrective and positive specific feedback to all students throughout the lesson
3. Keep students safe at all times

REFERENCES:
Elementary Physical Education Teaching & Assessment, Hopple, Pg. 171
National Standards & Grade Level Outcomes for Physical Education, pages 29,36

TIME
0-2:00

2:00-6:00

6:00-7:00

7:00-14:00

SEQUENCE OF LESSON
Introduction
Students will enter the gymnasium and walk over to the
meeting place and take a seat in their team lines
Teacher will introduce himself as Mr. Mallon or Mr. M
Teacher will quickly review some class rules
Students who do not have sneakers on to participate will walk
over to the shoe collection and put a pair on
Signals: Go Signal = Ready Go; Stop Signal = Whistle Blow,
Stop, Look, Listen, Shhhh
Instant Activity
At each students seat there will be a sheet of paper that theyre
to complete
The sheet will have various pictures of objects on it. The
objects will either be objects that can roll or cant roll
Students are to circle the objects that can roll
When done students will place their pencil down and wait for
teachers instruction
Before having students begin activity, teacher will ask students
to name the objects that are on the sheet
Teacher Positioning: teacher will be walking around the
meeting place helping out students in need
Checking for Understanding: teacher will ask students which
objects theyre to circle
Transition
Students will be moved by their team colors over to the
demonstration mat, which will be right in front of the office.
Students will sit in front of the demonstration mat.
Informing
Teacher will pick a Star Student for the day to help with
demonstrations and collecting equipment
Teacher will also take attendance
Teacher will now introduce the skill cues of rolling sideways,
weight transfer, and gymnastics shapes

ORGANIZATION

REFLECTION

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Instant activity went

well. All students
were able to
complete the sheet
with success. Only
problem was that
two students pencils
werent sharpened.

During transition,
one student
wouldnt sit on the
proper side of the
demonstration mat.
Eventually he
moved after I waited
and asked him
multiple times.

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Demonstration mat
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14:00-19:00

19:00-20:00

Skill Cues
o Rolling Sideways
Log Roll
Head between arms (like a pencil)
Tight muscles
Begin to turn from your tummy
Egg Roll
Tuck position
Hold knees tightly
o Weight Transfer
Rock back and forth
o Shapes
Stretch
Star
Straddle
Tuck
Pike
Teacher Positioning: teacher will be on the demonstration mat
facing the class
Checking for Understanding: teacher will ask students to
recite the skill cues for sideways rolling and weight transfer
Mat

Activity #1: Performing Gymnastics Shapes

Students will all be on a mat for this activity. The larger mats
will have 3 students on them. Smaller mats will have 2 students
on them.
Teacher will hold up a visual of a gymnastic shape and perform
it. Students will copy what the teacher does
Extension: teacher can just call out a shape and have the
students perform it without the help of a visual
Extension: teacher can ask students to perform shapes sitting
down or on back
Extension: students can do shapes while jumping
Demonstration: teacher will demonstrate this activity with the
help of another student
Teacher Positioning: teacher will be in front of the class on
the demonstration mat
Checking for Understanding: teacher will ask students what
theyre to do when the teacher holds up a visual
Transition

T
Demonstration Mat
Mat

Mat
Mat

Mat

Mat

Mat

Mat
Mat

During this activity I

probably should
have taken my time
more. Instead of
going over all of the
shapes at once, I
should have gone
over each shape
individually in detail.
I could have used
guided discovery
more as well to help
with the students
critical thinking.

Students will walk over to the demonstration mat and have a

seat in front of it. Students will be moved by their mats.

Overall I think this

activity went very
well with barely any
problems. One
problem might have
been the students
spacing on the
mats. Some
students were to
close to each other
and were bumping
into each other.

