Eportfolio

EPortfolio
What is included:
1. Cover Letter (page 2)
2. Resume (pages 3-5)
3. Letters of Recommendation (pages 6-7)
4. Educational Platform/Philosophy (pages 8)
5. Classroom Management Plan (pages 9-17)
6. Lesson Plans
a. Elementary (pages 18-23 & 23-29)
b. Secondary (pages 30-32 & 32-36)
7. Unit Plan
a. Elementary (page 37-61 & 62-83)
b. Secondary (pages 84-125 & 126-182)
8. Philosophy of Coaching (pages 183-184)
9. Coaching Certification (page 195)
10. CPR/AED/First-Aid Certification (page 196)
11. Assessments
a. Elementary (pages 187-190)
b. Secondary (pages 191-192)
12. Student work/Photos (Page 193-194)
13. Professional Development Documentation (page 195)
Jennifer Lukowski
778 Taplow Road
Venice FL, 34293
(941)468-7246
Lukowski_Jennifer@yahoo.com
April 7, 2023
To whom it may concern,
I am interested in the available physical education teaching position at Some Elementary School,
Job Code: 12345, within the Hillsborough County Public School District. As a soon-to-be
graduate of the University of South Florida in May with a Bachelor of Science in Physical
Education K-12, I am eager to apply my skills and experience to support the academic team and
community at Some Elementary School.
Throughout my academic and professional endeavors, I have had the opportunity to observe and
teach K-12 students from diverse backgrounds through internships, camps, coaching, and
substitute teaching. These opportunities have equipped me with the necessary skills and
knowledge to effectively educate students, further enhanced through the comprehensive
coursework I have completed at the University of South Florida. I am confident that my
experiences and teaching philosophy would be an excellent fit at Some Elementary School. My
enthusiasm and love for physical activity are used to motivate students, and I am committed to
promoting sportsmanship and a healthy lifestyle among my students. I work collaboratively with
students to develop their cognitive, affective, and psychomotor abilities, utilizing reciprocal and
inclusion teaching methods to ensure that all students have the opportunity to participate fully in
class.
The attached resume highlights my qualifications and accomplishments in the field of physical
education. I appreciate you taking the time to review my resume, and I am grateful for your
consideration. I look forward to hearing from you and would be honored if selected for an
interview at your convenience.
Sincerely,
Jennifer Lukowski
Jennifer Lukowski
778 Taplow Road, Venice, FL 34293
(941) 468-7246
Lukowski_Jennifer@yahoo.com
https://coachlukowski.weebly.com/

Education
August 2020 - Present
University of South Florida – Tampa, FL
Major: Physical Education
GPA 3.98
Experience
June 2021 – Present
Substitute Teacher in Hillsborough County Public Schools, Kelly Education, Tampa, FL
Provide instruction for scheduled lessons, encourage student progress, and manage the learning
environment to promote student learning and participation.

March 2023 – April 2023
Elementary Final Internship, Westchase Elementary School, Tampa, FL
Taught classes, planned 1th-5th grade lessons, and observed classes under the supervision of
Luanne Lockwood.
January 2023 – March 2023

Secondary Final Internship, Gaither High School, Tampa, FL
Taught classes, including Adapted Physical Education, planned 9 th-12th grade lessons, and
observed classes under the supervision of Kelly Smith-Champion.
October 2022 – November 2022

Secondary Pre-Internship, Sickles High School, Tampa, FL
Taught classes, including Adapted Physical Education, planned 9 th-12th grade lessons, and
observed classes under the supervision of Michael Weaving.

September 2022 – October 2022
Secondary Pre-Internship, Webb Middle School, Tampa, FL
Taught classes, planned 6th-8th grade lessons, and observed classes under the supervision of Kayla
Leland.
June 2022
Study Abroad Teaching in Costa Rica, Colegie Monterrey K-12, Costa Rica
Observed and taught classes, as well as collaborated with K-12 th grade teachers.

February 2022 – April 2022
Elementary Pre-Internship, Twin Lakes Elementary School, Tampa, FL
Taught classes, including Adapted Physical Education, planned K-5 th grade lessons, and observed
classes under the supervision of Madison Etherton.
May 2017 – May 2022

Lead Server/Trainer, Aston Gardens, Venice, FL
Train new servers, take orders and serve meals to residents of senior living facility, and maintain
and clean dining areas.
June 2021 – August 2021

Summer Camp Counselor, YMCA, Venice, FL
Supervised over 40 campers aged 5-12 during an eight-week camp. Collaborated with other
counselors to create a fun, engaging, and memorable summer for the campers.
Awards and Achievements

2020-2022
USF Dean’s List
Scholarships:
 Cannella Teacher Scholarship
 Benjamin A. Gilman International Scholarship
 William & Marie Selby Foundation.
 Genshaft/Greenbaum Scholarship
Peer-Reviewed Conference Presentations

Nieman, C., Flory, S.B., Ferrer, V., Cosme, J., Funkhouser, Z., Lukowski, J., Pasmore, J., Thompson, A.
(2022, October). Creating unique and relevant experiences through group initiatives. Presented at the
2022 SHAPE Florida Convention, Kissimmee, FL.
Activities
January 2023 – Present
Track and Field Volunteer Coach – Provided instructions to promote sportsmanship and teamwork
among athletes. Developed efficient training programs, corrected techniques, maintain athletic
equipment, and enforced discipline rules.
August 2021 – Present

Vice President and Mentor – USF Education Living Learning Community
August 2014 – May 2020

Challenger Baseball – Helped children with disabilities play baseball.

April 2013 – August 2019
St. Francis Animal Rescue – Socialized cats though interactions and maintained the cleanliness of
their living area. Performed specially assigned tasks, such as socializing new or feral cats to make
them adoptable.

December 2018, 2019, 2020
Running club to assist elementary students – Talked to elementary school girls regarding
cross-country and directed them in running activities.

Professional Memberships
2022-present
Society of Health and Physical Educators Florida (SHAPE Florida)
Certifications
 Human Kinetics Coaching Principles Certification
 National CPR Foundation certified in CPR/AED/First-aid
 Florida Teachers Certification Exams:
 Professional Education – December 2022
 Physical Education Subject Area – May 2021
 General Knowledge Exam – May 2022
Educational Philosophy
- Providing a safe and welcoming environment
- Fostering curiosity and critical thinking
- Educators as role models
- Setting high expectations
All students are unique and must have a stimulating educational environment where they
can develop on all levels—physically, mentally, emotionally, and socially. I want to foster that
environment so students can meet their full potential. I will create a safe and encouraging
environment where students are free to express themselves and take chances. Attending each
class period with an enthusiastic attitude and implementing change, challenge, and choice
enables me to implement this. Establishing a safe, stimulating environment requires me to
incorporate extensions, provide positive reinforcement, highlight that no questions are stupid,
and create relationships with my students.
I firmly believe that the core of educators is to foster students' curiosity and critical
thinking skills. Not only are we to educate them on subjects, but we are to prepare them for life
after school. I will strive to provide students with the tools and skills needed to see their value,
analyze information and situations, and solve problems effectively. I will do this by serving as a
role model. I will emulate the skills necessary to think critically, share my own curiosity, and
pose higher-thinking questions. Doing this shows that I, too, am continuously searching for
knowledge, and it provides the foundation of what it means to think critically. In an effort to
achieve this, I will provide a nurturing environment that encourages students to seek out
information that excites them.
I believe teachers are responsible for holding high expectations and challenging their
students. Students are more likely to believe and think highly of themselves if this is done. They
are more inclined to put their all into everything they do, which all educators desire. High
expectations do not mean unachievable. I will have high expectations for all my students. They
are capable of greatness, and I will ensure they reach and realize their full potential. I will
accomplish this by focusing on effort rather than excellence and promoting growth mindsets.
This will also benefit my students in their lives outside of school.
CLASSROOM MANAGEMENT PLAN
PREPARING FOR THE SCHOOL YEAR:
A list of tasks I should complete during the pre-planning teacher work week.
 Beginning of the year trainings
 Data review
 Goals for incoming year
 Make sure all bulletin boards or posters (like rules & consequences) are up-to-date and in
good visual condition
 Make sure equipment is safe a ready to use
 Open house set up
 Lesson editing
 Student review (IEPS, 504 plans, scores)
What I will do with my class during the first day/week of school. Included is the tone I want to
set for the school year.
 The first week of school I will go over rules, expectations, procedures, how I am grading,
and consequences.
o Rules= 5 class rules (ABCD rules listed down below), safety rules, etc.
o Expectations = Treat everyone and equipment with respect, participate, etc.
o Procedures= How to line up, where to go for attendance, how to get and put away
equipment, etc.
o Grading= listed down below
o Consequences= Listed at the very end and here
 Redirecting strategies (will not tell my students this)
 Verbal warning
 One-on-one conversations
 Telephone call/note to parents
 Contract with the student
 Referral to the office (principal/assistant principal))
 The tone I want to set is that I care but I will be stern when needed. I want them to have
fun, but I will not mess around with disrespect, not trying, and not being safe.
How I will assess, collect data, and grade your students.

 I will assess students on 3 categories:
o Psychomotor Domain (Physical aspects of learning. I.e., addresses motion,
reflexes, and how muscles are engaged during activities)
o Cognitive domain (Development of content knowledge or intellectual skills.)
o Affective Domain (Includes feelings, emotions, attitudes, motivations,
appreciation, etc.)
 I will collect data through:

o Formative assessments = Written assessments (entry/exit slips), teacher observations,
verbal inquires (class discussions), quizzes
o Summative assessments = End of year exam, Projects, Presentations, Portfolios
 I will grade students on 4 factors:

o Cognitive Ability = 25%
 Demonstrate your knowledge of movement skills, health-related and skill-related
fitness components, safe practices, and healthy living through various
assessments.
o Movement Competency = 25%
 Demonstrate skill-related components of fitness appropriate to your
developmental level. Movement Competency assessments are based on the
process of movement (the mechanics of running, kicking, throwing, and proper
form while performing exercises). It is NOT based on the product of movement
(i.e., time in a run).
o Lifetime Fitness = 25%
 Demonstrate health-related components of fitness (flexibility, cardiorespiratory
endurance, muscular strength, and muscular endurance) appropriate to your
developmental level and individual fitness goals. A fitness assessment is an
ongoing process for helping you and your teacher understand and improve your
physical fitness and well-being. Students set personal fitness goals for
improvement that are revisited throughout the school year.
o Responsible Behaviors and Values = 25%
 Demonstrates responsible behaviors, appropriate etiquette, care of equipment,
respect for facilities, and safe behaviors while participating in various physical
activities. This includes proper clothing and footwear.
A list of adaptations/modifications I will use for LEP (limited English proficient) students.
• Provide paper/email for students that explains the lesson
• Put posters up in different languages (i.e., directions/pictures of how to play)
• Provide demonstrations
• Peer-tutors
• Use a scoreboard or visual timer if playing a game
• Avoid chewing gum or covering mouth
A list of general adaptations/modifications I will make for ESE/APE (adapted physical

education) students.
 Equipment
o Larger/lighter item (bat, racket, etc.)
o Use of Velcro
o Lower goal/target
o Larger goal/target
o Mark positions on playing field
o Vary balls (size, weight, color, texture)
 Boundary/Playing Field
o Decrease distance
o Use well-defined boundaries
o Simplify patterns
 Adapt playing area (smaller, obstacles removed)Visual impairment
o Use a scoreboard or timer that sounds, if playing a game
o Use bright colored equipment (balls, jerseys, polyspots)
o Orient player on the court and give an area to cover.
o Brighter boundary lines
o Beeper in the object
o Call the person’s name before passing to them
o Place colored markers, streamers, or other device on the net
 Time
o Vary the tempo
o Slow the activity pace
o Lengthen the time
o Shorten the time
o Provide frequent rest periods
 Auditory impairment
o Use a scoreboard or visual timer, if playing a game
o Use recognizable and easily visible signals for communication at a distance
o Teach sport-specific signs at the beginning of each unit
o Provide demonstrations
o Post posters around area with directions/pictures of how to play (large print)
o Provide paper/email for students explain the lesson
o Use bright colored equipment
o Avoid chewing gum or covering mouth
 Visual Impairment
o Use a scoreboard or timer that sounds, if playing a game
o Use bright colored equipment (balls, jerseys, polyspots)
o Orient player on the court and give an area to cover.
o Brighter boundary lines
o Beeper in the object
o Call the person’s name before passing to them
o Place colored markers, streamers, or other device on the net
PROCEDURES & ROUTINES:
How I will spend my morning from the time I arrive at school until the time my first class/duty starts.
 When I arrive at school, I will greet my fellow teachers as I walk to my office. I will put my stuff
down and get myself situated. This entails reviewing my lesson plan (lesson focus, activities, and
assessments), setting up the area with equipment, and/or completing my morning duties. If I have
morning duties, I will tend to them.

My rules for student attire, shoes, and jewelry policies in PE
 Students are expected to wear close-toed shoes
o Athletic shoes are recommended
o No flip-flops, Crocs, sandals
 Students can wear jewelry as long as it does not interfere with participation.
o If jewelry interferes, students must take it off.

Method of organization I will use to assemble and begin my class.
 We will go over procedures at the beginning of the year. I will show them where they should line
up before to be greeted. After, I will show them what line they should walk on and their number
they should sit on for the remainder of the school year.
 To begin my class, they will stay where they are for attendance. After, we will perform our
warmup/instant activity Once students are done, they will meet back up where attendance is
taken so we can discuss what we will do in class.
 Students will be reminded of where they should be and when.
How I will take attendance

 I will take attendance after all students go to the designated area. When taking attendance, I will
say the student's name and ask them to say "here." I will note if they have a preferred name they
would like to be called instead.
How I will handle a student that claims they cannot participate due to an illness or injury
 Handling a student that claims they cannot participate due to an illness or injury can be difficult.
The student must provide me with the doctor's note stating they cannot participate. However,
some students are not financially able to see a doctor to get a note. In this case, they can either
visit the nurse who will help assess their illness/injury or perform a simple activity (i.e., walking
or something geared toward the activity).

What students are to do if they are tardy. I will describe my policy for absences and making up missed
work.
 If students are tardy, they will bring me their late slip. After I receive their slip, I will tell them
what we are working on so they can catch up.
 If students are absent, I will put their work in the absent folder for the subject (the folder where I
put assignments for students absent that day). When the students return to class, I will instruct
them to pick up their assignments.
 To make up missed work, I will allow them one day per day they were absent to turn it in. Unless
there is a valid reason for not completing the assignment in the time allotted, they will lose five
percentage points per day. For instance, the highest they can receive is 90% if it is two days late.

How I will assign "helpers" or "peer buddies" and the roles they will play.
 I will assign "helpers" or "peer buddies" by observing the students. While observing, I will look
for students who are following the rules, being respectful, etc. This provides them with
responsibility, which students want. The 'helpers" or "peer buddies" will assist students who are
new to the class, students who are not as proficient, ESOL students, etc. This can vary depending
on what I notice in my classes. Additionally, “helpers” or “peer buddies” can act as an incentive
for my more challenging students.

My attention signals (i.e., attention, start, stop, etc.) and expectations for those signals.
 Stopping = 2 whistle blows. When students hear me blow my whistle twice, the expectation is
that they stop what they are doing at look at me for further instruction.
 Starting = 1 whistle blow. When students hear the whistle blow once, they are to begin the
activity that I explained to them.
 Emergency = prolonged whistle-blow. When students hear me blow a whistle for a few seconds,
they know it is critical to look at me. This can be done for a drill or if a student is critically
injured and all movement needs to be stopped.
 Attention = I will use an attention grabber. For instance, counting down from 5, 123 eyes on me,
etc. This can be done in different languages to accommodate all students.

What students are to do if they wish to ask a question or make a comment.
 The expectation for students is that they should raise their hand and wait to be called on if they
want to ask a question or make a comment. If students are uncomfortable doing that in front of
their peers, they can talk to me after instruction.

How I will distribute and collect equipment. How it will differ for stations.
 Distributing equipment = one student from each group will grab the equipment. I will either call
the student by name in each group or call out a characteristic and whoever matches it will grab
the equipment.
 Collecting equipment = I will have students freeze by blowing the whistle twice. Whoever has the
ball at that moment will put the equipment away.
 For different stations, these rules can still apply. For instance, if I have centers, I can place the
equipment at their locations beforehand. Or the students will leave their equipment at that station
and transition to their following location.

How I will handle bathroom and water breaks.
 Students are expected to bring their water with them and use the restroom before class. If students
need to use the restroom or get water, they will go in pairs.
How my class and I will handle an emergency or injury.

 Injuries, while preventable, are going to occur. In instances where a student gets injured, I will
assess their injury, determining what they need (i.e., ice, Band-Aid, etc.), or they will go to the
nurse. In extreme emergencies, I will contact the nurse and call 911.

How I will end class.
 I will end class by recapping what the students accomplished. I will ask the students guided
questions that allow them to think more critically and cognitively. Additionally, this is the time
that I will do a mini SEL (social-emotional learning) lesson.

How I will spend my afternoon from the time my last class or duty finishes to the time I leave school.
 During this time, I will clean up the court/gym area. I will then ensure I have all the equipment
needed for the next day and ensure my lessons are ready.
COMMUNICATON HOME (10 points):
Beginning of the school year introduction (meet the teacher)

Positive referral
CLASS RULES (10 points):
Philosophy of discipline/management.
 I believe that students must be held responsible and accountable for their actions. Particularly
when ground rules, expectations, and consequences for appropriate and non-acceptable behavior
are established from the first day of school. My discipline and management philosophy is
founded on preventative, supportive, and corrective discipline. Focusing on preventative
discipline helps facilitate learning and provides and calm, welcoming environment. For
elementary school students, it shows them that are capable of more. Inappropriate behavior can be
eliminated when students are in an environment that stimulates and respects them. However, this
can be disrupted when rules are broken. Addressing the broken rules through verbal and
nonverbal warnings is one way to support discipline while reminding the students of the
expectations. When supportive discipline does not help, I must take further action. An immediate
response would be to pull the students away from their activity choice and communicate with
them. If actions continue, informing the parent and creating a contract with the student is another
way to absolve the disruption.
List of class rules with graphics.

 Classroom Rules
A -- Act safely
B -- Be prepared and be positive
C -- Cooperate
D -- Do your best
How will the rules be enforced? Including how I will handle both inappropriate behavior as well
as use positive reinforcement (i.e., social, activity, etc.).
 The rules will be enforced by following through with consequences. I will use redirecting
strategies if the student usually demonstrates proper behavior while following the rules.
o Strategy 1: Refocus the energy back onto instruction. I can do this by asking lesson-
related questions, so the focus turns back to academics.
o Strategy 2: Apply non-verbal cues. Verbal cues can stop the disruption/error, but it stops
the class. Utilizing eye contact, body language, and creating less distance are effective
tools.
o Strategy 3: Provide anonymous reminders. This reinforces the rules and expectations of
the students.
I have five other steps to take if these redirecting strategies are insufficient.
1. Verbal warning
2. One-on-one conversations
3. Telephone call/note to parents.
4. Contract with the student
5. Referral to the office (principal/assistant principal)
I should handle not only inappropriate behavior but also reward positive behavior. A
simple but effective way is to praise the desired behavior. This can be done through
verbal (i.e., great job at helping your teammate up) and non-verbal ways (i.e., thumbs up,
smile). If all students are doing what is expected, a special activity can be implemented
into the lesson. I need to explain what they did to warrant this activity to make this
worthwhile. Something to mention is that if a student who typically exhibits
inappropriate behavior does something that shows improvement, it is crucial to recognize
that. For instance, if a student usually shouts out answers/comments but raises their hand
this time, praise the student. If a student generally does not participate but is not
attempting, give them a thumbs up with a smile. This shows the student that their
improvement is being noticed.
Elementary Lesson plans (2)
Unit Focus/Content Area: Golf – Chipping
Lesson #4 of 4
Date of Lesson: Day 2 of week 2 (3/27/2023 – 3/31/2023)
Grade Level: 1-2

Skill Theme: Striking with long-handled implements
Collaborating Teacher (CT): Coach Lockwood
University Supervisor (US): Mr. Nieman
Prepared by: Jennifer Lukowski
Central Learning Focus/Objectives:
 Psychomotor
State- PE.1.M.1.4 Strike a stationary object a short distance using a modified, long-handled implement
so that the object travels in the intended direction
PE.2.M.1.4 Strike a stationary object a short distance using a long-handled implement so that the object
travels in the intended direction
National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement
forms from a variety of categories
Objective- SWBAT strike a “golf ball” with a golf club at a target accurately using proper
form/technique.
 Cognitive
State- PE.1.C.2.2 Identify safety rules and procedures for teacher-selected physical activities.
PE.2.C.2.2 Identify safety rules and procedures for selected physical activities.
Interdisciplinary Focus- N/A
National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical
principles, safety considerations and strategies/tactics regarding movement performance in a
variety of physical activities
Objective- SWBAT list one potential safety rule to use when playing golf.
 Affective
State- PE.1.R.5.2 Use physical-activity space safely and properly
PE.2.R.5.2 List ways to safely handle physical-activity equipment.
National- Standard 5: Exhibit responsible personal and social behavior that respects self and
others in physical-activity settings.
Objective- SWBAT explain how they should put down their golf club once it is time to switch
stations.
Materials/Equipment Needed:
- 16 Golf clubs
- 32 Golf balls/ different sized balls
- 4 long mat targets
- 4 flag targets
- 4 big targets
- 4 cones (groups of the same color)
- 16 poly spots (4 in each color)
- 16 tee mats
Pre-Class Set Up:

Resources:
http://www.cpalms.org
Graham, G., Holt/Hale, S.A., & Parker, M. (2019). Children Moving (9th. ed.). New York:
McGraw-Hill.
https://www.shapeamerica.org/standards/pe/
How will you differentiate instruction for students who need additional language support?
- Posters in different languages
- Put a student who can speak the language with that student to help
- Use a dictionary/google translate to translate
- Teach hand signals so all students can communicate during an activity/game
- Provide paper so students can read it
How will you adapt/modify instruction and activities for students with disabilities?
- Autism- visuals, schedule board, token economy, peer buddy, assign less difficult
locomotor
movements
- Deaf- visuals, semi-circle, peer buddy
- VI- proximity from peers, peer buddy, physical guidance, sound sources
- ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
- OHI- peer buddy
- Orthopedic Impairments- peer buddy
INSTRUCTIONAL PLAN
Introduction (Informing): We are continuing chipping. This time, we are keeping score. Each
group will receive a whiteboard, marker, and eraser. The caddy will document their partners
score at every station. Each station will have a paper tell you how many points you receive.
Remember to focus on your safety rules. What are the safety rules of golf called? What does A
stand for? (Repeat for B and C). When switching stations, how should you put the golf club
down? Where should you put it?
Station #1:
Cue: Legs A – Arms Y – Dot the eye, Nondominant 1st – Dominant 2nd – Glue together, Y – Putt
–Y
Time: 3 Minutes
Materials/Equipment: 4 long mats, 4 golf clubs, 8 golf balls, 4 poly spots, 4 tee mats
Description (scripted): At this first station you will focus on using your wedge to get the golf
ball to hit your target. The person player will chip each ball (there are 2 of them). Once you
have hit your 2 golf balls, you will switch with your partner. When you hear the cowbell, you
will place your equipment back and rotate to the next station.
Extending/Refining/Application:
E- For younger grades, decrease the distance
E- For older grades, increase the distance
E- Try putting with the opposite stance
R- Remember to glue your fingers to the club and aim on the bullseye
A- Try to get all 2 of your golf balls to the target
Transition to the next task (scripted): (Blows the whistle once indicating to stop) Place your
equipment down and head to the next station.
Station #2:
Cue: Legs A – Arms Y – Dot the eye, Nondominant 1st – Dominant 2nd – Glue together, Y –
Putt – Y Time: 3 minutes
Materials/Equipment: 12 yellow arches, 4 golf clubs, 8 golf balls, 4 poly spots, 4 tee mats
Description (scripted): This station is similar to the first one. Except, you are trying to get your
golf balls to go through the arches. This requires more accuracy since the target area is smaller.
The same rules about safety apply here. How should we put the gold club down? Do we drop it
or place it down gently?
Station #3:
–Y
Time: 3 Minutes
Materials/Equipment: 4 big targets, 4 golf clubs, 8 golf balls, 4 poly spots, 4 tee mats
Description (scripted): At this station you will focus on using your putter to get the golf ball to
go into the cup where the flag is sitting.
Station #4: Same as station 1, just on the opposite side (use if need more spots to keeps
groups of 2)
–Y
Time: 3 Minutes
Description (scripted): At this first station you will focus on using your putter to get the golf
ball to hit your target. The person player will putt each ball (there are 2 of them). Once you
Closure (scripted): Great work today everyone! I am proud to say everyone followed the safety
rules, so you earned your wizard buck. You all did great this unit at following directions,
staying safe, and having fun. Golf is an activity you can do the rest of your life. Especially
being in Florida, you can do it year long and it is a great way to get outside, meet people, and
for staying active. Have a good day!
Unit Focus/Content Area: Passing - Basketball

Lesson 1# of 1
Date of Lesson: 2/15/2022
Grade Level: 1st and 2nd

Elementary GLSP: Control
Skill Theme: Throwing and catching
Movement Concept(s): Space awareness and relationships
Interdisciplinary Focus: N/A
Collaborating Teacher (CT): Coach Etherton
University Supervisor (US): Ms. Ferrer
Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):
 Psychomotor
State- PE.2.M.1.8 Demonstrate an overhand-throwing motion for distance demonstrating correct
technique and accuracy
State- PE.1.M.1.9 Demonstrate an overhand-throwing motion for distance using correct
technique.
National- Standard 1: Demonstrate competency in many, and proficiency in a few, movement forms
from a variety of categories
Objective SWBAT… demonstrate the cues of passing with a basketball throughout the different
tasks using a PE Pal.
 Cognitive
State- PE.2.C.2.6 Apply teacher feedback to effect change in performance.
State- PE.1.C.2.6 Use skill cues to improve performance.
National- Standard 2: Identify, analyze and evaluate movement concepts, mechanical principles, safety
considerations and strategies/tactics regarding movement performance in a variety of physical activities
Objective (state the audience, behavior, context, & degree(ABCD))-
SWBAT… understand and apply the feedback and cues given by the teacher by the end of class
by self-observation.
 Affective
State- PE.2.R.5.3 Describe the personal feelings resulting from challenges, successes and failures in
physical activity
State- PE.1.R.5.3 Demonstrate consideration of others while participating in physical activity.
National- Standard 5: Exhibit responsible personal and social behavior that respects self and others in
physical-activity settings.
Objective (state the audience, behavior, context, & degree (ABCD))-
SWBAT… discuss their feelings affectively and be considerate of their classmates throughout
class by seldf-observation.
 Teacher Objective:
TWBAT… Clearly describe and demonstrate how to perform the tasks.
Assessment Plans:
 Psychomotor
WHAT are you assessing?
- Students’ ability to pass the basketball
WHEN? (what task #'s?)
-
HOW? (what tool are you using)
- PE Pal
 Cognitive
- Students’ ability to use and apply feedback

- All tasks
- Self-observation
 Affective
- Discuss their feelings and being considerate
- All tasks
- Self-observation
 Teacher Objective
-
-
-
Materials/Equipment Needed (specific types & amounts):

- 10 Balls
- 5 Cones
- 5 PE Pals
- 5 Toppers
Pre-Class Set Up:
Resources:
McGraw-Hill.
Physical Safety Considerations:
- Making sure students are wearing appropriate clothing into the gymnasium.
- Ensuring the gymnasium is safe (floors are swept and the teacher has made sure
everything is in order.)
- Making sure students are not in each other's space during activities.
Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

relationships):
- Placing students in groups to cooperate better.
- Not pairing students with people they do not get along with
Individual Learning Needs:
How does this lesson connect to the interests and cultural backgrounds of your students?
- Throwing is a skill that is implemented into many different sports and activities played
outside of the gymnasium.
- Students are also encouraged to follow good sportsmanship throughout the class period as
some students may struggle with this activity so it is important to be respectful and stay
patient.
How will you make this lesson connect to/reflect the local community?
- Throwing is used in different sports in Tampa such as basketball (USF Basketball
team)
locomotor
movements
- OHI- peer buddy
How will you differentiate instruction and activities for students who need additional
challenge (enrichment) during this lesson?
- have more distance between partners (passing father)
- Have less distance between partners (passing closer)
- Have bouncer balls
Specific Accommodations (if applicable):

- N/A
INSTRUCTIONAL PLAN
Instant Activity: Coach rolling dice and running around playground
Time: 10 minutes
Materials/Equipment: Dice
Description (scripted): Good morning, everyone! Who would like to be our coach this
morning? (Student’s name), you are sitting nicely so you will be the coach. Here is the dice.
You can roll the dice towards me. (Student rolls dice) What did it land on? (Student says
number and then looks at board to see what the activity is. Student then instructs class to do
activity. This happens 3 times.) Can everyone give (student’s name) a round of applause. Now I
want you all to line up on the red line. (Student’s name, whenever you are ready, tell the
students when to go. (Student tells classmates to go).
Transition to the next task (scripted): I would like everyone to sit back on their number.
Introduction (Informing): Does anyone know what we will be working on today? (Calls on
student) Correct! We will be working on our passing skills. What I am looking for you to be
able to start with the ball at chest level, have fingers spread apart, and push the ball and follow
through (Cues).
TASK #1: Bounce pass station

Cue: ball at chest level, fingers spread apart, pass the ball and follow through
Time: 3 Minutes
Materials/Equipment: 10 balls, 5 cones, 5 PE Pals, 5 Toppers
Description (scripted): We are going to be working on our bounce pass with a partner. To
bounce pass you will start with the ball at your chest with fingers spread apart. You will then
push the ball away from you toward your partner. I will show you what that will look like
(demonstrates with student). (Blows whistle to begin)
E- Have students take a step back
E- Have students take a step forward
R- Make sure you are starting with the ball at your chest
A- Count how many times you and your partner go back and forth
Transition to the next task (scripted): (Blows the whistle twice indicating to stop) If you have
the ball, put it down between your feet.
TASK #2: Chest pass station

Cue: Ball at chest level, fingers spread apart, thumbs facing down, push ball and follow through
Time: 3 minutes
Materials/Equipment: 10 balls, 5 cones, 5 PE Pals, 5 Topper
Description (scripted): The next pass we are going to be practicing is chest pass. To chest pass
you will start with the ball at your chest. Your hand will be together like a triangle
(demonstrate). Then you will push the ball to your partner. (Demonstrates with student). (Blows
whistle to begin)
TASK #3: Underhand pass station

Cue: Ball at waist level, fingers spread apart, pinkies together, throw ball
Time: 3 minutes
Description (scripted): The next pass we are going to be practicing is underhand pass. To
underhand pass you will start with the ball at your waist. Your hand will be together with your
pinkies together (demonstrate). Then you will throw the ball to your partner. (Demonstrates
with student). (Blows whistle to begin)
TASK #4: Overhand pass station

Cue: Ball over above the head, fingers spread apart, thumbs together like a triangle, throw ball
Time: 4 minutes
Description (scripted): The next pass we are going to be practicing is overhand pass. To
overhand pass, you will start with the ball above your head. Your hand will be together like a
triangle (demonstrate). Then you will throw the ball to your partner. (Demonstrates with
student). (Blows whistle to begin)
Closure (scripted): Great job everyone! Can someone tell me what we learned today? Correct,
we did learn how to pass a basketball. Now can someone tell me what I was looking for when
you were passing the basketball? Good job. I was looking for you to keep the ball at chest level.
What else? Correct, I was looking for you to have your fingers spread apart. What is the last
thing I was looking for? Great job. I was looking for you to pass the ball and follow through.
Now I would like you all to walk to your number. I will be watching the person who I think
should get the sportsman trophy. (Give trophy to students and provide reasons why I chose
them).
Secondary Lesson plans (2)

Unit Focus/Content Area: Weight Training 2
Lesson #4
Grade Level: 9-12

Collaborating Teacher (CT): Coach Campion
 Psychomotor
State- PE.912.M.1.19 Use correct body alignment, strength, flexibility and coordination in the
performance of technical movements.
National- STANDARD 1: Demonstrate competency in many, and proficiency in a few,
movement forms from a variety of categories.
Objective- SWBAT discuss the importance of a warm up provide examples of warm up
stretches/movements in a turn and talk and share.
Assessment: Turn and talk and share
 Cognitive
State- PE.912.C.2.23 Apply appropriate technology and analyze data to evaluate, monitor
and/or improve performance.
National- STANDARD 2: Identify, analyze and evaluate movement concepts, mechanical
variety of physical activities.
Objective- SWBAT explain the importance of core exercises in their lifts and posture.
Assessment: Class discussion
 Affective
State- PE.912.R.5.5 Demonstrate appropriate etiquette, care of equipment, respect for facilities
and safe behaviors while participating in a variety of physical activities
National- STANDARD 5: Exhibit responsible personal and social behavior that respects self and
Objective- SWBAT put away weights and equipment properly after they are finished with it.
Assessment: Teacher observation

- Machines in weight room
Pre-Class Set Up:
- Teach hand signals so all students can communicate
locomotor
movements
- OHI- peer buddy
Resources:
McGraw-Hill.
PLACE ANY ACCOMPANYING WORKSHEETS AT END OF DOCUMENT
INSTRUCTIONAL PLAN
Introduction (Informing): Hello, everyone! Today we are going to discuss what a warmup is
and what it should include. Why is warming up your body before exercise important? Does
anyone know what a warmup is comprised of? Yes, a movement to get your heart rate up
(walking, jumping jacks, rower), Mobility allows your body to move your joints through a full
range of motion (pigeon pose, thread the needle), dynamic stretching (walking inchworm to toe
touches, body huggers), and activation exercises (banded squat, banded pull a part).
Task #1: Dynamic Stretching

Cue:
Time: 5 minutes
Materials/Equipment: N/A
Description (scripted): Students will perform dynamic stretches as a group before they begin
their workout. The stretches include:
- Arm circles
- Body twists
- Overhead tricep stretch
- Knees to chest
- Quad stretch
- Squat to toes touch
- Calf stretch
TASK #2: Full Body workout
Cue:
Time: 30 minutes
Materials/Equipment: Weights
Description: Students will perform a full body workout that focuses on auxiliary lifts
Workout includes:
- Shoulder shrugs 3x15
- Frontal raises 2x12 (can perform as a compound set)
- Lateral raises 2x12
- Bicep curls 3x12
- Goblet squat 3x8
- Calf raises 3x15
TASK #3: Core workout

Cues: Keep your core engage, take your time
Time: 3 minutes
Materials/Equipment:
Description: Students will perform a short core workout. It will include:
- 30 second plank
- 50 Russian twists total
- 20 Dead bugs total
- 20 second bear hold
Transition to the next task: (blows whistle twice) Let’s put away our equipment
Closure: Great job today! I want ya’ll to start thinking about different warmup movements to
incorporate. Starting next week, everyone will be creating a warmup that the class gets to try.
Let’s get changed.
Unit Focus/Content Area: Basketball 2

Lesson #1
Grade Level: 9-12

Collaborating Teacher (CT): Coach Champion
 Psychomotor
State- PE.912.M.1.25 Apply appropriate speed and generation of force when distance running,
sprinting, throwing, jumping, striking or kicking.
National- STANDARD 1: Demonstrate competency in many, and proficiency in a few,
movement forms from a variety of categories.
Objective- SWBAT use proper force and power when shooting a basketball from different
distances.
 Cognitive
State- PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting and correcting
mechanical errors.
National- STANDARD 2: Identify, analyze and evaluate movement concepts, mechanical
Objective- SWBAT provide 2 ways to resolve a physical conflict in a class discussion.
Assessment: Student observation
 Affective
State- PE.912.R.5.3 Demonstrate sportsmanship during game situations.
National- STANDARD 5: Exhibit responsible personal and social behavior that respects self and
Objective- SWBAT show sportsmanship by congratulating a classmate.

- As many basketballs as possible
Pre-Class Set Up:
locomotor
movements
- OHI- peer buddy
Resources:
McGraw-Hill.
PLACE ANY ACCOMPANYING WORKSHEETS AT END OF DOCUMENT
INSTRUCTIONAL PLAN
TASK #1: warmup
Cue: N/A
Time: 5 minutes
Description: Students will engage in a warmup prior to the start of the lesson. The warmup
includes:
- Jog the court 2 times
- Arm swings
- Chest openers
- Frankenstein
- scoops
- Lunges
- Hip open and closers
- Lateral hops
- Grapevine twists
Transition to the next task: (blows whistle twice) come circle up to begin.
Introduction (Informing): Good morning! Today we are going to focus on dribbling. I know I
want to look down while dribbling sometimes. Why should I not look down? While you are
playing, I want you to observe your classmates and provide positive and corrective feedback.
What would an example of corrective feedback sound like? What would positive feedback
sound like?
TASK #1: Dribble Knockout
Cue:
Time: 10 minutes
Materials/Equipment: 8 basketballs, 2 cones
Description: Students will get into 2 groups. Each group will line up on the baseline. The first 4
in line will have a basketball. The game will start when the first player dribbles around the cone
as fast as they can to perform a jump shot at the free throw line. The second player can start as
soon as the first player reaches the cone. This will add pressure to the first player and keeps the
game moving fast. The pattern continues until someone gets knocked out. When a player gets
knocked out, they move to the other team. Game ends after 10 minutes or when last original
player is standing from each group.
E- Bring the cone in closer/move it our further, add in cones they have to dribble through
R- Remember to dribble with your finger pads and heads up
A- How many people did you “kockout”
Debrief:
From where did you make the most shots?
Why did you make the most shots from that spot?
What is the proper form for shooting?
TASK #1: Small sided game

Cue:
Time: 15 minutes
Materials/Equipment: 4 basketballs
Description: Students will get into groups of 5. They will play 5v5 focusing dribbling to find an
open lane. Points are earned like in a regulation game
E- Switch teams so they play everyone
R- Remember to dribble to find open space
A- How many points did your team earn
Transition to the next task: (Blows whistle twice) If you have a basketball, please put it up and
the circle around me.
Closure: Great work everyone! I liked seeing you all communicate with your teammates. What
is a violation that you could get that deals with dribbling? How you could avoid it? What
happens after you get the violation? Let’s get changed.
Elementary Unit Plan
Dance unit
Week 1 Day 1 Day 2
YMCA Song We Will Rock You by Queen
- Coordination - Coordination
- Clear shapes - Purposeful movements
- Purposeful movements - Rhythm sequences
Week 2 Day 2 Day 2

Uptown Funk by Bruno Mars Pump It by Black Eyed Peas
- Practices balances - Purposeful movements
- Purposeful movements - Smooth transitions
- Changes speed and direction - Movement concepts (locomotor skills)
Unit Focus/Content Area: Dance

Lesson #1 of 4
Grade Level: 5th

Skill Theme: Dance
Movement Concept(s): Space awareness (location, direction), effort (flow), relationships (of
body parts, with people)
Collaborating Teacher (CT): N/A
 Psychomotor
State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while demonstrating
balance, coordination, clear shapes, purposeful movements and smooth transitions.
from a variety of categories.
Objective- SWBAT… perform different movements in a sequence while being in control of
their body for 50% of the dance.
 Cognitive
State- PE.5.C.2.1 Apply purposeful movement to a variety of movement settings to include designing
and performing movement routines
considerations and strategies/tactics regarding movement performance in a variety of physical activities.
Objective- SWBAT… practice including different purposeful movements (timing, rhythm) into
the dance and assess how well they did by self-assessment.
 Affective
State- PE.5.R.5.1 Describe a benefit of working productively with a partner to improve performance.
Objective- SWBAT… explain why working together productively can help with performance in
a turn and talk.
TWBAT… clearly demonstrate what students should be doing in each activity.
Assessment Plans:
 Psychomotor
- Student’s ability to perform different movements in a sequence while being in control of
their body
- All tasks
- Teacher observation
 Cognitive
- Student’s ability to practice including different movements into the dance.
- After task 1
- Self-assessment
 Affective
- Student’s ability to work together productively
- All tasks
- Teacher’s ability to clearly demonstrate what students should be doing in each activity
- Introduction

- 7 cones
- Speaker
Pre-Class Set Up:
Resources:
McGraw-Hill.
Physical Safety Physical Safety Considerations:

- Ensuring the gymnasium is safe( floors are swept and the teacher has made sure

relationships):
Individual Learning Needs: N/A
- Dancing is used to express emotions in multiple cultures. Performing the dances help
students connect with where their family and they came from .used in many.
- There are many places that offer dancing for fun. There are clubs dance classes that
students can attend to learn to dance and help with body control.
locomotor movements
- OHI- peer buddy
- Students can add more movement (5 different movements compared to 3)
- Students can add manipulative skills (kicking, striking)
- Students can add more components that require balancing (standing on one leg)
- Students can add uneven rhythm movements (skip, slide)

- N/A
INSTRUCTIONAL PLAN
Time: 8 minutes
Description (scripted): Good morning, everyone! Who would like to be our coach this morning?
(Student’s name), you are sitting nicely. Would you like to be the coach? Here is the dice. Roll
the dice towards me. (Student rolls dice) What did it land on? (Student says number and then
looks at board to see what the activity is. Student then instructs class to do activity. This occurs
3 times.) Can everyone give (student’s name) a round of applause. Now I want you all to line up
on the red line. (Student’s name, whenever you are ready, tell the students when to go. (Student
tells classmates to go).
Transition to the next task (scripted): I would like everyone to sit back on their number or green
line (depends on location)
Set Induction: Raise your hand if you like music. There is a dance to the songs that you listen
to. Over the next two weeks, we are going to be practicing dancing and eventually create our
own dance!
Introduction (Informing): Can someone look at the board and tell me what we are going to do
today? Yes, we are going to be learning the dance to the YMCA song. What do I want you to
focus on during the lesson? Correct, you will be working on your ability to follow the dance
moves correctly while being in control of your body. I am going to split you all into groups of
3. In your groups, I want you all to discuss why it is important to be able to work together
productively in a group. Yes, when we work productively, we can accomplish everything we
want to do. This allows us to have more fun! I want you all to work productively and nicely.
When I say go, I want each group to stand next to a cone so we can dance. Go!
TASK #1: YMCA freestyle

Time: 5 minutes
Materials/Equipment: 7 cones, speaker
Description (scripted): In this activity, you all are going to dance to the YMCA song. But you
can do any dance move that you want. You can add locomotor skills like skipping and leaping.
This helps you become comfortable moving your body and get your creative juices flowing. I
want you to focus on making sure you are staying in your own personal space and that you are
working on moving with intention.
Assessment after task: After I ask you a question, I want you to put a thumbs up or a thumbs
down at your chest. How do you think you did putting different movements like locomotor
skills into your dance?
E- Try adding locomotor skills into your dance (skipping, jumping)
R- Focus on staying in your own personal space.
A- Count how many different dance moves you are doing
Transition to the next task (scripted): (Blows the whistle twice indicating to stop) Nice job
everyone! I saw lots of unique dances.
TASK #2: YMCA Dance

Time: 13 minutes
Cues: Pointing, punching air 6 times, step and clap, YMCA, marching
Materials/Equipment: 7 cones, speaker
Description (scripted): For this activity, we are going to practicing the actual dance to the song.
We are going to break the song into pieces and learn a bit at a time. The main dance movements
are pointing, punching the air 6 times, step and clap, YMCA, and marching (demonstrate). I
want you all to practice those movements with me now (performs with students). When we are
practicing with the music, I will stand in front of you all and perform the dance moves. I want
you to copy what I am doing. It is okay if you do not perform each more properly, we are just
learning. When the music starts, we will begin. (Start music)
E- Add more hop in your step
R- Make sure you are following the beat of the song
A- Raise your hand if you did the whole dance correctly
Transition to the next task (scripted): I want everyone to sit back on their number or green line
(depending on where it is done).
Closure (scripted): Great job today everyone! I loved seeing everyone try their hardest and
working together nicely as a group. Can someone tell me what different dance moves we did
today? Yes, we were making shapes with our arms and moving our bodies. This helps us with
our coordination and gets us to perform purposeful movements. When you all get home, show
your family the dance you learned. Have a great day!
Lesson #2 of 4
Grade Level: 5th grade

Skill Theme: Dance
Movement Concept(s): Space awareness: Location- Self space, general space, Effort: Flow –
Free, Relationships: With people – groups, solo
Prepared by: Jake Pasmore
 Psychomotor
State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while
demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions. Some examples of sequences are rhythm, movement and dance. Some examples of
manipulatives are tinikling poles, lummi sticks and jump ropes.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
motor skills and movement patterns.
SWBAT… perform a self-designed sequence, while demonstrating balance and coordination
70% of the time in self-designed sequence throughout class time.
 Cognitive
State- PE.5.C.2.2 Design or modify a game incorporating skills, rules and strategies.
National- Standard 2: The physically literate individual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
SWBAT… list 3 different strategies they will use to learn dance skills during closure.
 Affective
State- PE.5.R.5.3 Describe the influence of individual differences on participation in physical
activities. Some examples of individual differences are disability, gender, race and culture.
National- Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
SWBAT… Identify two different types of individual differences they experience when
participating in dance lesson during turn and talk.
TWBAT… give more specific feedback when students perform dance movements during class.
Assessment Plans:
 Psychomotor
- Student’s ability to demonstrate 70% of balance and coordination when performing self-designed
sequence.
- 1,2
 Cognitive
- Student’s ability to design or modify game incorporating skills, rules, and strategies.
- Student’s ability to list 3 different strategies when learning dance patterns.
- The end of task #2
- Turn & Talk discussions
 Affective
- Student’s ability to identify two different types of individual differences when participating in
dance lessons.
- 1,2
- Teacher observation and Turn & Talk
- How many times I give specific feedback to students about their dance movements.
- 1,2
- Peer assisted
- Poly Dots (20)
- Speaker
Pre-Class Set Up:
Resources:
McGraw-Hill.

- Making sure students are not in others' personal space.
- Making sure students are wearing appropriate clothing and shoes into the gymnasium.
- Ensuring the PE environment is safe (teacher has made sure everything is in order.)

relationships):
- Allow students to work in pairs/groups do build skills (cooperation, communication, trust,
etc.).
- These activities help the students learn skills like teamwork, cooperation, leadership,
communication, and other essential skills. The students get to learn activities they haven’t
experienced before, which can expand their knowledge and thinking.
- Students are learning educational dance, and many middle schools and high schools have
competitive Cheerleading (Cheerleaders incorporate dances in their routines). Younger
students can check out those students that do cheerleading and their school might have their
own middle school Cheerleading team.
- Students joining or watching competitive dance teams like Dancemakers (Dance studio in
Tampa).
- Have posters or signs set up around the outside PE area walls with different languages.
- Have lesson and instructional plan in different languages to show students that need help
what is expected for that day.
locomotor movements
- OHI- peer buddy
- Have students repeat cues for dances
- Have students practice with different peers when learning dances in groups.
- Implement different modifications (adding movement concepts (directions, location),
manipulative skills (kicking, dribbling), uneven rhythm movements (skip, slide), and
balancing techniques (hopping on 1 leg) to dance tasks.).

-
INSTRUCTIONAL PLAN
Instant Activity: 4 Corner Fitness
Time: 8 minutes
Materials/Equipment: Buckets, Playing cards
Description (scripted): Good morning, everyone! Today are instant activity is going to be “4
Corner Fitness”. There will be buckets set up in the middle of our PE area. In the buckets, you
will find playing cards that either have clubs, hearts, spades, or diamonds on them. You will
pick up one card at a time and locate the corner (clubs, hearts, spades, diamonds) that matches
your card. Now, each playing card has a different exercise for you to do. Clubs are lunges,
hearts are planks (any type), spades are arm circles, and diamonds are jumping jacks. When you
pick up your card and go to your corner, you will do how many times you do the exercise (reps)
based off number of your playing card. For example, if you get 10 of diamonds, you will go to
the corner that has a diamond and perform 10 jumping jacks. Every time you get done, put your
card back in the bucket you got it from and search in different buckets for a new card. It looks
like we are ready, “Go”!
Set Induction: While raising your hand, who liked listening to the YMCA song on Tuesday?
I’m glad to see many hands, we are still learning dances for different songs. We will continue to
learn dances today and next week. Next week, you are all going to be able to create your own
dance!
Introduction (Informing): While raising your hand, who can tell me what we are learning
today? Yes, we are going to be learning the dance to the “We Will Rock You” song by the band
Queen. While raising your hand, what am I looking for today? Yes, you all will show me your
ability to follow dance demonstrations and learn dance moves (cues for dance). Now, I am
going to split you all into groups of 3. In your groups, I want you all to discuss about two
different types of individual differences you will see when participating in today's lesson?
While raising your hand, what group can tell me two individual differences they came up with?
Yes, disability and cultural background students. It’s important that we show all students
respect and be good peers to them when participating in dance today. When I say go, I want
each person from each group to find a poly dot and stand on it. “Go”!
TASK #1: We Will Rock You Freestyle

Time: 5 minutes
Cues: Body flow (response to rhythm)
Materials/Equipment: Poly dots, speaker
Description (scripted): In this activity, you all are going to freestyle to the “We will Rock you”
song. You will all dance to the song with your own dance moves. Let the rhythm of the song
determine your body flow. The purpose of this activity is to show me how balanced and
coordinated your dance skills are. Also, this gives you all a chance to move your body the way
you want. During your dances, I want you all to add locomotor skills. Everyone should be on a
poly dot (personal space) and when the music starts playing you can begin dancing. “Go”!
Now, turn and talk with your partner and discuss what different types of locomotor skills you
used? How many times did you perform locomotor skills in your dance? “Go”!
E- Adding locomotor skills (jumping, hopping, sliding, etc.)
A- Turn & Talk to test student’s knowledge - Discuss what different types of locomotor skills
you used? How many times did you perform locomotor skills in your dance?
everyone! I need everyone to sit on their poly dot (personal space) and have your eyes on me,
while I discuss the next task.
TASK #2: We will Rock You Dance

Time: 13 minutes
Cues: Stomp foot twice, Clap hands together once
Materials/Equipment: poly dots, speaker
Description (scripted): Now, this activity we are going to practice the actual dance steps for
“We Will Rock You” song. We are going to break up each part of the dance, then bring all the
parts of the dance together at the end. First, when the music starts playing, everyone will stomp
their foot twice when you hear “we” and “rock” in “we will rock you” with their dominant foot
(foot you kick with). For example, (playing song & demonstration) “We (stomp foot twice)
will, we (stomp foot twice) will, rock (stomp foot twice) you”. When the music stops, everyone
“Freezes”. “Go”! Freeze! Now we will listen to the song again, this time practice stomping with
non-dominant foot (foot you don’t kick with), “Go”! Freeze! Good job everyone! We will now
clap with our hands once when you hear “will” and “you”. For example, (playing song &
demonstration) “We will (clap with both hands, we will (clap with both hands), rock you (clap
with both hands)”. “Go”! Freeze! We will practice our clapping one more time, but this time
everyone will clap their hands with their legs (Bring each hand to their legs at the same time to
make clapping noise), “Go”! Now, we will bring the stomping twice with Dominant foot and
clapping with hands once in the “We Will Rock You” song together. First time I play song it
will be practice. The second time I am going to see if you do the dance cues correctly in the
song. While performing dance cues the second time we do dance, count how many claps are in
the song, “Go”!
E- Adding different skills – Instead of stomping foot with dominant foot, stomp with non-
dominant foot. Instead of clapping both hands together, make clapping noise when you bring
hands to legs.
R- Make sure you are stomping foot twice (we, rock) and clapping once (will, you) to the right
words.
A- While performing dance cues, count how many claps are in the song.
Closure (scripted): Great job today everyone! Today, you all learned the dance moves for “We
Will Rock you” song. You all improved your balance and coordination when learning the dance
moves and got better with the cues the more you practiced dancing to the song. While raising
your hand, who can tell me what I was looking for today? Yes, stomp foot twice and clap hands
together once. Now, who can tell me three strategies they used when learning dance skills for
the song? Great job! Listening to words (words dictate when to perform cues), watching teacher
demonstrate cues (visual on how to do cues), and learning the beat to song (the beat of the song
determines the sound, which helps determine when to use what cues.). Have a great rest of your
day and teach your parents the dance moves for “We Will Rock You Song”!
Lesson #3 of 4
Grade Level: 5th

Skill Theme: Dance
Movement Concept(s): Space awareness (location, direction), effort (flow), relationships (of
body parts, with people)
 Psychomotor
State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while demonstrating
balance, coordination, clear shapes, purposeful movements and smooth transitions.
from a variety of categories.
Objective- SWBT… demonstrate they can follow the dance sequence and use 2 of the dances
they learned from the first day into the song from today.
 Cognitive
State- PE.5.C.2.1 Apply purposeful movement to a variety of movement settings to include designing
and performing movement routines
considerations and strategies/tactics regarding movement performance in a variety of physical activities.
Objective- SWBAT… list ways they can be safe while performing different dance moves near
their partners in a turn and talk.
 Affective
State- PE.5.R.5.1 Describe a benefit of working productively with a partner to improve performance.
Objective- SWBAT… explain why working together productively can help with performance in
a turn and talk.
TWBAT… clearly explain what students should be doing in each activity.
Assessment Plans:
 Psychomotor
- Student’s ability to follow a sequence and incorporate dance move already learned
- All tasks
 Cognitive
- Student’s ability to list way they can stay safe while dancing
- Introduction
- Class discussion
 Affective
- Student’s ability to work together productively
- Introduction
- Turn and talk
- Teacher’s ability to clearly demonstrate what students should be doing in each activity
- Introduction

- TV
- Speaker
- Just Dance game
- 7 cones
Pre-Class Set Up:
Resources:
McGraw-Hill.
Physical Safety Physical Safety Considerations:


relationships):
Individual Learning Needs: N/A

- Dancing is used to express emotions in multiple cultures. Performing the dances help
students connect with where their family and they came from .used in many.
- There are many places that offer dancing for fun. There are clubs dance classes that
students can attend to learn to dance and help with body control.
locomotor movements
- OHI- peer buddy
- Students can add more movement (5 different movements compared to 3)
- Students can add manipulative skills (kicking, striking)
- Students can add more components that require balancing (standing on one leg)
- Students can add uneven rhythm movements (skip, slide)

- N/A
INSTRUCTIONAL PLAN
Time: 8 minutes
Description (scripted): Good morning, everyone! Who would like to be our coach this morning?
(Student’s name), you are sitting nicely. Would you like to be the coach? Here is the dice. Roll
the dice towards me. (Student rolls dice) What did it land on? (Student says number and then
looks at board to see what the activity is. Student then instructs class to do activity. This occurs
3 times.) Can everyone give (student’s name) a round of applause. Now I want you all to line up
on the red line. (Student’s name, whenever you are ready, tell the students when to go. (Student
tells classmates to go).
Set Induction: Raise your hand if have heard the song Uptown Funk by Bruno Mars. Isn’t it a
fun song that you want to dance to? Well, that is exactly what we are going to do to . you like
music. There is a dance to the songs that you listen to. Over the next two weeks, we are going to
be practicing dancing and eventually create our own dance!
Introduction (Informing): Before we get started, I want you to raise your hand to tell me ways
that we can be safe while dancing. Yes, we can stay in our personal space, and we do not have
to push to do a risky dance move. Now, as I mentioned a little bit ago, we are going to dance to
the song Uptown Funk. The first activity we are going to do is play just dance to Uptown Funk.
While dancing, I want you to work on your balance, try your hardest, and try dancing a bit
faster and change directions. You can change directions by turning in a circle or turning to your
left. I am going to split you all into groups of 3. In your groups, I want you all to discuss why it
is important to be able to work together productively in a group. Yes, when we work
productively, we can accomplish everything we want to do. This allows us to have more fun! I
want you all to work productively and nicely. When I say go, I want each group to stand next to
a cone so we can dance. Go!
TASK #1: Just Dance Uptown Funk

Cue: Watch the screen
Time: 10 minutes
Materials/Equipment: Board, speaker, Just Dance game, 7 cones
Description (scripted): I want you all to stand by your cones but have enough space, so you
don’t hit your neighbor. I will start the Just Dance and you all will dance to it. Try your hardest
to copy the dance moves but do not worry if you can’t get them all. We will do these 2 or 3
times. Go!
R- Focus on what the screen is showing
A- Count how many times you get the dance move right
Transition to the next task (scripted): (Blows the whistle twice to indicate to stop) Freeze! I
want you to focus on me now.
TASK #2: Uptown Funk Dance Creation
Time: 10 minutes
Materials/Equipment: 7 cones
Description (scripted): For this activity, you are going to create your own dance to Uptown Funk with
your group. The dance will last for 35 seconds of the song. I will play the part of the song you are
creating the dance to so you all can create the dance. However, you must use two of the dance moves
from the Just Dance. It can be hands up and hands down, air fisting, grapevine, knees in and knees out,
the dougie, or the neck and arm wave (demonstrate what they look like because I do not know the
name they are called). Get started.
R- Make sure you are following the beat of the song
A- Raise your hand if you did the whole dance correctly
Closure (scripted): Great job today everyone! I loved seeing everyone try their hardest and
working together nicely as a group. Can someone tell me what we worked on? Yes, we worked
on our balance and changing speed and direction. When you all get home, show your family the
dance you learned. Have a great day!

Lesson #4 of 4
Grade Level: 5th grade

Skill Theme: Dance
Movement Concept(s): Space awareness: Location – Self space, general space, Effort: Flow –
Free, Relationships: With people –groups, solo
Prepared by: Jake Pasmore
 Psychomotor
State- PE.5.M.1.9 Perform a self-designed sequence, with or without manipulatives, while
demonstrating balance, coordination, clear shapes, purposeful movements and smooth
transitions. Some examples of sequences are rhythm, movement and dance. Some examples of
manipulatives are tinikling poles, lummi sticks and jump ropes.
SWBAT… perform a self-designed sequence, while demonstrating purposeful movements and
smooth transitions 70% of the time in self-designed sequence throughout class time.
 Cognitive
State- PE.5.C.2.2 Design or modify a game incorporating skills, rules and strategies.
SWBAT… list 3 different rules when performing dance skills in groups during closure.
 Affective
State- PE.5.R.5.3 Describe the influence of individual differences on participation in physical
activities. Some examples of individual differences are disability, gender, race and culture.
National- Standard 4: The physically literate individual exhibits responsible personal and social
behavior that respects self and others.
SWBAT… identify a way you can help your partner who is struggling to participate in dance
lesson during turn & talk.
TWBAT… provide more demonstrations of dances throughout class time.
Assessment Plans:
 Psychomotor
- Students ability to demonstrate 70% of purposeful movements and smooth transitions when performing
self-designed sequence.
- 1,2
 Cognitive
- Student’s ability to design or modify game incorporating skills, rules, and strategies.
- Student’s ability to list 3 different rules when performing dance skills in groups.
- The end of task #2
- Turn & Talk discussions
 Affective
- Student’s ability to identify two different ways to help someone who is struggling participate
in dance lesson.
- 1,2
- Teacher observation and Turn & Talk
- How many times throughout class I demonstrate different types of dances.
- 1,2
- Peer assisted

- Poly Dots (20)
- Speaker
- Just Dance Game
- TV
Pre-Class Set Up:
Resources:
McGraw-Hill.
- Making sure students are not in others' personal space.
- Making sure students are wearing appropriate clothing and shoes into the gymnasium.
- Ensuring the PE environment is safe (teacher has made sure everything is in order.)

relationships):
- Allow students to work in pairs/groups do build skills (cooperation, communication, trust,
etc.).
- These activities help the students learn skills like teamwork, cooperation, leadership,
communication, and other essential skills. The students get to learn activities they haven’t
experienced before, which can expand their knowledge and thinking.
- Students are learning educational dance, and many middle schools and high schools have
competitive Cheerleading (Cheerleaders incorporate dances in their routines). Younger
students can check out those students that do cheerleading and their school might have their
own middle school Cheerleading team.
- Students joining or watching competitive dance teams like Dancemakers (Dance studio in
Tampa).
- Have posters or signs set up around the outside PE area walls with different languages.
- Have lesson and instructional plan in different languages to show students that need help
what is expected for that day.
locomotor movements
- OHI- peer buddy
- Have students repeat cues for dances
- Have students practice with different peers when learning dances in groups.
- Implement different modifications (adding movement concepts (directions, location),
manipulative skills (kicking, dribbling), uneven rhythm movements (skip, slide), and
balancing techniques (hopping on 1 leg) to dance tasks.).

-
INSTRUCTIONAL PLAN
Instant Activity: 4 Corner Fitness
Time: 8 minutes
Materials/Equipment: Buckets, Playing cards
Description (scripted): Good morning, everyone! Today are instant activity is going to be “4
Corner Fitness”. There will be buckets set up in the middle of our PE area. In the buckets, you
will find playing cards that either have clubs, hearts, spades, or diamonds on them. You will
pick up one card at a time and locate the corner (clubs, hearts, spades, diamonds) that matches
your card. Now, each playing card has a different exercise for you to do. Clubs are lunges,
hearts are planks (any type), spades are arm circles, and diamonds are jumping jacks. When you
pick up your card and go to your corner, you will do how many times you do the exercise (reps)
based off number of your playing card. For example, if you get 10 of diamonds, you will go to
the corner that has a diamond and perform 10 jumping jacks. Every time you get done, put your
card back in the bucket you got it from and search at different buckets for a new card. It looks
like we are ready, “Go”!
Set Induction: While raising your hand, who has heard the song “Pump it” by The Black Eyed
Peas. I am glad to see many of you have heard the song! You all will be dancing to “Pump it”
today! Over the past two weeks you have all been learning dance moves of songs. Today, you
all will be practicing dance skills, but you are now going to apply your dance knowledge to
creating your own dance.
Introduction (Informing): While raising your hand, who can tell me what we are learning
today? Yes, we are going to be learning the dance to the “Pump It” song by the band Black Eyed
Peas. While raising your hand, what am I looking for today? Yes, I am looking for you all to
apply all the dance skills you have learned to make your own dances. Now, I am going to split
you all into groups of 3. In your groups, I want you all to discuss ways that you can help your
partner who might be struggling in the dance lesson. While raising your hand, what group can
tell me what they came up with? Yes, they can do a simpler dance move (what they are capable
of) like the disco dance (demonstrate). When I say go, I want each person from each group to
find a poly dot and stand on it. “Go”!
TASK #1: Just Dance Pump It

Time: 5 minutes
Cues: Watch the Just Dance Game
Materials/Equipment: Poly dots, speaker, Just Dance Game, TV
Description (scripted): In this activity, you all are going to dance to “Pump It” song on Just
Dance. You all will pay attention to the TV with characters performing dance to “Pump It”.
When performing dance, don’t worry about scores or dancing exactly like the characters on the
TV. Practice your balance and coordination when following the dance moves. Follow the dance
moves best as possible, don’t worry about messing up, we will repeat the dance a few times.
Each time we repeat dance, add locomotor skill at the end of the Just Dance “Pump It” song.
Everyone should be on a poly dot (personal space) and when the music starts playing you can
begin dancing. “Go”! Now, turn and talk with your partner and discuss what types of dance
moves did the song have? Did the song have any locomotor skills? “Go”!
E- Adding locomotor skills at the end of the Just Dance “Pump It” song.
A- Turn & Talk to test student’s knowledge - discuss what types of dance moves did the song
have? Did the song have any locomotor skills?
everyone! I need everyone to sit on their poly dot (personal space) and have your eyes on me,
while I discuss the next task.
TASK #2: Pump It Dance Creation

Time: 13 minutes
Cues: Students create their own cues for dance
Materials/Equipment: poly dots, speaker
Description (scripted): For this activity, you all will create your own dance to the song “Pump
It”. You all will be put into groups now to rehearse your own dances. Whatever color poly dot
you are on, your group members will have the same color dot as well. For example, if anyone is
on a blue poly dot, they will come together to form a group. To create personal space, each
group will be at a different corner of our PE area. Now, you all will be creating a dance from
35s of the “Pump It” song. I will choose what 35s of the song you all will be dancing to. When
your group creates dance, it must have two Just Dance moves and two locomotor skills. Your
dance will have at least 5 dance moves (2 Just Dance moves, 2 locomotor skills, 1 or more
creative dance moves). I will demonstrate some of the Just Dance moves, so you all have an
idea what moves to use. When I say “Go”, please get in your groups, choose a corner, and
practice creating your own dance. I will be walking around at each group to see your progress.
“Go”!
E- Adding creative dance moves to add more hop in your step
R- Really focus on creating own dance (2 Just Dance moves, 2 locomotor skills, 1 or more
creative dance moves).
A- Rehearse dance with group members, then group raises hands to see if they followed dance
criteria appropriately.
Closure (scripted): Great job today everyone! Today, you all played Just Dance, which helped
you all learn how to create your own dances. You all improved your balance and coordination
when learning Just Dance, dance moves, and you all showed purposeful movements and smooth
transitions in your own dance routines. While raising your hand, who can tell me what I was
looking for today? Yes, I was looking to see if you all can apply the dance knowledge you all
have been learning into your own dance. While raising your hand, who can tell me 3 different
rules you all had to use when performing dances? Great job! Make sure you are in personal
space, show respect to your group members, and follow directions (Ex: how to create your own
dance). Before you go today, I am going to pass out a paper that I want you to fill out. Once you
finish, please walk it up to me. (Students finish) Have a great rest of your day and show your
parents your own dance to the song “Pump It”!
Golf Unit
Week 1 Day 1 Day 2
Putting Putting
- Introduce parts of club (Grip, shaft, - Small review of stance, grip, swing,
clubhead) ABC’s of safety
- Introduce how to stand (legs A, arms - How to show respect while golfing
Y), how to hold (dominant below - How to score
nondominant, glue together), how to - Stations
swing (Y-swing-Y) - Importance of practicing
- Introduce ABC’s of safety (all sides,
broadcast, caddy check)
- Stations
Week 2 Day 1 Day 2
Chipping Chipping
- Introduce new golf club (name, - Focus on cues to improve
when to use it) - How to score
- How to show responsibility - Station
- Cues to practice to improve - Golf is lifelong sport
- Introduce new station
Unit Focus/Content Area: Golf – Putting

Lesson #1 of 4
Date of Lesson: Day 1 of week 3/20/2023 – 3/24/2023
Grade Level: 1-5

 Psychomotor
State- PE.1.M.1.4 Strike a stationary object a short distance using a modified, long-handled
implement so that the object travels in the intended direction.
PE.2.M.1.4 Strike a stationary object a short distance using a long-handled implement so that
the object travels in the intended direction.
Objective- SWBAT strike a “golf ball” with a golf club at a target using proper form/technique.
 Cognitive
 Affective
stations.
- 16 Golf clubs
- 4 flag targets
- 4 different colored arches
- 10-15 cones (groups of the same color)
Pre-Class Set Up:

Resources:
McGraw-Hill.
locomotor
movements
- OHI- peer buddy
INSTRUCTIONAL PLAN
Introduction (Informing): By looking at the equipment, who wants to raise their hand and tell
the class what we are going to be doing? (Calls on student) Correct! We will be practicing how
to putt golf. The putt is used in golf to roll the ball to the target. The club used to putt is a
“putter.” (introduce parts of the golf club; shaft, head, grip)
Before we begin, we have to learn how to stand. Our legs are going to look like a big A and our
arms will look like a big Y. (demonstrate)
Next, we have to learn how to grip the putter. To hold you, you are going to put you
nondominant hand, the weaker hand, on the grip with your thumb facing up. After, you are
going to take your dominant hand, the stronger hand, and place it on top on your thumb.
Same as your other hand, your thumb should face up. Remember, Nondominant 1st, Dominant
2nd, Glue together.
The last step we need to learn before we can golf is how to swing. You want to make sure your
arms are Y, bring back the club and tap it forward, and end with your arms a Y. Remember, Y,
putt, Y when you swing. The golf club head cannot go past your knees. If I see you do it, I will
remind you. If you do it again, you will sit in the penalty box.
What is a rule that we can implement to make sure everyone is safe?
The most important person in golf is the caddy. They are there to ensure the playing area is all
clear so that not one gets hurt. The player and caddy will use the ABC rules of golf. A stands for
all sides meaning the player will look around to make sure no one is in the area. B stands for
broadcast which means the player will say what they are doing. C stands for caddy check
which means the caddy will make sure the coast is clear and then tell the play they can go.
Station #1:
Cue: Legs A – Arms Y – Dot the eye, Nondominant 1st – Dominant 2nd – Glue together, Y – Putt –
Y
Time: 3 Minutes
Materials/Equipment: 4 long mats, 4 golf clubs, 8 golf balls, 1 cones, 8 polyspots
Station #2:
– Y Time: 3 minutes
Materials/Equipment: 12 yellow arches, 4 golf clubs, 8 golf balls, 8 poly spots
Station #3:
Y
Time: 3 Minutes
Materials/Equipment: 4 flag and cups, 4 golf clubs, 8 gold balls, 8 poly spots
groups of 2)
Y
Time: 3 Minutes
Closure (scripted): Great work today everyone! I am proud to say everyone followed the
safety rules, so you earned your wizard buck. Raise your hand if you swung too hard that the
ball went past your target? Raise you hand if you didn’t swing hard enough so it didn’t reach
your target? It is important to know how much power you have to use in your swing. If I have
to putt from here to the other side of the court, how much power do you think I will need? If
you have hair above your shoulders, line up. Everyone else line up.
Unit Focus/Content Area: Golf – Putting

Lesson #2 of 4
Grade Level: 1-2

 Psychomotor
Objective- SWBAT strike a “golf ball” with a golf club at a target using proper form/technique.
 Cognitive
State- PE.1.C.2.5 Recognize the importance of practicing to improve performance.
PE.2.C.2.5 Explain how appropriate practice improves the performance of movement skills.
Objective- SWBAT provide one reason why it is important to practice and list one cue they
should focus on to improve.
 Affective
PE.2.R.5.3 Describe the personal feelings resulting from challenges, successes and failures in physical
activity.
PE.5.R.5.3 Describe the influence of individual differences on participation in physical activities.
Objective- SWBAT discuss what it means to show respect and how they can show it while
playing golf.
- 16 Golf clubs
- 4 flag targets
- 4 different colored arches
- 10-15 cones (groups of the same color)
Pre-Class Set Up:
Resources:
McGraw-Hill.
locomotor
movements
- OHI- peer buddy
INSTRUCTIONAL PLAN
Introduction (Informing): Good morning everyone! We are continuing to play golf, specifically
putting. Who remembers what putting means and can share with the class? Yes, when the ball
rolls to the target. I am going to choose two students who walked to their number and sat
down patiently waiting for me to being to demonstrate proper form. __________ and
___________ please come demonstrate. ______ will be the player and _______ will be the
caddy. _______ can you show and tell us what proper stance is. Next, show and explain to us
proper grip. Finally, show and explain to us proper swing. Caddy can you tell us what are you
are to say.
Before we begin, what does it mean to show respect? How can you show respect while playing
golf? Our stations are the same as the first day, but we are focusing on accuracy with how
much power we use. You are going to count many points you earn. In golf, you want the
lowest amount. So, I would want 5 points instead of 15. You get 1 point for each target hit and
2 points for each target missed.
Before we being, what are the ABCs of golf? What should we do with the golf clubs when we
switch stations? When I say go, I want you to find a partner and high-five them, from there I
will split you into stations Go.
Station #1:
Y
Time: 3 Minutes
Station #2:
Materials/Equipment: 12 yellow arches, 4 golf clubs, 8 golf balls, 8 poly spots
Station #3:
Y
Time: 3 Minutes
Materials/Equipment: 4 flag and cups, 4 golf clubs, 8 gold balls, 8 poly spots
groups of 2)
Y
Time: 3 Minutes
Closure (scripted): Great work today everyone! I am proud to say everyone tried their hardest
and followed the safety rules, so you earned your wizard buck. Raise your hand if you earned
20 or more points. What about 15-19 points. What about 10-14 points. Raise your hand if you
earned 9 or fewer points. Wow, you all did fantastic. Why should we practice activities that we
do? What is one cue that you think you should focus on to improve their accuracy? If you have
colorful socks on line up. If you have black socks on line. Everyone else line up.

Lesson #3 of 4
Grade Level: 1-2

 Psychomotor
forms from a variety of categories.
form/technique.
 Cognitive
State- PE.1.C.2.6 Use skill cues to improve performance.
PE.2.C.2.6 Apply teacher feedback to effect change in performance.
Objective- SWBAT explain how following cues and teacher/students feedback helps improve
performance.
 Affective
PE.2.R.5.3 Describe the personal feelings resulting from challenges, successes and failures in
physical activity.
Objective- SWBAT help and support their partners by providing words of encouragement and
corrective feedback.
- 16 Golf clubs
- 4 flag targets
- 4 big targets
- 16 tee mats
Pre-Class Set Up:

Resources:
McGraw-Hill.
locomotor
movements
- OHI- peer buddy
INSTRUCTIONAL PLAN
Introduction (Informing): We are going to learn a new type of golf shot. We are going to learn
how to chip in golf. Chipping in golf is where the ball lifts in the air and then rolls. Who can tell
me when they think they should chip the ball instead of putting? How can following the cues
of golf and using my and your peers feedback help improve your chipping?
Chipping is very similar to putting. As you can see, the head is slightly different. How the head
is shaped allows the golf ball to go into the air. What are the cues for swinging when putting?
You are going to use those same cues when chipping. They are, Y – Swing – Y. You are going to
grip the club the same, you will have the same stance, and you will still follow the ABCs of golf.
This time, the club head cannot go past your waist.
Station #1:
Y
Time: 3 Minutes
Station #2:
Station #3:
Y
Time: 3 Minutes
groups of 2)
Y
Time: 3 Minutes
safety rules, so you earned your wizard buck. How far back did your club go to make sure the
ball went over the cone and to the bowling pin/flag? Did anyone move back their tee to have a
further distance? Moving your tee back will make it more challenging while bringing your tee
closer will make it a bit easier. Doing this can help make sure you are learning at a level that
bests fit you since everyone is different. If you have pants past your knees line up. Everyone
else line up.

Lesson #4 of 4
Date of Lesson: Day 2 of week 2 (3/27/2023 – 3/31/2023)
Grade Level: 1-2

 Psychomotor
State- PE.1.M.1.4 Strike a stationary object a short distance using a modified, long-handled implement
so that the object travels in the intended direction
PE.2.M.1.4 Strike a stationary object a short distance using a long-handled implement so that the object
travels in the intended direction
form/technique.
 Cognitive
 Affective
stations.
- 16 Golf clubs
- 4 flag targets
- 4 big targets
- 16 tee mats
Pre-Class Set Up:

Resources:
McGraw-Hill.
locomotor
movements
- OHI- peer buddy
INSTRUCTIONAL PLAN
Introduction (Informing): We are continuing chipping. This time, we are keeping score. Each
group will receive a whiteboard, marker, and eraser. The caddy will document their partners
score at every station. Each station will have a paper tell you how many points you receive.
Remember to focus on your safety rules. What are the safety rules of golf called? What does A
stand for? (Repeat for B and C). When switching stations, how should you put the golf club
down? Where should you put it?
Station #1:
Y
Time: 3 Minutes
Station #2:
Station #3:
Y
Time: 3 Minutes
groups of 2)
Y
Time: 3 Minutes
safety rules, so you earned your wizard buck. You all did great this unit at following directions,
staying safe, and having fun. Golf is an activity you can do the rest of your life. Especially being
in Florida, you can do it year long and it is a great way to get outside, meet people, and for
staying active. Have a good day!
Secondary Unit Plan
Hope – Flexibility Unit
Day 1 - Day 2 - Gym Day 3 - Day 4 - Gym Day 5 -

Classroom Classroom Classroom
Introduction Introduction Part 1 continued – Warm Up Part 2 – What
Part 1 – What isSafety/Equipment Different types of Upper Body Yoga makes up a
flexibility and Warm Up flexibility Guided Session flexibility exercise
what influences it
Arm, Leg, & Notes Discussion plan and how to
Guided Notes. Trunk Flexibility Group make one
Worksheet (recorded) worksheets Worksheet

Day 6 - Gym Day 7 - Day 8 - Gym Day 9 - Day 10 - Gym
Classroom Classroom
Warm Up Create a flexibility Warm Up Unit Test Warm Up
Lower Body Yoga exercise plan Full Body Yoga Arm, Leg, &
Session Session Trunk Flexibility
Discussion Discussion (recorded)
Discussion
Day #1 (Classroom): Jennifer
 Psychomotor
State- PE.912.R.5.4 Maintain appropriate personal, social and ethical behavior while
participating in a variety of physical activities.
National- Standard 1: The physically literate individual demonstrates competency in a variety of
SWBAT… stay in general space around the classroom/gym throughout the lesson.
Assessment: Teacher will assess through visual observation.

 Cognitive
State- PE.91á2.C.2.6 Compare and contrast the health-related benefits of various physical
activities.
National- Standard 2: The physically literate individual applies knowledge of concepts,
SWBAT… identify what flexibility is and what affects it.
Assessment: Students will identify what flexibility and what effects it through the lesson task
and a worksheet.

 Affective
participating in a variety of physical activities
National- Standard 5: The physically literate individual recognizes the value of physical activity
for health, enjoyment, challenge, self-expression and/or social interaction.
SWBAT… work quietly and respectfully with their peers during activities.
Assessment: Teacher will assess by using visual observations and listening for inside voices.

Introduction (Informing): Today is the first day of our unit for the next two weeks. Today’s
lesson is focused on what flexibility is and what influences it. If you have heard of flexibility
before raising your hand. Being flexible is important to staying physically healthy. If you do not
have flexibility, you’re like a stick. You break when you bend. Before we get started, I want to
tall ya’ll a joke. Here it goes; I was going to make a pun about flexibility. I decided not to
because it was too much of a stretch. Alight let’s get started!
TASK #1: Chapter 12 lecture guided by student notes handout

Cue: N/A
Time: 30 minutes
Materials/Equipment: 30 guided notes papers
Description (scripted): Students will be handed guided notes paper that goes along with the
lecture (at the end of lesson plan). The notes stem from the textbook discussing important
topics and vocabulary. Students can ask questions as they take notes.
Transition to the next task (scripted): Student will now complete a group (3-4 students)
worksheet.

TASK #2: Group Worksheet
Cue: N/A
Time: 10-20 minutes
Materials/Equipment: 7-10 worksheets
Description (scripted): Students will be in groups of 3-4 students where they will work
together to complete the given worksheet about what was learned today (at the end of the
lesson plan). After about 10-15 minutes, class will go over their answers and ask questions.

Transition to the next task (scripted): Students will move into a class discussion

TASK #3: Class Discussion
Cue: N/A
Time: 10 minutes
Description (scripted): Students will participate in a class discussion about flexibility. They can
talk about their level of flexibility, how they improved their flexibility/what stretches they
perform, advantages they experience from being flexible, etc. If students are a little shy with
answering, the teacher can share their experience with flexibility/stretching.
Closure (scripted): Great work today everyone! What are the factors that influences one’s
flexibility? Correct, heredity, body build, sex, and age. Don’t let those factors deter you from
working to improve your flexibility. You can still improve it by staying physically active. What’s
an activity that you can do to improve your flexibility? Yeah, doing stretches of all types can
help improve your flexibility. See you next class to finish the rest of this chapter!

Day #2 (Gym): Alex
 Psychomotor
performance of technical movements
motor skills and movement patterns. `
Objective - Students will be able to successfully perform /demonstrate flexibility movements
regarding the trunk, arm and legs during in class activities.
Assessment: Teacher assessment via visual observation

 Cognitive
State- PE.912.C.2.24 Analyze the mechanical principles as they apply to specific course
activities
Objective- Students will be able to discuss the importance of using the correct form of flexibility
regarding the trunk, arm and legs during an exit ticket provided to students at the end of class
activities.
Assessment: Exit ticket provided to the students at the end of class discussion.

 Affective
State- PE.912.M.1.35 Select proper equipment and apply all appropriate safety procedures
necessary for participation.
National- The physically literate individual recognizes the value of physical activity for health,
enjoyment, challenge, self-expression and/or social interaction.
Objective: Students will be able to discuss with fellow classmates during a turn and talk about
the importance of safety while using equipment during class activities.
Assessment: Teacher will assess by walking around during the turn and talk, listening for
correct equipment safety rules.
Introduction (informing): Good morning, everyone! Today is day 2 of our flexibility unit. Before
we go over what we are doing today, can someone tell me what we talked about last class
(students should answer with what flexibility is and what influences it). Today we will be
introducing flexibility stretches, mainly within the trunk, arm and leg parts of our body. We will
first go over safety when performing these stretches then move on to the stretching and then
finish with an exit ticket about what we learned about today.
TASK #1: Safety Introduction Discussion

Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: Safety Sheet’s
Description (scripted): Students will be handed a sheet of paper regarding safety information
related towards flexibility and the performance of flexibility movements in a safe matter. We
will go over this sheet as a class.
Without a doubt, pre-work stretching has numerous physiological benefits
 Stretching reduces fatigue

 Stretching improves muscular balance and posture
 Stretching improves muscular coordination
 Increased mental and physical relaxation.
 Reduced injury to soft tissue and muscle groups.
 Reduced soreness and tension.
 Increased flexibility.
 Enhanced physical fitness.
 Relieves stress.
Reducing the risk of soft tissue injuries through a pre shift stretching program is a smart and
proactive way to prevent injuries.
Our students are important to us, and we care about their health and wellness… Safety is our
priority.
Safe Procedures: When stretching, be sure to:
Stretch before each shift, after lunch, and as needed throughout the day especially if you feel
your muscles tighten up. Stretch slowly, and do not bounce. Hold each stretch for 10 to 20
seconds. Stretch your hands, arms, legs, back and neck. Always repeat your stretch (do two
sets). This will increase your flexibility. Stretching can be a valuable tool in helping reduce injury
and muscle soreness. Being in a labor-intensive work environment, stretching will help gain
flexibility, reduce muscle soreness, and promote physical fitness.
 Stretch at your own pace. Do each stretch slowly and smoothly. No bouncing.
 Stretch to the point of comfortable tension, then relax and hold the stretch.
 If a stretch causes pain in the joint area, stop stretching and make sure your technique is
correct.
Transition to the next task (scripted): Once the safety information has been gone over, we will
be moving onto the introduction of flexibility movements and our turn and talk.
TASK #2: Introduction To Flexibility Movements/ Turn and Talk

Cue: No Cues Needed
Time: 20 Minutes
Materials/Equipment: Yoga Mats
Description (scripted): As a class, we will be assessing our partners on their arm, leg, and trunk
flexibility. Your partner will record using the rating chart (pg. 290-293). After everyone has a
recording of their performance, you will participate in a turn and talk. You will discuss the
importance of correct form when engaging in flexible movements as well as why it is
important to be safe when doing these movements.
Flexibility exercises:
Arm Lift
Zipper
Trunk rotation
Wrap around
Knee-to-chest
Ankle flex
E- Holding the stretches for longer.
R- If you cannot perform a stretch, it is okay.
A- Emphasizing breathing slowly and steadily when engaging in flexible movements.
Transition to the next task (scripted): After students have placed the yoga mats away, the
students will then
TASK #3: Exit Ticket

Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: Exit Ticket Worksheet
Description (scripted): Students will be handed an exit ticket regarding the information they
have learned throughout class today. Once the students have finished the exit ticket, students
will be released once all have finished and turned in.
Exit Ticket
Day 2 Flexibility Exit Ticket Date: ________
Question 1: How many movements did we test today?
Answer- 6 movements
Question 2: List 3 movements we performed today.
Possible Answers- Arm lift, Zipper, Trunk rotation, Wrap around, Knee-to-chest, Ankle flex.
Question 3: What type of flexibility did these movements test?
Answer: Arm, leg, and trunk flexibility
Question 4: What Physiological Benefits Does Stretching Have?
Possible Answers-
 Stretching reduces fatigue
 Stretching improves muscular balance and posture
 Stretching improves muscular coordination
 Increased mental and physical relaxation.
 Reduced injury to soft tissue and muscle groups.
 Reduced soreness and tension.
 Increased flexibility.
 Enhanced physical fitness.
 Relieves stress.
Closure (scripted): Everyone did a great job today! I quickly want to go over what we learned
and talked about during class today. Can someone tell me by raising their hand what the main
focus of today’s class was? (Arm, Trunk and Leg Stretches, Safety When Stretching) Good job!
Now can someone name one stretch we performed today (multiple students will be called on
as we performed multiple stretches). Awesome job today everyone !
Day #3 (Classroom): Joel

