246978726

Revised 01/14/14
West Virginia University PETE Lesson Plan
Name: Dylan Rowzee Date: 10-1-14
ra!e Level
3
rd
Grade Number of students: 18-25
Students with special needs: 0
Unit Name
Catchin! "hrowin! and Stri#in
Lesson "o#$s
Stri#in
E%$i&ment
Nee!e!
$ cones for a boundar%
1 &'' foam ball! 1 3'' foam ball per student
1 lollipop paddle per student
music pla%er (start and stop sinal)
*ol% spots for each student
246978726
Revised 01/14/14
'tan!ar!s (!!resse!
N('PE 'tan!ar!s )or PE
+,+ -otor S#ills . -o/ement
0orms
-o/ement Concepts
, *h%sical 1cti/it% . 0itness
, *ersonal . Social
2eha/ior
+,+ 3alues *1

WV P-4 Wellness 'tan!ar!s
)or PE
++ 4ellness *romotion
++ 4ellness 5nformation
++ 4ellness 2eha/iors
+,+ *ersonal . Social
2eha/ior
+,+ -o/ement 0orms
+,+ -otor S#ills
WV *-1+ 'tan!ar!s )or PE
++ -o/ement 0orms
++ -otor S#ills
++ *h%sical 1cti/it%
++ *h%sical 0itness
++ *ersonal . Social 2eha/ior
Lesson
,-.e#tives
Must have a
Behavior, Condition,
and Criteria
Psy#/omotor: Students will be able to accuratel% /olle% their ball of choice usin their
paddle at least 6 out of 10 times7 4hile participatin the students will demonstrate 3 of
the critical elements of stri#in7
0ognitive: Students will be able to explain and understand when it is better to use the
forehand strike and wh!
())e#tive: Students will work effe"tivel strikin# their ball to keep it in the air$ while
respe"ted the e%uip&ent and others in the surroundin# area!

