Lauren M.

Mesker
330 S. Farmer Ave, Tempe AZ, 85281

Phone: (310) 720-1770

Email:laurenmesker2@yahoo.com

OBJECTIVE
I am dedicated to making a difference in students lives by educating, motivating, and instilling healthy lifestyles through nutrition and
exercise in the youth of today.
EDUCATION
Bachelors of Arts in Education - Secondary Education (Physical Education)
Mary Lou Fulton Teachers College, Arizona State University, Mesa, AZ
CERTIFICATIONS
Fingerprint Clearance Card, State of Arizona
CPR & AED adult, child, infant

Graduation May 2016

GPA 3.38
December 2016 December 2019
November 2015 November 2017

WORK EXPERIENCE
Student Teacher, Basha High School, Chandler, AZ
January 2016 April 2016
Create daily lesson plans that promote the importance of character and healthy living through interactive exercises and activities
Maintain confidentiality regarding student information and conflicts which resulted in building a trusting and respectful
community
Attended collaborative meetings between staff, administration, and outside agencies, which resulted in networking and building rapport
Student Teacher, Lehi Elementary School, Mesa, AZ
August 2015 December 2015
Taught daily lesson plans in laboratory and classroom settings for classes of 25-30 students
Built a tight-knit community by being an active and positive role model with an emphasis on teaching respect and sportsmanship
Ensured the safety of children by utilizing cones, providing water breaks, and keeping a close supervision of all classes
Organized and planned activities for the Thanksgiving Turkey Trot and the Running Club
Student Intern, Roosevelt Elementary School, Mesa, AZ
August 2014 - December 2014
Taught students how to work with others while promoting basic locomotive movements and simple athletic skills
Resolved conflict by establishing an acceptable classroom behavior guide which minimized daily classroom issues
Developed excellent time management skills, attention to detail, and a strong work ethic by managing personal projects
Student Intern, Campo Verde High School, Gilbert, AZ
January 2015 May 2015
Coordinated a lunch time program where students could participate in sports and lively activities in order to improve health and
fitness among all students
Suggested exercise modifications to individual students to avoid strain and injury
Provide ongoing support and mentoring to each student throughout the year in order to improve academic and social performance
Brand Ambassador, InTheMix Live Marketing & Special Events, Phoenix, AZ
October 2014 - May 2015
Built consumer awareness and loyalty for specific brands by educating consumers about numerous products and performing
product demonstrations
Createdapositiveenvironmentbyexecutinghighenergyandcommunicatingwithallconsumers,whichresultedincreatinga
loyalclientelewherecustomersfeelappreciated
Organized fun and exciting contests to showcase products which increased nightly sales and increased brand awareness
ORGANIZATIONS
Member, Epsilon Delta - Kappa Kappa Gamma
September 2012 May 2015
Participated in intramural flag football and softball teams which promoted team spirit and collaboration
Volunteered at multiple underprivileged schools in the Phoenix area to support literacy, which resulted in donating over 1500
books and reading to children
Encourage and develop high scholastic achievement by attending weekly study hours to further support academic excellence and
become a well-rounded member of my organization
Athlete, Arizona State University Cheerleader
August 2011 May 2012
Competed in multiple competitions on the West Coast as well as attend ASU events such as Homecoming
Volunteered at Leukemia and Lymphoma Society Light the Night Walk, and Susan G. Komen Race for the Cure

https://www.linkedin.com/in/lauren-mesker-7055b367

Lauren Mesker Physical Education Vision Statement

The physical education program is for students to become a physically and pursue a
lifetime of health enhancing physical activities. This means our students; have learned
skills necessary to perform a variety of physical activities. Know the implications of the
benefits from involvement in physical activity. Do participate regularly in physical
activity, are physically fit, and have the knowledge to maintain and develop their fitness
values physical activity and its contribution to a healthful lifestyle.

We strive to:

Develop confidence and knowledge

Be proud of achievements
Promote fair play and respect
Educate children to improve health and wellness
Provide quality opportunities for children outside of school time

Dear Parents,

My name is Ms. Mesker and your child is enrolled in my physical education class this
semester. I am looking forward to an exiting year. It is my goal to provide all students
with an educationally challenging, yet fun, experience in my classroom.
However, your child has not brought home his/her course syllabus that both of you need
to read and sign the syllabus contract. I have written this contract to ensure that both
the students and their parents understand how this course will run. If you have any
questions regarding the syllabus or the course, please contact me.
I have extremely high expectations of all my students, and want to help them in any way.
I am asking for your help to maintain those expectations by checking with your child
periodically to make sure their work is being done. I am available to help students
individually before school, during my prep periods, and after school. I have included a
copy of the course syllabus with this letter. If you would like me to notify you of test
dates and/or update you on your childs progress, please fill out and return the e-mail
form included with this letter. Please do no hesitate to contact me at 000-000-0000 or
lmesker@asu.edu if you have any questions or concerns during the year.

Sincerely,

Lauren Mesker
Lauren Mesker

Dear Families,

It is my pleasure to teach your child Physical Education this year. I thought it would be
beneficial to let you know some information about me and policies and rules in this class.
I am from Palos Verdes, California and this will be my first year teaching in the Chandler
School District. I obtained my Bachelor Degree in Secondary Physical Education from
Arizona State University.
Your students grade will be based on participation, wearing tennis shoes, and meeting
the skills practiced at his or her grade level, and behaving appropriately for physical
education class. If you have any questions regarding my grading policy, please feel free
to speak with me. All students are expected to wear tennis shoes to every gym
class. When a student does not wear tennis shoes, he or she receives a minus for the
day and will not be allowed to participate in class. Tennis shoes are soft-soled shoes that
cover the toes, heel, and top of the foot. Boots, sandals, and dress shoes are not
acceptable. This policy is based on my desire to create a safe environment and only
tennis shoes provide the appropriate protection and support for the activities the
students are expected to perform.
Occasionally, children try to avoid participation by telling me that they are ill or hurt.
Therefore, it is my policy that unless a student has a note from a parent or doctor,
he or she must participate in physical education class. If the injury is serve, such
as a broken bone, I will need a note from a doctor regarding when your child can return
and any restrictions he or she may have upon returning. Also, please alert me to any
restrictions or serious medical conditions your child may have by filling out the
second page of this note.
I believe physical education is important in all of our lives, and it is my job to teach your
children the skills necessary for them to enjoy in physical fitness and exercise throughout
their lives. I will encourage all of the students to be physically active in a safe, controlled
way. I look forward to being a significant person in your childs life, so please feel free to
contact me with any questions or concerns. My e-mail address is lmesker@asu.edu.
Sincerely,

Lauren Mesker

Lauren Mesker
Introduction Letter to Principle
To Whom It May Concern:
My name is Lauren Mesker and I am a recent graduate from Arizona State University with
a degree in Secondary Physical Education from Mary Lou Fulton Teachers College. I am
originally from Palos Verdes, California, but have spent my last two years interning and
student teaching in the Mesa and Chandler School District in which I had a wonderful
experience.
With much consideration, research and in-class experience, I have made the conclusion
that this district is the one I wish to teach in; and not only that, but this particular school.
My first experience with Basha High School was during my last semester of Student
Teaching through the iTeach AZ program. High School students have long been my
desired grade level, and my experience at Basha High only furthered that. I feel that
there is a strong desire for the Physical Education programs and organizations at Basha
that I would love to head or simply be apart of. It would be an honor to have to
opportunity to serve this district, school, community, and students. Please feel free to
contact me at any time at the below information:

Email: lmesker@asu.edu
Phone: (000) 000-0000
Thank you for your time,

Lauren Mesker
Lauren Mesker

Arizona High School Physical Education Program

The Physical Education program is an important facet in the students overall education. We
believe in challenging the student mentally as well as physically. The student will be able to
incorporate the learned information from our program to make connections with other classes
and to improve their lifestyle.
Student Requirements:
1. Inside your locker room before the bell.
2. Dress out in the required and participate fully every class.
3. Follow directions, stay on task, and respect the facilities and equipment. No food, gum, or
drinks allowed in the PE area. (Bottled water allowed.)
4. Show respect to teachers and peers.
5. Remain in designated area and never leave without permission.
6. Be responsible for personal belongings.
Required Dress:
Black athletic shorts, long enough for modesty while exercising.
School PE Shirt-Full Crew Gray T-shirt with NO ALTERATIONS! Sold at the bookstore.
Athletic shoes (laced during class). No toms, boots, sandals, or Sperrys allowed.
Sweats allowed with required uniform underneath during cooler weather.
Grading Scale:
Everyone starts each quarter with an A+(100 points). This grade is maintained unless one of the
following occurs:
Tardy means student is not in the locoer room by the late bell and/or not arriving to designated
class location in time allowed.
Tardy = -1 Point
Non-dress means student does not have the appropriate required uniform or forgot his/her
clothes.
Non-Dress = -10 points
Misbehavior and Non Participation means student is disrespecting peers or teacher or equipment
or any combination of what is listed prior as well as not participating in any part of class activity.
Misbehavior/Non-Participation = Up to -10 points
Absent means student is not in class regardless of an excused or unexcused absence. Field trips
are the only exception.
Absence = -10 points
Grading Scale: A=90-100%

B=80-90%

C=70-79% D=60-69% F=59% or below

Making-Up Points: Students may make up EXCUSED absences or Non-Dress only by making an
appointment with their teacher to make arrangements for making up his/her grade. The
appointment needs to be arranged within ONE week after the absence/non-dress.

Non-Dress: It is imperative that the student is in the required dress for every class as this
assists in security and hygiene. Students will not be allowed to participate without the Physical
Education Uniform; this will result in a deduction of 10 off their grade. The following chart is the
list of consequences for non-dress.
First Non-Dress=Phone call to parent will be made to explain consequences. 10 points can be
made up.
Second Non-Dress=Phone call to parent will be made. 8 points can be made up
Third Non-Dress =Referral to the Administration, Possible Removal from Class with NO Credit!
Absence Policy: Students absent from class excessively may be dropped from class after 9
absences. Parents will be notified after 5 absences, administrators will be notified after 8.
Behavior Policy: Profanity will not be accepted in any of the Physical Education Facilities. The
following will occur when behavior becomes an issue. (For example, inappropriate language,
disrespect to peers, equipment, staff members etc.)
First Offense= Student-Teacher Conference
Second Offense= Call home, and referral to Administration.
Diversity Statement: All individuals have a right to an educational environment free bias,
prejudice and bigotry. As members of the Physical Educational community, students are
expected to refrain from participating in acts of harassment that are designed to demean
another students race, gender, ethnicity, religious preferences, disability or sexual orientation.
Security: Theft occurs when a student leaves their belongings in an unsecured area, failed to lock
locker, or they have given someone his/her combination to their lock.
1. Students will be provided a lock for PE. Each student is ultimately responsible for his/her
belongings. Teachers will not store clothing and personal items in their offices.
2. Do Not Bring valuable items to school! We are not responsible for them if they are lost or
stolen. This includes excess money, cell phones, or other electronic equipment.
If you have any questions or issues, please do not hesitate to contact your childs teacher first,
and please allow them 24 hours to respond.
Miss Mesker= laurenmesker@asu.edu

