SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Kyle Naples DATE: 11/3/16 TIME: 9:30-10:40

SCHOOL: Springfield College Homeschool
SIZE: 12-15

LESSON#: FACILITIES: Field House

GRADE: 3rd & 4th UNIT/THEME: Cooperative Games

CLASS

GENERIC LEVEL: Pre

Control/ Control
EQUIPMENT:

50 cones

4 boundary cones

10 hula hoops

20 hot spots

Visuals

Music (wireless beats pill)

FOCUS OF LESSON: To allow students the opportunity to demonstrate different ways of working
together in order to complete a task.
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + National Standard(s)/Grade Level
Outcomes; Task #s where content is taught; Task # where objective is assessed:
By the end of the lesson, students should be able to:
COGNITIVE: The students will be able to recall the rules of the class with 90% accuracy when
asked by the teacher (N.S.G.L.O S4.E4.3Aa, M.A.C.F 2.7) Throughout the entire lesson
AFFECTIVE: Be respectful to their peers, their teacher, the equipment, and themselves 90% of the
time during 100% of the lesson (N.S.G.L.O S4.E4.3Aa, M.A.C.F 2.7) Throughout the entire lesson.
PSYCHOMOTOR: Demonstrate the introduced skill cues with 90% accuracy throughout 80% of
the lesson (N.S.G.L.O S5.E4.3, M.A.C.F 2.2) Throughout the entire lesson.
Check each objective: Is it specific? Is it achievable? Is it developmentally appropriate?
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1.) Model energy and enthusiasm during the lesson, encouraging the students to demonstrate similar
amounts of enthusiasm.
2.) Constantly move throughout the classroom. Show each student an equal amount of attention, with
positive specific feedback. Only stay with a student for an elongated period of time if a student
does really not understand the lesson.
3.) Make instructions clear and precise, checking for understanding often.
4.) Constantly use gender-neutral terms, instead of saying guys when speaking to the class as a
whole.
5.) Stress the importance of safety, keeping their eyes up, maintaining personal space.

SPECIAL CONSIDERATIONS - What are the safety concerns? What is unique about the students
in this class?
- To make sure that all students remain safe and avoid random objects throughout the field
house, other lesson activities and accidents between classmates. Adapt lesson if necessary.
REFERENCES:

Graham, G. (2008). Teaching Children Physical Education: Becoming a Master Teacher (8th
ed.). Human Kinetics, Pg. 110
SHAPE America (2015). National Standards & Grade-Level Outcomes for K-12 Physical
Education (p. 11). Human Kinetics.
Graham, G. (1980). Children moving: A reflective approach to teaching physical education. Palo
Alto, CA: Mayfield Pub.

LESSON PLAN FORM

TIME
9:30-9:32

SEQUENCE OF LESSON
Meet and Greet: Good morning class! My name is Mr.
N, today we are going to be working with cooperative
games using skills like team work and working together.
This is the place that we will be meeting at for the rest of
the lesson and the next times we meet. Is everyone ready
for an enjoyable lesson today?
Signals: My start signal for today is going to be 3,2,1 Go
(or the start of music)! This means you can begin the
activity. And my stop signal is going to be Ready freeze
(or the end of music). When you hear this you immediately
stop the activity and look up at me for further direction. I
need someone explain what we are going to do when I say
3,2,1 go? (Begin the activity) I need someone explain what
they are going to do when they hear Ready freeze? (Stop
the activity and look up at teacher for further direction)
Boundaries: We are going to be working within the
boundaries today. The boundaries are the 4 cones in each
corner of the gym. I need everyone to point to each of the
cones. We are going to be remaining inside this area to
avoid injury and other activity not regarding our lesson. I
need someone to repeat where the 4 boundaries are that we
are going to be staying within? (In the 4 corners of the
gym)
Student behavior expectations: Throughout the lesson
today I am expecting everyone to respect each other, listen
to my directions and have an enjoyable lesson.
Teacher positioning: Teacher will remain with their backs

ORGANIZATION
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T

REFLECTIONS
X

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to the wall and have an eye on all students at all times

throughout the lesson.