Activity #3 was a
little hectic. At
points students
were hesitant or
unsure on what to
do next. After rolling
students were to
stand up and return
to their cone. The
next student was to
roll once the first
students return to
the cone. This was
due to me
demonstrating this
while students were
all on their mats and
not paying attention.
I also should have
done the pencil roll

20:00-26:00

26:00-27:00

Activity #2: Rocking Weight Transfer

Students will all be on a mat. 3 students to a big mat and 2
students to the smaller mats.
Teacher will talk about curved shapes
On teachers go signal students will attempt to rock back and
forth on their backs
Extension: students can continuously rock back and forth
Extension: students can try to rock back and forth so that they
can stand back on their feet
Demonstration: Teacher will demonstrate how to transfer
weight from feet to back by rocking back and forth
Teacher Positioning: teacher will be moving around the
gymnasium helping out students and giving out feedback k
Checking for Understanding: teacher will ask students where
theyre transferring weight from
Assessment (SPO #2): teacher will observe students to see if
they can transfer their weight from their feet to back

27:00-31:00

Transition
Students will walk from their mats back to the front of the
demonstration mat. Students will be moved by their mats.

T
Demonstration Mat
Mat

Mat

Mat

Mat
Mat

Mat

Mat

Mat

Mat

T
Demonstration Mat
Activity #3: Rolling Like a Log/Pencil
For this activity students will return to the mats that they were
Mat
Mat
at for the previous activity
Students will log roll from one side of the mat to the other. Once
Mat
they reach the end of the mat theyre to stand up and walk back Mat
Mat
Mat
Mat Mat Mat
to the front of their mat where they began rolling.
The next student isnt allowed to begin rolling until their
classmate gets back in line.
Teacher will review skill cues for log roll (head between arms,
tight muscles, begin to turn from your tummy)
Teacher will talk about how students are in a stretch shape
Extension: students can hold a beanbag in their hands while
rolling
Extension: after getting to the end of the mat students can
stand up and skip over to the white bucket to put their beanbag
away. The bucket will be located next to the demonstration mat.
Demonstration: teacher will demonstrate this activity fully.
Teacher Positioning: teacher will be moving around the

gymnasium giving out feedback

Checking for Understanding: teacher will ask students what
theyre to do when they get to the end of the mat. Also ask
them when is the next person allowed to begin rolling.
Assessment (SPO #1) teacher will observe to see if students
are able to roll sideways without hesitation or stopping

31:00-34:00
Activity #4: Egg Roll
For this activity students will be working on the egg roll.
Students will egg roll from one side of the mat to the other.
Once they reach the end of the mat theyre to stand up and
walk back to the front of their mat where they began rolling.
The next student isnt allowed to begin rolling until their
classmate gets back in line.
Teacher will review skill cues for egg roll (tuck position, hold
your knees tightly)
Extension: students can keep a bean bag tucked under their
chin while rolling
Teacher Positioning: teacher will be moving around the
gymnasium giving out feedback
Checking for Understanding: teacher will ask students what
theyre to do when they get to the end of the mat. Also ask
them when is the next person allowed to begin rolling
Transition
Students will be moved by their team colors back to the
meeting place to have a seat.
34:00-35:00

35:00-39:00

Closure
Teacher Positioning: teacher will be standing in front of the
whiteboard facing the students
Assessment (SPO #3,4,5)
What are the skill cues for sideways rolling?
o Head between arms (like a pencil)
o Tight muscles
o Begin to turn from you tummy
What are some gymnastic shapes?
o Stretch
o Tuck
o Pike
o Star
o Straddle

before the log roll.

T
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The egg roll activity

had the same issue
as the pencil/log roll
activity. I needed to
do a better job if
instructing and
demonstrating the
routine I wanted
them to do, instead
of having to repeat
myself over and
over again.

This transition was

a little unsuccessful
because I left the
mats and cones out.
I should have had
the students help
put the equipment
away.

For the closure I

covered all the skills
that we worked on
in class. I
demonstrated the
shapes, but maybe
should have had a
student
demonstrate them. I
also asked students

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39:00-40:00

Was everyone able to follow all of the class rules today?

o Yes, I respected others and the equipment and came
prepared with my sneakers

Teacher will now use the grade book to give a grade of 1

through 5 based on their behavior. 5 being the best.

Transition
Students will be moved by their team lines and line up on the
green line to wait for their teacher. Students will walk to the
green line

to call out the rolls

we did in class. I
also should have
probably had a
student
demonstrate the
rolls.