Professional Growth Plan

My goals for my first year of teaching include maintaining professionalism both
inside and outside of the classroom. In other words, I want to work to be an example to
my students at all times. I also want to maintain the expectation that being realistic
doesnt mean being pessimistic. Yes, being a new teacher my lessons may not be superb
or my classroom management the best it can possible be, but that is no excuse to expect
anything less than the best from myself. My goal is to stay optimistic that I can do my
best and work my hardest, then breath in the reality of whatever the results may be at
the end of the day, and breath out acceptance and an attitude to do better; even if the
results were great! I also want to make professional and friendly connections with other
teachers and school staff. School is like a second home for many teachers and students,
so finding mentors and support systems through others at the school is important to me.
Not to mention that having another teacher(s) to bounce ideas off of will only improve
lessons and activities to better benefit the students! Finally, a goal that I have acquired
from talks with various Intern Mentor Teachers is to try my hardest to make personal
time for myself. That includes getting enough sleep to function, staying healthy, sticking
to my exercise routine, etc. Keeping myself healthy is a good way to make sure Im the
best I can be in my classroom.
In five years, I would love to see myself being a Varisty coach as well as teaching
at my High School Palos Verdes Peninsula. I want to help improve the cheerleading
program and start a competition cheer team that travels. This was a program that never
got started during my high school years; which is sad because there was a lot of talent,
but no one to take on the responsibility.
For the next years I plan to do everything I can so that I can become a true
professional in physical education. I know right now I am still learning and practice will
take time, but I want to be the best teacher I can be. I am willing to put everything into
my teaching techniques so I have taught the students to the best of my ability. I want to
understand my students to the fullest and be able to form strong relationships with
them. I can achieve this by being enthusiastic and caring. If a student needs help with
something I am willing to stay after school and make myself available to students and
parents who need me. I want students to understand my objectivities so they are
capable of accomplishing my high expectations. I will have a lesson plan that gives
students a clear idea of what they will be learning, what the assignments are and what
the grading policy is. The assignments will have learning goals and will give students
ample opportunity to practice new skills. Lastly, I want to make an impact on students
lives so they know ways to be healthy and active for life.

Unit Plan
Environmental Analysis:
Joe is a 3rd grader who was in a accident that lead to him being a wheel chair. It has
been about three years since the accident and it looks like he has adapted to his wheel
chair. Joes attitude tends to vary on the activity at hand. Joe doesnt like activities such
as kickball, and soccer because he is not allowed to play. On the other hand he does like
football and pickelball because he can use his hands. Overall Joe loves Physical
Education and does not use his wheel chair as an excuse to get out of activities.
Bob is in the 1st grade; he was born with Down Syndrome. I have noticed that Bob lacks
object control skills. Bob will participate in activities but will sometimes need assists.
Most students will help him and love to work in any way possible with Bob. The best way
that Bob learns is by clear and direct instructions. Also he always wants you to
demonstrate the goal. Bob needs a lot more practice then other students. When Bob
does the action or activity correct, it is a must that the teacher gives Bob positive
reinforcement.
Ashley is a 5th grader that suffers from Autism. During Ashleys normal classes she needs
an aid to help her on her work. On the other hand, Ashley can do all activates during
Physical Education. In class Ashley loves to interact with his best friend Kim. Ashley will
only be partnered up with Kim. If she is not then she will want to sit out or be mad. Since
Ashley has been with me for six years she knows my rules and expectations. Overall
Ashley loves Physical Education and is not a distraction.
Block Plan:

Week
1

Monday Tuesday Wednesd Thursday Friday

ay

Intro

airplane European Move and Fastest tag Jog and

running freeze
stretch

Fitness Animal
walk

Jackpot
fitness

Hexagon
hustle

Four cornerParachute
fitness

Lesson Manipula Football- Football

Pickle ball- Pickelball
Focus
tive skills Catching/ intro rules back/foreh
introthrowing to game and
Bean
Bags
Game