· Psychomotor
State- PE.912.R.5.4 Maintain appropriate personal, social, and ethical behavior while
motor skills and movement patterns
SWBAT… continue creating space awareness and do dynamic stretches around the
classroom/gym throughout the lesson.
Assessment: Teacher Observation
· Cognitive
State- PE.912.C.2.14 Compare and contrast the skill-related components of fitness used in
various physical activities.
National- Standard 2: Identity, analyze and evaluate movement concepts, mechanical
principles, safety considerations, and strategies/tactics regarding movement performance in a
SWBAT… identify different components of fitness such as coordination and balance
Assessment: Students will identify the difference between coordination and balance
throughout the lesson and worksheet.
· Affective
State- PE.912.C.2.28 Interpret and apply the rules associated with specific course activities.
National- STANDARD 2: Identity, analyze and evaluate movement concepts, mechanical
SWBAT… follow the given rules and respect the equipment being used during activity
Assessment: Visual observation
Introduction (informing): Hello class! Hope everyone is doing well. For today we’ll continue
reviewing Ch. 12 from the textbook. We’ll be starting off with an entry ticket with some
questions. The questions are reviewed from the last class. Does anyone have any questions?
TASK #1: Chapter 12 Flexibility Entry Ticket
Cue: N/A
Time: 15 mins
Materials/Equipment: Pencils/Entry tickets
Description (scripted): Students will answer questions from Ch. 12 Flexibility. This is a review
of what has been taught during previous classes.
1. What is flexibility, and what factors influence it?
2. What are the benefits of good flexibility?
3. How does a stretching warm-up differ from a flexibility (stretching) workout?
4. Why is it important to balance strength and flexibility exercises?
Transition to the next task (scripted): After students complete their entry ticket, they will begin
to get into groups of 2-3 for a group worksheet.
TASK #2: Group worksheet

Cue: N/A
Time: 10-15 mins
Materials/Equipment: Pencils/worksheets
Description (scripted): Students will work as a team to complete the worksheet on flexibility.
The worksheet will consist of static and dynamic stretches.
Website: https://www.liveworksheets.com/xy1266788qk
Transition to the next task (scripted): Once students finish their worksheet, they will turn it in.
Students will go back to their desk and sit quietly until every group is finished and get ready for
a class discussion.
TASK #3: Class discussion

Cue: N/A
Time: 10 mins
Description (scripted): As a class, we will go over answers from the entry ticket and worksheet.
Students will discuss what they thought about these two activities. Students will share one of
their own favorite stretches.
Closure (scripted): How did yall feel about the entry ticket? Did the questions match what we
went over? Was the worksheet hard or easy? Next class we’ll be meeting in the gym. Enjoy the
rest of the day!
Day #4 (Gym): Jennifer
· Psychomotor
State- PE.912.M.1.34 Demonstrate use of the mechanical principles as they apply to specific
course activities.
SWBAT… demonstrate they can use balance while practicing yoga poses.
Assessment: Teacher will use visual observation to watch for students falling over or stumbling.
· Cognitive
State- PE.912.C.2.22 Explain the skill-related components of fitness and how they enhance
performance levels.
SWBAT… list reasons why balance is an important component of fitness.
Assessment: Students will turn to a partner and explain how balance can help them perform
better in other sports.
· Affective
State- PE.912.R.5.1 Describe ways to act independently of peer pressure during physical
activities.
National- Standard 5: The physically literate individual recognizes the value of physical activity
SWBAT… explain how to stop someone from peer pressuring them.
Assessment: Students will perform a class discussion about how they can avoid peer pressure
while performing an activity.
Introduction (informing): Hello everyone! I hope everyone is having a good day so far. I know I
am because I get to see all of your faces! Today, we are going to put our learning these past few
days to use. We are going to be practicing yoga! Yoga is a great activity to do when trying to
improve your flexibility. It is also good to help manage stress that you may have. Fun fact, I used
to not like yoga but once I started doing it regularly, it became one of my favorite activities. I
hope you give yoga a chance. Let’s get started!
TASK #1: Warm up – jogging then dynamic stretches

Cue: N/A
Time: 10 minutes
Materials/Equipment: Gym/outdoor area
Description (scripted): Students will jog for 5 minutes around the gym/track/field. After, the
students will line up side to side on the line to perform dynamic stretches. The stretches
consist of:
Arm circles
Body huggers
Hip circles
Leg swings (10 each leg)
Walking lunges with body twist
Knee huggers
Butt kicks
Heel walk
Tip toe walk
Transition to the next task (scripted): Students will spread out for yoga
TASK #2: Upper body yoga

Cue: N/A
Time: 30-40 minutes
Materials/Equipment: Yoga mats
Description (scripted): Students will perform upper body yoga poses. The teacher will say the
name and demonstrate the poses as students copy and attempt the pose. The poses are:
Downward facing dog (30 seconds)
One legged downward dog pose (15 seconds each leg; inhale as lift leg up)
Plank pose (30 seconds; exhale as hands move forward into pose)
Upward dog pose (30 seconds; Inhale as chest faces forward)
Side plank pose (30 seconds each side; gaze at thumb in the air)
Bridge pose (30 seconds; inhale while lifting chest and hips up)
Upward plank pose (30 seconds; exhale as hips lift off the mat)
Staff pose (30 seconds)
Standing forward bend pose (30 seconds; exhale as you slowly stand up)
Child’s pose (60 seconds)
Mountain pose (30 seconds)
Garland pose (30 seconds; press elbows against your knees)
Plank pose (30 seconds; exhale as your hands move forward into pose)
Dolphin pose (30 seconds; straighten knees and lift hips up and back)
Child’s pose (60 seconds; relax)
Website:
https://www.spotebi.com/yoga-sequences/upper-body-strength-flow/#:~:text=UPPER
%20BODY%20STRENGTH%20YOGA%20ESSENTIAL%20FLOW%201.%20Downward,pose%3A
%2030%20seconds.%20Exhale%20as%20you%20walk%20
E- Lift a leg up/stick an arm out
R- Bend your knees if you can’t straighten them.
A- Don’t forget to breath as you are in a pose.
Transition to the next task (scripted): Students will circle up to discuss how the yoga was.

Cue: N/A
Time: 10 minutes
Description (scripted): Students will share their opinion about yoga with a partner. Provide
these sample questions:
Did they like or dislike it? Was it easy or hard? Did they forget to breath? Did they have to
simplify the pose or make it more difficult?
Stop them after 3-4 minutes and tell the students to ask their partner how balance can help
them perform better in other sports. After, ask students in a group discussion how they can
avoid peer pressure while performing a pose (ignore the student, say they don’t want to get
hurt, etc.
Closure (scripted): Great work today everyone! As you can see, yoga is not too easy. It requires
coordination, balance, and flexibility. These are things that you will improve throughout this
unit and your life. Not everything Is going to be easy the first time, it may take time to improve
and that is okay. I hope that you keep a positive mindset when doing yoga. I can’t wait to see
your improvement! See you next time.
Day #5 (Classroom): Alex
· Psychomotor
State- PE.912.M.1.5 Apply strategies for self-improvement based on individual strengths and
needs.
motor skills and movement patterns
Objective: Students will be able to list flexible movements they excel in and flexibility
movements they struggle with.
Assessment: Entry ticket provided to the students at the beginning of class.
· Cognitive
Objective: Students will be able to discuss the makeup of a flexibility exercise and how they
created their flexibility exercise.
Assessment: Students will be provided with a worksheet regarding the makeup of flexibility and
how to create a flexibility exercise.
· Affective
Objective: Students will be able to discuss the importance of not judging other students while
performing flexibility movements.
Assessment: Class discussion at the end of class activities.
Introduction (informing): Good morning, everyone! Today we will be creating our own
flexibility plan. You will be given most of the class period to create this plan. Before we begin
with that, I am going to pass out an entry ticket. This entry ticket will cover questions and
information that we discussed during our last class together.
TASK #1: Entry Ticket

Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: Pencils/Entry Tickets
Description (scripted): Students will be provided an entry ticket once they walk into class. The
entry ticket is listed below this task. The entry ticket focuses on information discussed from
the last class.
Entry Ticket Date: ___________
Question 1: What Is dynamic stretching? Provide an example of dynamic stretching
Question 2: What are four poses we performed last gym class during yoga?
Possible Answers for Question 2- Garland Pose, Plank Pose, Child’s Pose, Dolphin Pose, Staff
Pose, Upward Plank Pose Etc....
Question 3: What pose did you excel in the most?
Question 4: What pose do you think you need to work on more?
Transition to the next task (scripted): Once all the entry tickets have been collected, students
will be placed into groups and will be provided a flexibility movement worksheet.
TASK #2: How to Create a Flexibility Movement Worksheet

Cue: N/A
Time: 20-30 Minutes
Materials/Equipment: Pencils/Worksheet
Description (scripted): This worksheet will allow the groups of students to create their own
flexibility movement lesson. Students will combine multiple flexible movements and stretches
to make and create a little lesson. An example of this will be provided to the students so they
have something to work off of if they are confused.
Transition to the next task (scripted): Once all groups have conducted and turned in their
worksheets, students will take a seat, preparing for a class discussion before being released.
TASK #3: End of Class Discussion

Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: No Equipment Needed
Description (scripted): This group discussion will focus on the discussion of the material we
discussed and the project we conducted during class. This group discussion will also talk about
everyone's capability as not every student will be the best at performing these stretches and
this information may be completely new to some students.
Closure (scripted): Everyone did a great job today with making their own flexibility plan. I liked
how creative everyone got today, how we implemented previous information from our
previous classes, and I enjoyed seeing everyone's plan.
Day #6 (Gym): Joel
· Psychomotor
State- PE.912.M.1.34 Demonstrate use of the mechanical principles as they apply to specific
course activities.
SWBAT… demonstrate lower body yoga poses such as warrior pose during activity with an 80%
success rate
Assessment: Visual and teacher observation
· Cognitive
State- PE.912.C.2.26 Evaluate skill patterns of self-and/or partner by detecting and correcting
mechanical errors.
National- STANDARD 2: Identity, analyze, and evaluate movement concepts, mechanical
SWBAT… correct one another on yoga poses during partner activity
Assessment: Students will self-evaluate each other with a thumbs up or thumbs down when
doing yoga poses
· Affective
State- PE.912.C.2.7 Evaluate the effectiveness of specific warm-up and cool-down activities.
National- STANDARD 2: Identity, analyze and evaluate movement concepts, mechanical
SWBAT… identify the importance of warming up and cooling down during activities
Assessment: Students will participate in class discussions on why we warm up and cool down
during our activities.
Introduction (informing): Hello everyone! Today we are going to warm up by doing some static
stretches. After a couple of minutes, we will start our lesson by learning and doing lower body
yoga poses.
TASK #1: Warm-up Jog/Static Stretches

Cue: N/A
Time: 10 mins
Materials/Equipment: Gym/Outdoor area
Description (scripted): Students will warm up by doing a 1 lap jog around the field/gym. After
the jog students will come back together, forming a circle and doing static stretches. The
stretches consist of:
-Upper back stretch

-Shoulder stretch
-Hamstring stretch
-Standing hamstring stretch
-Calf stretch
-Hip and thigh stretch
-Quadriceps stretch
Transition to the next task (scripted): Students will go to the bin and get yoga mats out. When
they get their yoga mats, they will find an open space and sit quietly.
TASK #2: Lower body yoga

Cue: N/A
Time: 30 mins
Materials/Equipment: Yoga mats
Description (scripted): Students will perform lower body yoga poses. The teacher will name
and demonstrate while doing poses and students will copy and say the names as well.
-Downward-facing dog (30 secs)

-Warrior II Pose (30 secs Inhale and drop your left arm in front of your right thigh)
-Triangle Pose (30 secs Exhale, to stretch further into the posture. Inhale, release the hand and
come up with the torso)
-Half-Moon Pose (30 secs Reach your left arm to the sky with an inhale)
-Sugarcane Pose (30 secs take 3-4 breaths as you exhale and raise your right foot back deeper
into a bow)
-Bridge Pose (30 secs inhale and lift the hips up, rolling the spine off the floor and exhale and
slowly roll the spine back to the floor)
-Waterfall Pose (30 secs let your arms rest by your sides and breathe deeply)
E- Lift leg up and stretch arms out
R- Remember you can use wooden bricks if you cannot touch the floor
A- Don’t forget to breathe when in a pose
Transition to the next task (scripted): Freeze! Go ahead and walk and return your mats and
come back to sit quietly for class discussion.