9:32-9:33

Music: Music will play when the activity is going to begin

and the music will stop when the activity is going to end.
Transition: When asked students will move in small
groups to the next designated activity area.
X

9:33- 9:40

Instant Activity: (Hula Hoop Pass)

Cross Curricular: Students will count off by ones every
time the hula-hoop gets through another person.
Teaching Style: Practice
In this activity the students will be instructed to line up in a
straight line holding hands with the partner next to them.
The goal is to get the hula-hoop down the line of people as
quickly and efficiently as possible.
Extend up: Students who show success will be invited to
use two hula-hoops.
Extend Down: Students who fail to show success will be
asked to break up into smaller groups so there is less
difficulty getting the hula hoop down the line.

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X

Demonstration: Teacher and student demonstrations will

be acted out before the activity begins.
Teacher positioning: Teacher will remain with their backs
to the wall and have an eye on all students at all times
throughout the lesson.
Transition: When asked students will move in small
groups to the next designated activity area.
9:40-9:50

Activity 1: (Tallest Tower)

X
SS

SS

SS

Cross Curricular: Students will be instructed to discuss

places around the world where they know there are tall
towers. (ex. New York City)
Teaching Style: Practice
In this activity the students will be paired in groups of two
and some groups of three. The goal of this activity is to use
the cones provided by the teacher, and build as tall of a
tower that you can. If however your tower falls, you must
start over. This activity will be timed; when the time
begins the students will have 10 minutes to complete this
task. One the timer is up there will be no more building.
The teacher will go around and judge whose tower was
built the best.
Extend Up: Students that show success will be handed
more cones with the attempt to build the tower taller.
Extend Down: Students who fail to show success will be
instructed to start with a base of the tower and slowly work
their way up. Those who show lack of success will be
asked to get 10 stacked in a row within the 10 minutes and
not necessarily race the other classmates.
Demonstration: Teacher and student demonstrations will
be acted out before the activity begins.
Skill Cues:
- Grasp cone
- Place steadily on the ground
- Grasp another cone
- Place another cone steadily on top of the cone on
the ground.
- Repeat steps
Checking for Understanding:

SS
X

SS
X

What is the goal of this activity? (To be able to work

together with one or more partners while attempting to
stack cones as high as we can)
What is the most important thing while working with a
partner? (Communication)
Transition: When asked students will move in small
groups to the next designated activity area.
9:5010:00

Activity 2: (Teamwork work out)

Cross Curricular: Students will point to the parts of
the body that are being used while preforming the task.
Pictures of the body parts used will be printed out and
placed around the gym.
Teaching Style: Practice
In this activity students will be expected to line up across
from a partner on both black baselines on each side of the
gym. When the teacher starts the music each student will
run to the middle where there will be hula-hoops finned
with cones. The students will meet at the middle and
preform 2 jumping jacks, when they complete the jumping
jacks the will grab a cone and place it on the cones at their
starting points. The goal is to get as many cones as you can
before the 10-minute time period is up.
Extend Up: Students who demonstrate success will be
invited to complete 5 jumping jacks when they get to the
middle.
Extend Down: Students who fail to show success will be
asked to jump in place twice in replacement for the
jumping jacks. This will allow all students groups the
equal opportunity to show success.
Demonstration: Teacher and student demonstrations will

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be acted out before the activity begins.

Skill Cues:
Line up on baseline
Run and meet in middle of the gym
Preform jumping jacks/grab cone
Run back and repeat
Checking for understanding:
I need one student to explain to me how this activity will be
preformed? (Line up on baseline, Run and meet in middle
of the gym, Preform jumping jacks/grab cone and Run
back and repeat)
I need one student to tell me what the goal of the activity
is? (to work as a team and get as many cones as possible)
Transition: When asked students will move in small
groups to the next designated activity area.
10:0010:05

Closure: Everyone did a great job throughout the entire

lesson today. I loved how everyone was using
communication and teamwork in order to demonstrate
cooperation. Next class we will be adding to our
knowledge on cooperative games with more enjoyable
lessons.
What was your favorite part of the lesson?
What is the most important thing to keep in mind
when working with a team? (Communication)
In what real life scenarios does communication
play a factor? (Sports, school, etc.)
Have a great day we will see you next week!!

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Oscar Starts Here

Name: _______________

Ticket to leave
Directions: Select the answer that best fits the question, complete this task to the best of your ability, when your done bring it up to
Mr. N and you are free to go.
1. What is the most important thing to keep in mind while working with a team or a group
of people?
A. Selfishness
B. Cooperation
C. Lack of communication

2. Name one thing that you learned about working with a group of people and how that
affected the task.

3. What was your favorite activity throughout the entire lesson and why?

The Hula Hoop Pass

Tallest Tower

Partner Work Out