Animal
Tag

Attach to Modified
Game

Modified
Game

Game

Monday:
Standards: 1,2,3,5
Objective-to be able to perform tossing, balancing, and catching of the beanbag in
different ways
Equipment: Cones, beanbags, animal signs, radio
Informal observation, ask questions to check for understanding, student demonstration,
and make sure students are performing the cues correctly. Formal assessment will
include a checklist that includes the cue balancing the bean bag for five seconds on one
hand, and all students will be assessed during the lesson focus activity.
Introductory Activity: Airplane-3 minutes
Children pretend to be airplanes. They take off, zoom with arms out, swoop, turn, and
glide. On signal, they drop to the floor in prone position. To take off again, they must
restart their engines by doing a couple of push-up challenges while making a vroom,
vroom engine sound.
Fitness Activity: Animal Fitness-8 minutes

Lesson Focus Beanbags- 12 minutes

In place, Tossing to self
1. Toss and catch with both hands- right hand, left hand.
2. Toss and catch with the back of hands. This will encourage children to catch with
soft hands
3. Toss the beanbag to increasingly high level, emphasizing a straight overhead toss.
To encourage straight tossing, have the child sit down.
In Place, Adding Stunts
1. Toss overhead and perform the following stunts and catch the bag.
a. and turns, right and left
b. Full turn
c. Touch floor
d. Clap hands
e. Clap hands around different parts of body, behind back, under legs
f. Heel click
g. Student choice
Balance the beanbag
1.Balance on the following body parts:
a. Head
b. Back of hand
c. Shoulder
d. Knee
e. Foot
f. Elbow
Game- Animal Tag
Two parallel lines are drawn about 40 ft. apart children are divided into two groups, each
of which takes a position on one of the line. Children in one group get together with their
leader and decide what animal they wish to imitate. Having selected the animal, they
move over to within 5ft or so of the other line. There they imitate the animal, and the
other group tries to guess that animal correctly. If the guess is correct, they chase the
first group back to its line, trying to tag as many as possible. Those caught must go over
to the other team. The second group then selects an animal, and the roles are reversed.
If the guessing team cannot guess the animal, however, the performing team gets
another try. To avoid confusion, children must raise their hands to take turns naming the
animal. Otherwise many false chases will occur. If children have trouble guessing, the
leader of the performing team can give the initial of the animal.
Modifications:
Joe:
Intro- Since Joe is in a wheel chair instead of him lying on the floor he can make the noise
of the airplane and move his wheelchair back and forth and then take off just like the
rest of the students.
Fitness-During the animal walk Joe can push himself around and make the animal noise
and during the freeze portion he can do upper body stretches.

Lesson focus- During the beanbags activity I will not modify a lot since he will be working
alone on throwing and catching the bean bags.
Game- in animal tag I will give him a noodle so he can tag other students while someone
pushes him around.
Bob:
Intro- no modifications needed since he can see and do what the other students are
doing
Fitness- an aid will help him with the stretches and movements.
Lesson focus- the aid will work with him to throw and catch the beanbag. Bob will only do
basic movements till he can throw and catch with out an aid.
Game- Bob will hold another persons hand and run when they go so he can react with
the rest of the class.
Ashley:
Intro- no modifications needed since Ashley has been in the class for five years she
knows what to do.
Fitness- Ashley will do the regular fitness but will partner up with Kim so she doesnt
misbehave.
Lesson focus- I will allow Kim and Ashley to work together so that she can have fun and
participate in the class activity
Game- I will separate Kim and Ashley so she can try to tag and chase Kim.
Tuesday:
Standards:1,2,3,5
Objective-By the end of the lesson, students will be able to describe and demonstrate
various football skills including throwing, catching, and kicking.
Equipment: Radio:30/15 interval ,Cones, Footballs, jackpot signs,
Informal observation, ask questions to check for understanding, student demonstration,
and make sure students are performing the cues correctly. Formal assessment will
include a checklist that includes the cue step towards target and follow through to
target, and all students will be assessed during the lesson focus activity.
Introductory Activity: European Running- 3 minutes
-Students move around the area to the beat of a tambourine.
-The step is a trot with the knees lifted.
-Emphasize proper spacing and moving rhythmically.
-Stop on a double beat of the tambourine.
-Have the leader move in different shapes and designs.
-Have class freeze and see if they can identify the shape or formation
Fitness Activity: Jackpot Fitness 8 minutes
-3 different jackpots are filled with fitness exercises and activities are placed around
the teaching area.
-One jackpot filled with strength on small index cards.
-Second, flexibility. Third, aerobic activities.
-Begin at one jackpot and randomly pick out an activity to perform.
-Must rotate to a different box each time.
-Cannot select an activity they previously performed.

