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Instructions: Search www and find a lesson plan you would like to use for a grade level of your choice. Fit the lesson plan into
the forma below and come prepared to demonstrate it in class.

GRADE: 3rd
STANDARD: Write out completely (Add PE Frameworks page #)
Standard 1
Students demonstrate the motor skills and movement patterns needed to perform a variety of physical exercise. (p. 55)
Standard 3
Students assess and maintain a level of physical fitness to improve health and performance. (P.56)
Art materials to make exercise cards
Gymnastic mats (optional)
Mission Impossible Movie Theme Song
Students will perform warm up exercises.
Students will create an exercise to be done at their designated cone based off of previous exercises that were taught to them.



Describe the lesson components with much detail so that any substitute
teacher could teach the lesson and so that any supervisor could easily see


What must you do to be


what you are planning to do. Note: TPA Tasks require this same type of
descriptive writing.
Opening /Introductory Activities (What you will do to get students ready to
receive instruction for this standard)

ready/preplanning to teach each

lesson component point?
Step 1:
Students should be lined up in rows of 10
to start stretches. Students should be
Students will participate in warm up exercises. This will help their muscles
arm length apart from one another so that
become loose and ready to do the main activities in the mission impossible. Some they have enough room to do their warm
examples of the warm ups that the students should do are:
up exercises.
First stretching their right triceps across their chest.
Step 2:
Stretching their left triceps across their chest
First have the students do their triceps
Holding their right foot, pulling it to their butt to stretch their hamstring.
across their body.
Holding their left foot, pulling it to their butt to stretch their hamstring.
Sitting on the floor, they bend their left leg so their left foot is touching their Step 3:
right thigh, the students should reach for their right foot to stretch their
Next have the students do their triceps
quadriceps and their calves.
over their head. Make sure to alternate
Sitting on the floor, they bend their right leg so their right foot is touching
the same way as you do before. If you
their right thigh, the students should reach for their left foot to stretch their
start with the left always start with the left.
quadriceps and their calves.
Now students should put both of their feet in front of them and try to touch
Step 4:
their toes to stretch their quadriceps and calves.
Divide the students into 6 groups. You
As the students are still sitting, students should bend their legs so their feet can do this at random or assign groups.
Either way works.
are touching. This will stretch their inner thigh muscles.
Students can put their right arm over their head to stretch their triceps
Step 5:
Students can put their left arm over their head to stretch their triceps.
Have each group set up at one of the
This would conclude the warm up exercises for the class.
designated cones. They are going to
come up with a Mission Card for the
This activity allows students to work together to complete a list of exercises
simultaneously. Divide class into six groups. Have each group set up at one of the other groups to try and go through on this
obstacle course.
designated cone (marked 1-6). Each cone will have a Mission Card beside it.
Example of a Mission Card
Mission #1: Complete The Following...

Gallop One Lap

30 Shoulder Touches

Step 6:
Give the students some examples of the
types of missions that they can put on the
cards. Make sure the students
demonstrate what they are going to do to
the class so that they all remember how
to do that particular exercise.

10 Rockers (need mat for this one)

10 Curl Ups
Grapevine One Lap
10 High Jumps
15 Step Ups (on stable bench or stairs)
V-sit stretch Left-Right-Middle (Hold for 10 sec. at each)
Your Mission Is Complete!

Students can start when they hear the music. You may want to give them a
minute to figure out how they are going to do all the tasks together before starting
the music. For the Mission to be completed each person in the group must do the
activities simultaneously.
On the first day of teaching this you may want to review how someone who is a
fast runner could change their speed to accommodate the whole group, give
ideas of having a counter for each activity, a motivator, etc.

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

students on this standard)
I will instruct the students on how to do warm up exercises by showing them how
to do it directly, and have them model after what I have done. I will stand in front
of the class and show them what we are doing as a group and have the mimic
what I am doing.
With the mission card. I will give them examples of what can be put on the card
based off of pervious exercises that have been done with the class. I will act out
the exercise and then have them do it with me. I will ask them to tell me some
examples that they remember. I will ask them to demonstrate the exercises that
they say so that the class remembers them as well.
I will show them the cards that they are going to be writing the exercises on and
how each group needs to come up with ONE exercise to be put on the card.