1-R "itness: Students will perfor& in '()* for +0, of the lesson
'a)ety 0onsi!erations: - will &ake the students
aware of when to have their e%uip&ent in their hands
and how to appropriatel use the e%uip&ent!
2e/avioral 0ontingen#ies: -f the student.s do not
listen to &e - will #ive the& a verbal warnin# for the
first in"ident! -f the behavior "ontinues the student
will have to sit out for 2 &inutes! -f the student is still
not listenin# - will refer to 'r! /oods for further
dis"ipline!
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
ASAP Activity
0oilet 0a#
10
minute
s
8 9
, , , ,
:
, , ,
, , , ,
:
:
8 9
"he , represents the students fleein and the :
represents the taers
N1S*;
1 . 2- Spatial
awareness!
locomotor s#ills!
chasin! fleein
3 . $ Cardio/ascular
endurance
5 . 6 *articipates!
appreciates! en<o%s
mo/ement!
cooperates in lare
roup acti/ities
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
Tea#/er 0omm$ni#ation '#ri&t 7 Per)orman#e 0$es (&rite out your script,
introducin" tas's, "ettin" equipent, transitionin" #ro acivities( Cues and e)aple #eed!ac'
stateents)
Students will bein class b% runnin two laps then sittin in their assined
spots so their teacher can ta#e role7 Students will then be prompted to
mo/e to the base line so the 1S1* acti/it% can be e=plained7
"he first acti/it% that 5 am ha/in the students do is called >"oilet "a?7 5 am
oin to need three students to /olunteer to be the taers7 5 will select 3
students to be the taers! 5 am oin to ha/e the taers use a foam ball
to use for tain7
Tea#/er !emonstration wit/ a &eer or st$!ent
5 will act as the taer and ta m% peer to demonstrate what to do when %ou
are et taed7 4hen taed %ou et down on one #nee and put %our hand
up with %ou palm facin the round7 "o et untaed someone will ha/e to
ta %our hand and >flush %ou?7 @urin the demonstration 5 am oin to o
o/er the importance of spacial awareness and to #eep %our e%es up to
a/oid runnin into someone7
0$es: Aead and e%es up! loo# for the open space
8ntro!$#tory tas3
5 am oin to ha/e the taers o to the mid court line with the rest of the
students still on the baseline7 4hen the music starts the taers will start
runnin tain their peers from the shoulders down7 4hile runnin from
the taers the #ids will be sure to #eep their head and e%es up loo#in for
the safe open space7 4hen the music stops e/er%one will freeBe and 5 will
indicate to the taers to find someone else to be the taer7
E9tension Tas3 1
4hen the music starts 5 will ha/e the whole class onl% mo/e b% s#ippin
while a/oidin bein taed7 5 will ha/e a student demonstrate how to s#ip7
E9tension Tas3 +
4hen the music starts this time 5 will ha/e the students onl% allop to a/oid
bein taed7 "here will be a demonstration of how to allop7
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
8ntro
6ovement #on#e&ts
2-3
-inutes
8 9
,
,
, :
,
,
,
8 9
Students will be able
to e=plain what 5 am
as#in of them and
the critical elements
of stri#in7
Aere are the critical elements of stri#in that the students will be able to e=plain
;%es: 0ocused on the ob<ect that is bein struc# the whole time
Grip: >Aandsha#e? rip
Stance: #nees bent! shoulders positioned
Contact: 4atch the ball meet the paddle! hit with appropriate force
0ollow throuh: 1rm and paddle finish throuh ob<ect
0$es: e%es on the ball! hit throuh the ball
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
Lesson 0ore
Stri#in with a *addle
1*
6in$tes
8 9
, , , , , ,
, , , , , ,
, , , , , ,
8 9
"he ,:s represent the pol% sports where the
students will be at /oll%in their ball of choice7
"he% wil be able to choose at what le/el to stri#e
their ball ( low! medium! hih)
N('PE
Standard 1 . 2
Stri#in!
Spacial
1wareness
Standard 3 . $
*articipates
participate in
a en<o%able
acti/it% that
leads to
health%
lifest%le!
respects
others
Standard 5
participates
/alues the
e=perience
(ssessment
"he assessment will
include a chec# list
for the critical
elements to ensure
the students are
learnin and
appl%in what the%
are learnin to the
tas# at hand7
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
"o bein 5 will ha/e the students o to a pol% spot where the paddle and
balls will be located7 4hen all the students are at their spot and are read%
the music will start! this will indicate the students to pic# up the eCuipment
and start /oll%in their ball7 5 will be wal#in around the area monitorin their
mo/ements ma#in sure the% are doin the citical elements of stri#in and
i/in feedbac# when it is needed7
E9tension Tas3 +
:nce 5 notice the students are ettin ood at /oll%in at their spot the
music will stop and 5 am oin to e=plain to the students that the% are to
wal# around our area while /oll%in their ball with the paddle7
E9tension Tas3 ;
1fter 5 obser/e the students wal#in around /oll%in their ball and 5 feel the%
are read% to mo/e on 5 will stop the music7 "hen 5 will inform them that the%
need to partner up with someone else and ha/e 8 to 10 feet between them7
"he% are now oin to stri#e their ball bac# and forth with each other7
(&&li#ation
5 will stop the music and inform the students that 5 am oin to pla% the
music for 30 seconds and 5 want them to count how man% times the% can
successfull% /oll% their ball bac# and forth7 4hen the 30 seconds is up the
music will be stopped and 5 will ha/e them raise their hands if the%
completed 2 or more /ollies successfull%! then 3 times! then $ times! then
more than fi/es times7 Ne=t 5 am oin to ha/e them complete the 30
second challene aain but see if the% can beat their score from the
pre/ious time b% 37
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
0los$re
3-5
minutes
8 9
<
<
< ,
<
<
<
8 9
-0or the closure 5 will ha/e the students line up
on the baseline! here is where 5 will chec# their
understandin of the lesson7 5 will as# about the
critical elements of stri#in and as# about the
cues that was used in the lesson7 5 will also as#
Cuestions about the acti/ities! li#e what was
easier to doD Standin still or wal#in while
/oll%inD 4h% was it easier! etc7
N('PE
Standard 3 and $
"he students
will be as#ed
to tal# about
what the%
learned in
class with
stri#in and
will show
respect for
others7
Standard 5
- the students
reconiBes their
en<o%ment and wor#s
with the other
students
246978726
Revised 01/14/14
Tas3 Progression
4't$!ent (#tivity5
(ASAP, Intro, Core, Closure)
Time 6anagement (rrangement
(Draw out your space- how will the children and equipent
!e arran"ed)
oal ,rientation or
(ssessment
(Identi#y where $ASP%
Standards are
addressed)
0ontingen#y Plan: 5f the %mnasium is not a/ailible
we will still be able to o throuh with this lesson
outside at their recess area7 5f paddles are not
a/ailible at the shell buildin then we can use tennis
rac#ets instead7 5f there are more #ids than
anticipated the lesson will still wor#! 5 will <ust need
more eCuipment7
(&hat i# you have to "o outside* &hat i# you do not have the
"ynasiu* &hat i# the students are late* &hat i# you have a
dou!le class*)
Te#/nology 8ntegration:
"he C@ pla%er will be used for m% start and stop
sinals (if it is not wor#in 5 will ha/e a whistle read%
to use)7 5 also will be usin a stop watch to ma#e
sure the lesson is runnin in a timel% manner7
(Music, +eart ,ate Monitors, Pedoeters, -.IP video caeras,
di"ital caeras, etc,)
Re)le#tion: