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Lesson Plan
Name:
Date:
School:
Supervisory Teacher:
Number of Students:
Disabilities of the Students: Autism spectrum disorder

Goals and Objectives for this lesson

GOAL 1: MOTOR: Students will improve their performance of striking a ball off a tee.

OBJECTIVE 1.1
At least 3 students in physical education class will perform at least 2 of the 5
criteria for striking a ball off a tee.

How will you evaluate this objective?

Visual observation of individual student performance of striking a ball off a tee. Record
performance data onto the ‘Teacher/Student Observation Assessment’ based the
attached ‘Striking a Tee Ball Assessment Rubric’.

Were the objectives achieved? ____Yes ____ No

Comments:

GOAL 2: COGNITIVE: Students will identify and demonstrate knowledge of previously

learned yoga poses. Students will be introduced to a new yoga pose.

OBJECTIVE 2.1
At least 4 students in phsycial education class will identify at least 1 yoga pose and
perform the yoga pose for at least 5 seconds.

How will you evaluate this objective?

Record students responses and knowledge demonstration onto the ‘Teacher/Student
Observation Assessment’.

OBJECTIVE 2.2
At least 4 students in physical education class will recall the newly introduced yoga pose
by identifying the name verbally, non-verbally, or through sign language.

How will you evaluate this objective?

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I will ask the students to name or pick the yoga pose pictured on the yoga card, then
record students responses onto the ‘Teacher/Student Observation Assessment’.

Were the objectives achieved? ____Yes ____ No

Comments:

GOAL 3: AFFECTIVE: Students will demonstrate personal and social responsibilty through
encouragment of peers.

OBJECTIVE 3.1
At least 4 students in phydical education class will give at least one word or action of
encouragement to at least one of their peers during class.

How will you evaluate this objective?

Visual and auditory observation of student interaction. Record which students give peer
encouragement on the ‘Teacher/Student Observation Assessment’.

Were the objectives achieved? ____Yes ____ No

Comments:

Equipment Needed:
Supplemental Rubrics and assessment tools
Music
Hula hoops (5 different colors)
Gator balls and/or other objects (at least 7 of each color)
Poly spots
Yoga cards
Bats
Balls
Tees (or tall cones)
Blue painters tape

WARM-UP
Color Matching

Formation:
5 different colored hula hoops will be placed on one side of the gymnasium and all the
corresponding colored balls/objects will be placed on the opposite side. Students will line
up on the black line in front of the hula hoops ready to run across the gymnasium to
retrieve colored items.
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Describe/Play Warm-Up Activity (6 min)

The object of the warm-up is for students to retrieve a ball/object matching the color
announced and return it to the corresponding colored hula hoop.

Modifications: Students retreive a ball/object from the hula hoop and return it to the start.

STRETCHING
Yoga

Formation:
Students will help clean up warm-up activity then sit on a poly spot in order to particpate in
yoga.

Describe/Perform Stretching Activities (10 min)

I will lead students through a number of yoga poses by asking them one by one to identify
each pose; I will record which students correctly identify a yoga pose on the
‘Teacher/Student Observation Assessment’. After the pose has been correctly identified,
students will perform each pose for at least 5 seconds. I will end the yoga session by
introducing the ‘cow’ yoga pose verbally through the name of the pose in English and
Spanish and visually through a picture, sign language, and modeling the pose. I will then
have each student practice identifying and performing the pose.

BODY OF THE LESSON

Striking a ball off a Tee

Formation:
One tee with a bat and ball will be set up on the far end of the gymnasium in a line
approximately 4-5 feet apart. A blue X on the floor will denote where the student should
stand in relation to the tee.

What skills will you teach?

Motor: Striking a ball off a tee
Cognitive: Cues for striking a ball off a tee
Affective: TPSR Level 4 – Encouraging peers

What are the teaching cues of the motor skills?