Step 7:
Allow the students to have 10 minutes to
figure out what type of mission they are
going to do.
Step 8:
Tell the students that the mission
impossible exercise is going to start when
the music starts. Give them time to figure
out how they are going to do all the tasks
together before starting the music. For
the mission to be completed each of the
people in the teams must do the activities
Step 9:
Start the music and allow the students to
start the different missions to get through
the obstacle course.
Step 1:
Directly instruct the students in their
warm up exercises.
Step 2:
Have the students count to 10 per warm
up exercise so everyone is on the same
pace and knows what they should be
Step 3:
Ask the students if they remember any of
the exercises that we have done as a
class. Have the students that remember
what we have done to demonstrate for
the class and then have the entire class
do the demonstration with them.

I will discuss what it means to do thing simultaneously. How that means the group
needs to do it together at the same time. I will give them strategies on how to do it

Step 4:
Show and explain to the students any
examples that they might have missed.
Step 5:
Show and explain what the students are
going to be doing with the cards that are
next to the Cones where they will be
designing their mission.
Step 6:
Explain to the students what it means to
do something simultaneously. Show the
students how this works with volunteers
so the directions are clear.
Step 7:
Let the students know that once they are
in their groups they will have 10 minutes
to come up with an exercise and figure
out how they are going to do the missions
simultaneously. Give them examples as
to how to do the exercises
simultaneously, like have a leader, count
out while they are doing the exercise, etc.

Effective Practice Activity (How you will have students practice this
I will have the students practice this standard as a whole group and then in
smaller groups.
As a whole group we will be doing the warm up exercises together. The students
will be receiving direct instruction by me and they will be asked to mimic what I
am showing them. In order for me to see that they are all participating in the warm
up exercises I will be facing all of them and they will be facing me.

Step 1:
Have the students stand in rows facing
you (the teacher) The rows should ne no
longer than 10 students. They should be
off balanced so every student can see
the teacher doing the exercises.
Step 2:
Have the students mimic the exercises
that you are doing. Have them count
aloud to ten so they are all doing the
exercises at the same time (practicing

When the students are in their small groups they will be asked to come up with an
exercise that will be the mission for that specific cone. The groups will be asked to
work collaboratively to come up with the exercise. Since the assignment is to do
the mission simultaneously I will have the group show me their exercise as a
group so I know that they understand what it means when they have to go
through each cone simultaneously.

simultaneous exercises).
Step 3:
Students can either be placed in groups
or you can place them in the groups of
your choice. Explain to them different
examples of exercises that can be placed
on their cards. Have the students model
the exercises that are being exampled so
they remember them clearly.
Step 4:
While students are modeling the
exercises, make sure they are doing it
simultaneously so they remember to do
so while they are going through the

Closure (What you will do to help students remember this instruction and
how they might keep on practicing independently)
The key for students to remember their warm ups is to do them every time you
start a P.E. lesson. This will show them how they are supposed to approach
physical education and that there are warms up that need to be done before the
intense exercise happens.
When dealing with the exercises that the students are supposed to come up with
in prior lessons, they should be exposed to as many different ways to exercise as
possible. When teaching a new lesson, the instructor could reference back to a
different exercise that resembles the one that they are currently learning, so
background knowledge is being added to the lesson.

Step 1:
Start with warm ups every time you begin
a P.E. lesson. This gets the students in
the rhythm of warming up. The students
will then learn how to start P.E. class
every time and it will become routine for
Step 2:
At some point in the year, a student could
be the teacher and run the warm-up
exercises for the class. This will give the
students some confidence in running the
beginning part of P.E.
Step 3:
Make sure when you are going over
previous exercises you are doing so with
the class. It is important for you to be as
involved with the class as they are. They

will look to you for extra guidance and to

help them remember the motions if they
Step 4:
When bringing on a new P.E. lesson try
and refer to other activities that resemble
the new lesson that the students are
learning. This will build background
knowledge and help them remember
other activities that they were taught.
Assessment: How will you assess progress in this standard? (Refer to
pages in the PE Framework that support your plan)
The best way to assess this P.E. lesson is to do so by Performance Tasks.
Standard 1 states: Students demonstrate the motor skills and movement patterns
needed to perform a variety of physical exercise. There should be a rubric that is
used while the teacher is going around checking on the groups to see if prior
knowledge of the different exercises is being used while creating their obstacle for
the Mission.
While dealing with the warm ups, since the students are counting while they are
warming up for their main exercise, there should be a check list that the teacher
uses in making sure that the students are correctly demonstrating that they know
how to do the warm up exercises.