Lesson Focus: Football Skills 12 minutes

-Students will work with partners.
Forward Passing
-Ball should be gripped behind middle with finger on the lace.
-Thumbs and fingers relaxed.
-Ball is raised up and held over the shoulders.
-Index finger pointing toward the line of flight.
Catching
-Receiver should keep both eyes on the ball and catch it in the hands with a slight give.
-When caught, tucked into the carrying position.
-Little fingers are together for most catches
Game-Attached at the
Partners stand on one side of the activity area
The challenge is to get the object sideline to sideline
They must use a specific body part to cross it(hip , leg, back. etc)
Modifications:
Joe:
Intro- since Joe is in a wheel chair instead of the trotting he can move his wheelchair in
the shape or direction just like everyone else.
Fitness-During the jackpot Joe can push himself around and to the different jackpots and
during the fitness portion he can do upper body stretches.
Lesson focus- During the football activity I will not modify a lot since we will be throwing
and catching with partners in a stationary spot.
Game- in attached at the I will give him a partner that will work with him so he can try
attaching at the head for example.
Bob:
Intro- no modifications needed the student will be trotting and moving in different
directions
Fitness- an aid will help him with the stretches and movements but also guide him to the
right station and read him the sign.
Lesson focus- the aid will work with him to throw and catch the a big beach ball. He can
use a small football if he gets comfortable catching the beach ball
Game- Bob will work with the aid/ partner so that he can attach the ball in basic places
such as his hand.
Ashley:
Intro- no modifications needed since Ashley can do all movements.
Fitness- Ashley will do the regular fitness and be apart of the whole class picking and
choosing the jackpot.
Lesson focus- I will allow Kim and Ashley to work together on throwing and catching for
only half the time.
Game- I will separate Kim and Ashley. Ashley will work with a new partner so that she
can get involved with the whole class.
Wednesday:
Standards: 1,2,3,5

Objective-By the end of the lesson, students will be able to describe and demonstrate
various football skills including kicking and centering.
Equipment: Cones, Footballs, hexagon hustle signs, rule book , whistle, pennies
Informal observation, ask questions to check for understanding, student demonstration,
and make sure students are performing the cues correctly. Formal assessment will
include a checklist that includes the cue Keep eyes on the ball, and all students will be
assessed during the lesson focus activity.
Introductory Activity: Move and Freeze- 3 minutes
Have students move throughout the area using a variety of loco motor movements. On
signal (whistle), they quickly freeze. Try to reduce the response latency by reinforcing
students who stop quickly on signal.
Fitness Activity: Hexagon Hustle- 8 minutes

Lesson Focus: Football Skills- 12 minutes

Punting
-Kicker stands with kicking foot slightly forward.
-Fingers extended in direction of the center.
-Keep eyes on the ball.
-Receive the ball, take short step back with kicking foot, and second step with other foot.
-Kicking leg swings forward.
-Toes pointed.
-Emphasis should be placed on dropping the ball properly.
Centering
Transferring ball on signal to the quarterback.
Snapping the ball a few yards backward to the quarterback.
Direct snap involves placing ands under buttocks of the center.
Ball is lifted, rotated a quarter turn, and snapped into hands of quarterback.
Centering player feet spread and toes pointed straight ahead.
Knees bent and close enough to the ball to reach it with a slight stretch.
On signal, from the quarterback, the center extends the arms backward through the legs
and center the ball to the quarterback
Game: Modified Game

-Players scatter on the field.