Grip bat with favorite hand on top, side to the pitcher, elbow back, step and swing bat

Describe/Play Skill Building Activities (10 min)

I will review each of the striking cues while postitively modelling correct criteria. I will then
explain the activity; students will practice striking the ball off the tee toward the wall.
Students will hit the ball off the tee, reset the ball, and continue practice striking the ball
off the tee at least 6 times. To get the students started, I will ask them one by one to
retrieve a bat and ball; I will set their tee next to the blue X depending on their dominant
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hand. After all students are set up, I will observe each student and record their
performance on the ‘Teacher/Student Observation Assessment’.

CLOSING

Formation:
Students will clean up their tee, bat, and ball and take a seat on a poly spot.

Closing Activities (4 min)

I will ask them:
 I will ask students one by one to recall the newly learned yoga pose by identifying
the name verbally, non-verbally, or through sign language. If time permits, I will ask
them to perform the pose for at least 5 seconds.
 While lining up, I will ask if students have encouraged their peers and ask encourage
them to give their peers high fives for practicing their batting skills.
 I will record both the cognitive and affective objectives on the ‘Teacher/Student
Observation Assessment’.

REFLECTION OF LESSON

Strengths of the lesson:

What worked well?

What did you learn from the lesson?

What you would do differently next time?

What did you learn about yourself through this lesson?

What percent of the time were students active?

Comments:
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Supplemental Lesson Tools

Striking a Tee Ball Assessment Rubric

Criteria Level 0 Level 1 Level 2
For Beginner Developing Master
Scoring (No or Incorrect (Partial (Proficient
Striking a Tee Ball Demonstration) Demonstration) Demonstration)
1. Preferred hand NA Non-preferred hand Preferred hand grips
grips bat above grips bat above bat above non-
non-preferred preferred hand. preferred hand.
hand.
2. Non-preferred NA Angled stance. Perpendicular
hip/shoulder faces Sideways towards stance. Facing tee.
straight ahead. tee.
3. Hip and shoulder No Partial Full
rotate and derotate rotation/derotation rotation/derotation rotation/derotation
during swing. of hips and of hips or shoulders. of hips and
shoulder. Only shoulders.
swings arms.
4. Steps with non- No step. Homolateral step. Contralateral step.
preferred foot. Steps with preferred Steps with non-
foot. preferred foot.
5. Hits ball sending No hit. Angled hit. Sends Straight hit. Sends
it straight ahead. ball sideways. ball straight ahead.

TPSR Rubric & Observation Assessment

Level Behavior Description
0 Irresponsibility Not under control; makes excuses, blames others, or denies
responsibility.
1 Respecting Not participating in activity however are under control and not
others interfering with peers right to learn and teachers right to teach.
2 Participation Willing to participate and accept challenges under teachers
supervision.
3 Independent Able to work without teachers direct supervision.
4 Helping Mentors peers, offers support and encouragement.
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Teacher/Student Observation Assessment

MOVEMENT CONCEPTS, SKILL KNOWLEDGE, AND TPSR ASSESSMENT
DATE: MOTOR GOAL: STRIKING A BALL OFF A TEE COGNITIVE GOAL AFFECTIVE GOAL
____________ 1. Preferred 2. Non- 3. Hip and 4. Steps with 5. Hits ball Level of Record which Record which Record which
SCHOOL: hand grips preferred shoulder non- sending it assistance students students recall students give peers
bat above hip/shoulder rotate and preferred straight observed. identify and new yoga pose enccouragement and
____________ non- faces derotate foot. ahead. 0 = Independent demonstrate by identifying other TPSR levels
CLASS: preferred straight during 1 = Verbal Cues knowledge of the name observed.
____________ hand. ahead. swing. 2 = Partial yoga poses verbally, non- 0 = Irresponsibility
Physical verbally, or 1 = Respect
3 = Full Physical sign lang. 2 = Participation
3 = Independent
STUDENT 4 = Helper
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
0 1 2 0 1 2 0 1 2 0 1 2 0 1 2
Level 0 = Beginner Level 1 = Developing Level 2 = Master

STUDENT STUDENT OBSERVATION NOTES