Examples of Rubrics that can be used:

Step 1:
While the students are doing their warmups, check to see that they are all
counting together.
Step 2:
While they are stretching, take note on
which stretches they are doing correctly;
give encouraging words to let them know
that they are doing them right.
Step 3:
If the students are performing the stretch
wrong, demonstrate to them how it
should be done, and then have one of
their classmates that is performing the
stretch correctly show the class as well.
Step 4:
Group the students; either do so for them
or have them group themselves.
Step 5:
Go around to each group and take the
rubric with you. Check off per group to

see if they are meeting standards on their

exercise that they are creating for the
Mission. If they are not, help them adjust
what they are planning.

Class Management (How you will manage this instruction so that all
students learn well)

Step 1:
Start with group warm ups

Starting as a group and then ending in smaller groups helps with instruction.
Group exercise allows the students to feel the unity in the classroom. They all
have the same task to do together and there is a time limit to when it should be
done. As the students are working in smaller groups, they will be collaborating
with one another to come up with an exercise that should be done simultaneously.
By checking on each group, the instructor can put input to the groups that clearly

Step 2:
Separate the class into 6 equal-ish
Assist the groups in any ways necessary.

dont understand what should be done during the assignment and help adjust.

Provide encouraging feedback, or help

them when they seem to not understand
what is going on in the lesson.
Step 4:
If the students are at a loss of what to do,
go over the different examples that were
given to them when they were in the big
group and provide them with more
examples. Show and tell.

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

provide page numbers)
ELD Learner:
Work well with visuals (P.E. is a very visual subject)
Works well with kinesthetic learning
Collaborative learning.
May not understand the academic vocabulary that is being use.
May not understand what is being asked for them to do in the activity section.
Your intervention or adaptation:
Clearly enunciate all words.
Define advanced words with simpler synonyms.
Use cognates when appropriate
Clarify the use of any idiomatic expressions, demonstrations, props, and visual
Try and use a graphic organizer (if needed)
Use prior content for introductions.
Hold up the manipulative that are being use in the lesson.
(Pages 214-216)

Step 1
Get the ELD learners accustomed to
doing warm-ups. Keep warm-ups as a
routine activity that is done every time
P.E. is being taught.
Step 2:
Talk very clearly and loudly when doing
P.E. exercises.
When talking about the activities being
simultaneous explains it to them in
words that they will understand; say, The
activity that you are participating in
should be done at the same time as your
group members. This means that all of
you are going to do what is being said on
the activity card AT THE SAME TIME.
Make sure that the instructions are very
Step 4:
While going around to the groups, ask
the students if they need clarification. Go

over the activities with the small groups if

need be.
Special Needs Learner:
Work well in groups
Can better learn things when working with partners.
Benefit in-group collaboration.
Struggle to learn or master P.E.
Find it challenging to catch up if they fall behind in the academic area.
Your intervention or adaptation:
Increase the wait time after asking a question.
Call on students so that all students have opportunities to answer questions.
Probe or delve further when students responds with an incorrect answer by
asking questions that help lead students to the correct answers.
Understand students specific learning needs.
Ask students to share with a partner (pair share)
(Pages 216-217)

Step 1:
All the students to ask questions or make
comments while doing the warm-ups and
Step 2:
Call on students to make sure that they
understand what they need to do. Have
them say the instructions for the class so
they entire class knows what to do as
Step 3:
If the students do not understand what
the lesson is about or what they should
be doing, ask them to ask their partners
before answering their question. This will
allow them to work with one another and
help critically think with their partners.
Step 4:
Demonstrate any instructions needed in
case for clarification.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I have learned that when you are planning instruction for a diverse population one of the things that are always critical is to
demonstrate with the class what is expected. There need to be direct and precise instruction. The students learn better when there is
a routine involved and they understand what is being expected from them. I also learned that P.E. is a very physical and vocal content
area. One of the most important parts of P.E. is to be vocally competent. This means that your instructions are clear and concise and
should be said in a way that all students understand.
What area of this instructional plan was easy to complete?
The area of instruction that should be easy to complete is the war m up exercises and going over the other routines that we have

done as a class. This would be more of a refresher for the students. All the material that is going to be used during the Mission
exercises should be ones that have been done as a class already. There should be plenty of exercises to choose from that they can
use, and enjoyed learning.
What area will you need more knowledge/skill in order to do the task well?
I think I would need more knowledge in how to alter the exercises. I will have to look up ways to take the basic exercises that we have
learned and put them in a more creative way that the students can use and be excited about. Those adjustments should be shown to
the student prior to doing this lesson. There can be other methods that I look up to show them, just to get their creativity flowing while
making their Missions.