Teacher Candidate: _Dave Daino___ UW-Platteville HPE Program Physical Education Lesson Plan Template Lesson Title _Omnikin

Unit Game Day Day# 6 Grade level(s)/Course: Freshmen Date taught Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title Publisher Date of Publication District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Keep the kids moving. The freshmen class is lazy so the goal is to keep them moving and give them no time to sit around. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. One day and thats on game day. They will just be finishing up a unite so the day I will teach will be on a game day. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. None List any other special features of your school or classroom that will affect the teaching of this lesson. The high school not having a big Omenkin ball so I will need to bring one from the college.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total # of students_________ # of Males__________ # of Females__________ Special Needs Students: Number of Accommodations and/or pertinent IEP Objectives Category Students Students with IEPs 2 - I will make sure to keep things at a high pace so that my students dont get off task. - Give them incentives
English Language Learners

20 0

Keep things simple and dont have them listening more doing.

Gifted and Talented

504

Autism or other special needs (Emotional-Behavioral Disorders)

Nothing will be different for my students because they are very athletic and can do everything that the other students can do.

Use information here to complete the Differentiated Instruction and Classroom Management prompt within actual lesson plan.

INFORMATION ABOUT THE LESSON Content Strand Wisconsin K-12 PHYSED Content Standards or NASPE K-12 PHYSED Content Standards WI Standard 3 = Participates regularly in physical activity Enduring Understanding and/or Essential Question What is the importance of staying active? When are times we can find times to do what we did for out warm up? What are other ways to get our heart rate up? DOK = Depth of Knowledge GLE and Symbolic Notation 3:1:A1 Engages in moderate to vigorous physical activity on an intermittent basis. K-12, 3.1 Engages in moderate to vigorous physical activity on an intermittent basis.
2 = Basic Application of Skills/Concepts: I believe in this game the students will be playing they will need to make fast decisions and strategize to set other teams up in order for their team to receive a point. They will have to read where the other teams are and call a color that is not located around the ball or rotate around where the ball is spotted to hit the ball away from the other team.

Student Learning Outcomes The students will be able to perform a full body workout without having to get a gym membership and without any equipment. I will show them one way to pin point each muscle in their body so that they can stay in the best shape possible no matter what happens. You dont need a place to go to do these exercises and you dont need any equipment you just need the motivation to live a healthy life style. This is easy enough that anyone can do it and easy enough that anyone can also join in so you dont have to do it alone. Academic Language Keep moving, Arms together, Communicate, Team work. Content specific terms: Keep moving, Arms together, Communicate, Team work. Prior Learning/Prior Thinking
The students will have come across some of these activities if they are a part of sports or any extracurricular activities. These are some of the main things that people target because its the most important muscles in our bodies to keep us going and stay strong. The stuff they are lear ning in this lesson is just a tad more complicated because I want to show them more than just a normal sit up thats boring. This shows them different ways to hit the same muscles.

Process terms: Demonstrate

ASSESSMENT BEFORE THE LESSON Pre-assessment

Gathering information about student knowledge As I am in class now participating in the different lessons I am watching carefully to what every student is doing and how well they are doing with it. I already know who my skilled kids are and my students that are not as talented. All of the students get along and are all high energy which makes this class a lot easier to teach. They dont listen well just standing so when I explain my directions I will need to use them just to keep them moving and on track.

LESSON PLAN OBJECTIVES AND LIFE SKILLS

1. 2. Skill Development Basic Skill Instruction How To Tee Ball Up Hand Together to Hit How to Get Points by Strategy. Application of Skills Teeing the ball is what each team will have to do after a point is scored. Must have both hands together to hit the ball or does not count. How to strategize. This will teach them to hit away from specific team s. Fitness Benefits 3. Skill Related Fitness TSW be able to communicate with their classmates, hit the ball the proper way with both hands together, and also be able to work together to catch the big ball. 4. Health Related Fitness TSW get their health related fitness all class. The warm up will be with medicine balls doing all different kinds of health related things and then throughout the class they will be running for cardio. They will develop Core strength, shoulder strength, leg strength and chest strength. 5. Life Skills Effort TSW be doing a hard but very beneficial warm up that works the whole body. They dont have to be perfect but at least complete it to show me their effort is there. Goal Setting

6.

7.

TSW work every lesson to get better at these warm ups because it will show them very useful ways to stay in shape.
Communication

TSW know how important core workouts are for all sports and anything you do in life.
Assessment

Introduction Total time: 7 min. Lesson Objective(s): Med Balls - Partner sit up pass - Partner side my side pass - Pushups on ball - Partner Under hand throw - Partner Wood Chuck Throw

Formations / Cues

Formation

x X x X x
X Partner sit ups Feet up Under Hand Throw- bend at knees throw hips forward and release underhand. Wood Chucks- From ear to opposite hip.

What are some things that we do in everyday life that we use these actions or movements? Getting out of bed. Throwing something. When can we find time to Put these into our busy schedule? Commercial breaks.

Planned Transition

Main Activities / Omnikin Ball Game Total time: 30 min

Lesson objective(s):
Play the Game

Formations / Cues Cues Both hands together Call Omnikin and a color Strategize

Assessment The students never have played the game before so I know I will have to explain the game very clear. I am looking for them to pick the game up and have a fluent game not slow and choppy. That will show me they know how to play and strategize against one and other.

Planned Transitions

Planned Transitions

Cool-down / Stretch Total time: 3 min Lesson objective(s):

Bend down touch your toes Arm circles Legs spread to right /Left

Formations / Assessment Strategy Formation- circle around me

Get drink of water and have a great day!!!!!!!!!!!!!!!!!

Assessment at the end of the lesson

What are some ways to build muscle that we performed in the beginning of class? When can we find time to do these exercises?
Assessment of Team Work: Who can give me two examples of teamwork? Assessment of technique: What technique did we use to tee and hit the ball? Assessment of rules: How do we earn points in this game? Assessment of understanding: What muscles do the activities we started class with hit?

Formative- Having the students answer these questions out loud at the end of class. Summative- What did we learn today about the body and about the game? Equipment needs Safety Considerations

Pines Big Omnikin ball

Differentiated Instruction NONE

With big ball it is harder to see so make sure we communicate. Make sure when teeing the ball up the 2 people holding it up have their arms completely extended so the person hitting does not hit you in the head. You must use two arms to hit ball so your not punching people.

Classroom Management/Democratic Practices Joel cant move as fast as the other students sometimes because of his new leg braces giving him blisters so I will have to make sure that he is communicating with his classmates. With the ball being so big I dont want people not to see him on the other side and try and catch it and completely run Joel over. I just need to make sure students are communicating.

Activity Formations and or field diagrams: Warm Up

They will sit across from eachother and they will do all exerciseswith a partener.

Possible Community Resources:

Some possible times and places that we can do these exercises would be at home during commercial breaks or even at parks. If we are at parks we can do pull ups on the monkey bars sit ups on the grass and so on.

Supplemental materials: Medicine balls- these will be used for the warm up which will be listed above.

Omniken ball- this will be a very large blow up ball that you will have to blow up because it wont fit through the door.

LESSON PLANNING CHECKLIST Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will be introduced and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Did you address all of the components within this template? Did you add or hyperlink supplemental materials? (i.e. student worksheets, checklists, rubrics, station instructions)

Instructor Reflection:
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not productively engaged.)