-Object of the game is for one team to make 5 consecutive passes to 5 different players
without losing control of the ball= 1 point.
-Defense may play the ball only and may not make personal contact with opposing
players.
--More than 3 steps= travelling and ball is awarded to the other team.
-No penalty assigned when the ball hits the ground. Remains in play, but sequence is
interrupted.
-Official should call out the pass sequence
Modifications:
Joe:
Intro- no modifications are needed since we are doing the basic move and freeze.
Fitness-During the hexagon Joe can push himself around and during the fitness portion
he can do upper body stretches.
Lesson focus- During the football activity I will not modify a lot since we will be throwing
and catching with partners in a stationary spot again and learning the rules.
Game- During the modified game Joe can play the quarterback and pass it his
teammates.

Bob:
Intro- no modifications needed the student will be doing the basic move and freeze.
Fitness- an aid will help him with the stretches and movements but also guide him to the
right station and read him the sign.
Lesson focus- the aid will help Bob learn the rules of football by further demonstrating
and teaching him the rules in detail.
Game- Bob will play with his classmates and participate but the game will be played with
a beach ball instead of a football.
Ashley:
Intro- no modifications needed since its move and freeze.
Fitness- Ashley will participate with the class as normal and act out all the movements.
Lesson focus- I will separate Kim and Ashley so they dont interrupt the class or me while
I teach them about football and the rules.
Game- I will put Kim and Ashley together on a team so they can play together. I will let
them play with students that will allow Ashley to score and be successful.
Thursday/Friday Pickelball:
Standards:2,3,5
Objective (Explicit): By the end of the lesson students will be able to define and
demonstrate how to forehand, backhand strokes and the proper technique of the serve.
Organization Student will be partnered with another student to make groups of two
throughout the lesson.
Equipment and Set-Up: court, ball, net, paddle, Cones, radio
Assessment/Evidence of Mastery): Informal observation, ask questions to check for
understanding, student demonstration, Formal assessment will include a checklist that
includes if the students forehand, backhand strokes and, serve the ball properly. All
students will be assessed during the lesson focus activity.

Introductory Activity: fastest tag in the west 3 minutes

Students will run around the gym and stop when they are tagged for 15 seconds
Students will pick a body stretch while they are stopped and return to the game after 15
seconds.
Fitness Development: Four corner fitness challenge-8 minutes
Students will start at one of four cones.
They will sprint to a cone and do the exercise that is at each station.
When the music stops they will move on to the next cone.

Lesson Focus: Include Teaching Cues: Pickelball- 12 minutes

Proper serve- each student will serve the ball a series of times to each other
Forehand- the student will use the inside of paddle to hit the ball to their partner on the
opposite side of the court. This will continue till I say freeze or whistle is blown
backhand- each student will hit the ball using back of the paddle to their partners on the
opposite side of the court.
Game- Include Rule Modifications and progression through the rules: 12 minutes
Students will play a 2v2 game on a court space
Students must hit the ball over the net to score
If the team scores on the serve its one point
If team scores after a rally its two points
Same player is not allowed to hit the ball twice in a role (each person on the team has to
hit the ball)
Students will use the whole court so they have to make accurate shots

Modifications:
Joe:
Intro-in fastest tag in the west I will give him a noodle so he can tag other students while
someone pushes him around.
Fitness-During the four corner fitness Joe can push himself around or have someone push
him. During the fitness portion he can do upper body stretches.
Lesson focus- During the pickle ball activity I will modify a lot since we will be forehand
and back handing with partners. Joe and his partner will use a bigger paddle and ball so
Joe can hit it
Game- during the modified game Joe will play with someone that can be able to hit the
ball directly to him. Points will be given for a rally.
Bob:
Intro- no modifications needed since he we are playing a tag game / the aid will help him.
Fitness- an aid will help him with the stretches and movements. He will also help him
move from cone to cone at the appropriate time.
Lesson focus- the aid will work with him on forehand and backhand in pickelball in detail.
Game- Bob will partner with another student and play hit a game. A point will be given to
Bob every time he hits the ball.

Ashley:
Intro- no modifications needed since Ashley has been in the class for five years she
knows what to do.
Fitness- Ashley will do the regular fitness and participate in all parts.
Lesson focus- I will allow Kim and Ashley to work together on forehand and backhand in
pickle ball then they will switch partners so she can work with others.
Game- I will separate Kim and Ashley so they can play against each other. Ashleys
partner will be someone that is patient and willing to work and play with her.
Football Task Sheet
Name:______________
Observer Name:_________________________

Yes
catching
1. Did they catch the ball
accurately
2. Did they catch the ball with
their hands
3. Did the ball hit the floor less
then 3 times
Throwing
1.Did they have eyes on target
2.Did they use the cues taught
3.Did they accurately throw it
Hitting/ kicking
1.Did they make contact the ball
2.Did they have proper technic
3.Did they have the eye on the
ball

No

References
Darst, P.W. and Pangrazi, R.P. Dynamic Physical Education for Secondary School
Students, 17th Edition. San Francisco: Benjamin Cummings, 2009.
Pangrazi, R.P. Lesson Plans for Dynamic Physical Education for Elementary School
Children, 17th Edition. San Francisco: Benjamin Cummings., 2009.
National association for sport and physical education
http://www.aahperd.org/naspe/standards/nationalstandards/pestandards.cfm

Arizona State University

Mary Lou Fulton Teachers College
Physical Education Program - Lesson Plan Template

Teacher: Lauren Mesker

Grade(s): 9th Girls Physical Education
NASPE Content Standard(s) targeted (LIST ONLY THOSE YOU TARGET IN THE
LESSON): Standards 1,3,4,5
Lesson Objectives: By the end of the lesson students will be able to throw with accuracy and
understand the rules of team handball.
Organization Individual for the warm up. Partners for fitness and when throwing. 2 or 4 teams for
game.
Formal Assessment/Evidence of Mastery: Walking around assessing their throws for accuracy.
Key vocabulary targeted: Freeze, Go over
Needed equipment and Set-up:
vocabulary on fitness Signs for understanding.
Targets, Cones, Fitness Signs, Red Hand Balls
WHAT WILL YOU DO TO ENCOURAGE PA BEYOND THE LESSON?
Students have been learning ways to exercise without using equipment. I have made a worksheet of
easy exercises that they all have access to and that can be done at home.
CLASS MANAGEMENT:
Student grouping mgmt.: Two teams, back to back
Equipment mgmt.: Targets will already be set up around the gym, along with cones.
Mgmt. routines: Freeze on whistle
CONTENT SEQUENCE:
Opening/Anticipatory Set: Students have been learning the five components of fitness we will
review what they have learned and see who remembers what. I will then ask them how they can
increase their cardiovascular endurance while doing the fitness from A-Z worksheet.
Introductory Activity/Warm-up segment: Speed Walking around the gym 4:00 minutes. Afterwards
students will circle up for circle stretch.
Fitness Development segment: Students will work with a partner and do the exercises that make up
their name. Example: A - 10 squats, B 5 Jumping Jacks.
Skill Development content Reviewing proper technique for fitness then review skills for throwing.
Students will work with their partner and throw at the targets. Once they have hit the targets they
advance to the smaller ones.
Game Content- Students will be playing a modified team hand ball game
Feedback Statements: (specific positive and corrective)
-Check for body position
- Opposite arm opposite leg
-Throw hard take time
Closure/Lesson Summary: Review accuracy and rules of team handball
What is the learning goal to this point?
Ways to increase cardiovascular endurance?
Review rules of what is/is not allowed
Lesson Extension:
Ways students can workout and be active at home.
-I want them to take the exercises that have learned in todays lesson and used them at home to
workout.