Cue: none
Time: 10 mins
Materials/Equipment: none
Description (scripted): Students will express how they felt doing this activity. They will answer
the following questions. What was your favorite pose or disliked pose and why? How can
these stretches help benefit you in another sport? Why is it important to stretch before
activity? Can anyone rename all the lower leg yoga poses we did today?
Closure (scripted): Great job everyone! I saw lots of effort from each of you. How can some of
these yoga stretches help benefit us before or after an activity? Can these poses be used as a
cool down? Which were your favorite poses? Can anyone rename all the lower leg yoga poses
we did today? I’ll see you all next time!
Day #7 (Classroom): Jennifer
· Psychomotor
needs.
SWBAT… list what flexibility movement they excel and struggle with physically.
Assessment: Students will complete an entry ticket where they circle the movements they need
to work on.
· Cognitive
State- PE.912.C.2.10 Analyze long-term benefits of regularly participating in physical activity.
SWBAT… discuss why being physically active is important for their long-term health.
Assessment: Students will explain how being active benefits them for their long-term health in
a group discussion.
· Affective
SWBAT… stay with their group and use inside voices.
Assessment: Teacher will use visual observation and listen to ensure groups are not being too
loud.
Introduction (informing): Hello everyone! I hope you’re ready to learn because I know I am.
Today we are going to use everything we have learned so far this unit to create a flexibility plan.
Creating a flexibility plan is like creating a to-do list, it helps you accomplish your goals. I know
for me that if I do not have a plan of what I need to do in a day, I will not accomplish it. This is
why creating a plan is a great tool to use. Let’s get started!
TASK #1: Entry Ticket

Cue: N/A
Time: 5 minutes
Materials/Equipment: 30 entry tickets
Description (scripted): Each student will receive an entry ticket from the first person in their
row. They will have 3-5 minutes to answer the entry ticket. After, the students will pass it to
the first person in their row where the teacher will then collect from all the rows.
Transition to the next task (scripted): Students will get in groups of 4 to write a flexibility
exercise program.
TASK #2: Create a flexibility exercise plan

Cue: N/A
Time: 45 minutes
Materials/Equipment: Paper for each student
Description (scripted): Students will create their own flexibility exercise plan. They can work in
groups of no more than 4. They can use their notes to assist with creating a flexibility exercise
plan. Teacher will revisit SMART goals and reiterate the steps to students (can write on
whiteboard):
Determine personal needs (entry ticket answers this)
Consider program options (Statics stretching exercises, PNF exercises, Ballistic stretching
exercises, Yoga, Tai Chi, Pilates, Dynamic movement exercises)
Set goals (time frame – short or long term)
Structure program and write it down
Keep a log and evaluate program
If students have questions tell them to ask their groupmates and then help them. Walk around
making students are working and not goofing off.
Transition to the next task (scripted): Students will return to their seat for a group discussion

Cue: N/A
Time: 10 minutes
Description (scripted): Students will share what exercise(s) they decided to do, how often they
will perform them, and when they will perform them. Have they had prior experience using a
program to improve their flexibility, speed, strength, etc.? Why is it important to create a
plan? Ask students to explain the benefits of being active for their long-term health (prevent
diseases, sleep better, more energy, etc.)
Closure (scripted): Great work today everyone! I loved seeing you all work together and
helping your partners. With your flexibility plan, you can now hold yourself and your friends
accountable. Improving your flexibility doesn’t have to be boring. You can perform fun
exercises and do them with your friends. You can even make it a competition by seeing who
can touch their toes first or whatever your goal is. I hope you all keep me updated on your
improvements! See you all next time.
Day #8 (Gym): Alex
· Psychomotor
State- PE.912. M.1.19 Use correct body alignment, strength, flexibility and coordination in the
Objective: Students will be able to successfully complete a full-body yoga session focusing on
flexibility and body alignment.
Assessment: Teacher will observe students to see if they wobble or fall over.
· Cognitive
State- PE.912.C.2.26 Evaluate skill patterns of self and/or partner by detecting and correcting
mechanical errors
Objective: Students will be to discuss and assist fellow students with their yoga poses during
class activity.
Assessment: Visual observation, ensuring students are giving positive/corrective feedback
correctly.
· Affective
Objective: Students will be able to discuss their favorite yoga poses and yoga poses they
struggled with during a group discussion held at the end of class.
Assessment: Group discussion held at the end of class.
Introduction (informing): Good morning, everyone! Today we will be conducting a full body
yoga activity. We will spend most of the class period setting up and performing different yoga
stretches/poses. Before we can begin our activity, we need to quickly go over directions and
after we go over that, I will answer any questions you all may have.
TASK #1: Introduction to Lesson/ Setting Up For Yoga
Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: Yoga Mats
Description (scripted): To begin class we will quickly discuss what we will be doing (full body
yoga session). This time will be open to students to ask any questions or discuss any matters
before we begin the lesson. Once we finish with directions and questions, we will lay the yoga
mats out onto the gymnasium floor, ensuring that they are spread out.
Transition to the next task (scripted): After all of the yoga mats have been placed out and the
students are ready to go, we will begin with Task 2 (Full Body Yoga).
TASK #2: Full Body Yoga

Cue: No Cues Needed
Time: 40 Minutes
Materials/Equipment: Yoga Mat’s, Speaker For Yoga Music/Sounds
Description (scripted): Students will engage in a full body yoga activity. Below will be the
stretches the students will engage in during our 40-minute time frame. Students should be
able to complete all these stretches correctly. If the student is having a tough time, I will be
able to assist them with their pose or answer any questions or concerns they may have.
Stretch 1: Downward facing dog (30 seconds)
Stretch 2: One legged downward dog pose (15 seconds each leg; inhale as lift leg up)
Stretch 3: Plank pose (30 seconds; exhale as hands move forward into pose)
Stretch 4: Warrior II Pose (30 secs Inhale and drop your left arm in front of your right thigh)
Stretch 5: Bridge Pose (30 secs inhale and lift the hips up, rolling the spine off the floor and
exhale and slowly roll the spine back to the floor)
Stretch 6: -Waterfall Pose (30 secs let your arms rest by your sides and breathe deeply)
Stretch 7: Standing forward bend pose (30 seconds; exhale as you slowly stand up)
Stretch 8: Child’s pose (60 seconds)
Transition to the next task (scripted): Once the full body activity has been completed,
students will pick up their yoga mats and put them away. Once all the mats have been placed
away, we will move onto our final task (end of class discussion).
TASK #3: End of Class Discussion

Cue: No Cues Needed
Time: 10 Minutes
Materials/Equipment: No Equipment Needed
Description (scripted): We will now have a class discussion before the students are released.
This discussion will focus on things such as students' favorite poses, poses they may have had
a hard time doing and poses they want to continue to work on individually when the unit ends.
Closure (scripted): Great job today everyone! I am very happy with all the positive progress that
we all have made over the course of the unit, and I am very pleased with how good you all have
become at being able to perform different types of yoga poses. We only have 2 more classes
remaining within this unit. Next class will be our unit test.
Day #9 (Classroom): Joel
· Psychomotor
needs.
SWBAT… apply the knowledge ledge they have learned about flexibility, upper and lower body
yoga poses, and safety rules during a unit test.
Assessment: Unit test
· Cognitive
State- PE.912.C.2.10 Analyze long-term benefits of regularly participating in physical activity.
SWBAT… identify arm, leg, and trunk flexibility during unit assessment
Assessment: Unit test
· Affective
SWBAT... describe 3 safety procedures that were in place to maintain appropriate personal,
social, and ethical behavior in the yoga activity lessons."
Assessment: Visual observations
Introduction (informing): Hello class! Before we begin the unit test, we are going to do a
chapter review. This review isn’t going to cover everything but is used to refresh the mind. The
test is going to cover everything we did these past weeks. I wish you all the best of luck! Any
questions before we begin?
TASK #1: Ch. 12 Review

Cue: N/A
Time: 5 mins
Materials/Equipment: Pencils
Description (scripted): Just a review of everything the class learned about flexibility
throughout Ch. 12 of the textbooks.
Transition to the next task (scripted): The teacher will pass out the unit test to each student.
TASK #2: Unit Test

Cue: N/A
Time: 40 mins
Materials/Equipment: pencils, test
Description (scripted): Unit Test
Website: https://www.liveworksheets.com/xy1266788qk
Transition to the next task (scripted): If finished quietly raise your hand as the teacher comes
around to collect the test.

Cue: N/A
Time: 5 mins
Description (scripted): What did everyone think of the test? Was it hard? Was there something
I didn’t cover? What were the biggest surprises? Did you all like this method of testing?
Closure (scripted): What did everyone think of the test? Hopefully, you all can now use some
of these poses and skills in your daily routine or future. I had fun teaching this unit. You all
were great. See you all next time!
Day #10 (Gym): Jennifer
· Psychomotor
State- PE.912.M.1.5 Apply strategies for self improvement based on individual strengths and
needs.
SWBAT… demonstrate growth in flexibility from applying yoga concepts
Assessment: Teacher will record new data to see if there were improvements.
· Cognitive
State- PE.912.C.2.27 Compare and contrast how movement skills from one physical activity can
be transferred and used in other physical activities.
National- Standard 2: Identity, analyze and evaluate movement concepts, mechanical
SWBAT… analyze components of fitness such as balance and coordination and how they can
benefit from yoga to another sport filled out as an exit ticket.
Assessment: Exit ticket provided at the end of class
· Affective
for health, enjoyment, challenge, self-expression and/or social interaction
Objective: Students will be able to discuss the progress they have made throughout the unit
during a group discussion.
Assessment: Visual observation/listening during the group discussion.
Introduction (informing): Hello everyone! I hope you all are having a wonderful day!
Throughout these two weeks we have discussed all things flexibility. With all the yoga we have
been doing, I have seen so much improvement. Think back to the first gym class we had in this
unit. You all tested your arm, leg, and trunk flexibility. Well today we are going to do the same
thing. This is to see the growth over the two weeks. Don’t forget that the amount you
improved, or didn’t, doesn’t define you. All I want for you all to know is how proud I am that
you all tried you’re hardest in an activity that you may or may not enjoy. Alright, let’s get
started!
TASK #1: Warm up – jogging then dynamic stretches

Cue: N/A
Time: 10 minutes
Materials/Equipment: Gym/outdoor area
Description (scripted): Students will jog for 5 minutes around the gym/track/field. After, the
students will line up, side to side on the line to perform dynamic stretches. The stretches
consist of:
Arm circles
Body huggers
Hip circles
Leg swings (10 each leg)
Walking lunges with body twist
Knee huggers
Butt kicks
Heel walk
Tip toe walk
Transition to the next task (scripted): Students will get in groups of 2 to begin flexibility testing
TASK #2: Arm, leg, & trunk flexibility test

Cue: N/A
Time: 40 minutes
Materials/Equipment: 15 rulers, 15 clipboards that show 75 degrees, 30 pencils, and the
students’ paper from the first flexibility test
Description (scripted): Students will now conduct their flexibility test. Once each body part has
been tested (arm, leg and trunk), the results will be written down. Once each student has
completed all 3 tests and finalized their results, the papers will be turned over to me.
Flexibility exercises:
Arm Lift
Zipper
Trunk rotation
Wrap around
Knee-to-chest
Ankle flex
Transition to the next task (scripted): Students sit down for a class discussion about the
flexibility test (improvement or not)
TASK #3: Group discussion
Cue: N/A
Time: 10 minutes
Description (scripted): What did everyone think about the flexibility test? Before the test were
you more flexible before the beginning of this unit? What was the hardest one or easiest? Did
you enjoy this lesson?
Closure (scripted): Great work everyone! I see lots of you made improvements. I want you to
raise your hand if you can see and feel the benefits of working on your flexibility. I know for me
I don’t feel as stiff, and I have improved my posture. I’m sure you all can feel those same
benefits as well. I want to share one last joke before you all leave. Here it is, I think I want to
become a yoga instructor… The job comes with so much flexibility. Alright, I’ll see you all later!
Soccer Unit – 8th grade
Week Monday Tuesday Wednesday Thursday Friday
1 Tactical Problem Tactical Problem Tactical Problem Tactical Problem Tactical Problem
Maintaining Attacking the goal Attacking the goal Restarting play Restarting Play Day 2
possession of the
ball

Lesson Focus Lesson Focus Lesson Focus Lesson Focus Lesson Focus
Passing and Creating space while Creating space while Throwing in Attacking, corner kicks
receiving balls on shooting on target. being defended,
the ground with the shooting on target.
inside and outside of
the foot
Tasks w/ time Tasks w/ time Tasks w/ time Tasks w/ time Tasks w/ time
3v3 possession game 6v6 Possession Game 6v6 where students get 6v6 where there is a 6v6 full field and
(10 minutes) (10 Minutes) an early pass to a player narrow playing field, teacher calls many
that is open (10 so the ball goes out corner kicks (10
Passing with partner Pass to a partner, pass minutes) easier (10 minutes) minutes)
(8 minutes) back, then shoot (8
minutes) Students practice Students practice Kicking corner kick
3v3 possession game shooting with a variety throwing in, unopposed (no defense)
(10 minutes) 6v6 Possession Game of players (8 minutes) controlling, and (8 minutes)
(10 Minutes) returning the ball (8
6v6 where ball is minutes) 6v6 full field and
kicked to target an open teacher calls many
player (10 minutes) 6v6 where there is a corner kicks (10
narrow playing field, minutes)
so the ball goes out
easier (10 minutes)
Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT
P: SWBAT dribble P: Students will be P: SWBAT list rules P: SWBAT P: Students will be able
around the field able to create space the different ways they demonstrates balance, to successfully score a
running while and shoot on target can score a goal in power, and agility goal off an unopposed
maintaining control during a 6v6 soccer (penalty kick, when throwing a ball corner kick during class
of the ball. possession game. free kick, corner kick). into play. activity.

C: SWBAT explain C: SWBAT explain C: SWBAT explain C: Students will be able
ways the offensive C: Students will be offensive and defensive when a throw in is to discuss successful
side can keep the able to discuss ways to strategy during peer required and how to do strategies to use when a
ball (dribble close, create space with their review it in a class corner kick is being
pass close, etc.) and group members during discussion. implemented during an
how the defensive an in-class discussion A: SWBAT identify in-game scenario.
side can steal the ball strategies to include A: SWBAT explain
(intercept passes, A: Students will be diverse backgrounds ways they can avoid A: Students will be able
etc.) in a turn and able to provide with their partner peer pressure (saying to successfully discuss
talk. feedback to their peers work. no, walking away, with their group
and cooperate with etc.) in a turn and talk. members how to safely
A: SWBAT discuss their fellow group use equipment during
ways they can be members regardless of class activity
kind to players skill level.
(giving a high five,
saying good game,
etc.) on the opposite
team in a class
discussion.
Monday Tuesday Wednesday Thursday Friday
2 Tactical Problem Tactical Problem Tactical Problem Tactical Problem Tactical Problem
Maintaining Attacking the goal Defending space Defending the goal Defending the goal
possession of the
ball

Lesson Focus Lesson Focus Lesson Focus Lesson Focus Lesson Focus
Supporting the ballTurning with the ball Marking (guarding) and Goalkeeping and Goalkeeping, gathering
carrier pressuring the ball positioning the ball
Tasks w/ time Tasks w/ time Tasks w/ time Tasks w/ time Tasks w/ time
3v3 with narrow 1v1 where player 4v4 with full goal (10 2v2 with full goal and Goalkeeper vs
goal (10 minutes) receives pass from a minutes) one goalkeeper per goalkeeper (10
feeder and turn and team (10 minutes) minutes)
2v1 where offense is
turn to the other feeder
trying to find open(10 minutes) 1v1 preventing the
teammate (8 opponent from getting Goalkeeper will try to In partner work you
minutes) the ball and turning. (8 go side to side to stop will try to kick a goal
Partner will pass to minutes) goals. (8 minutes) and the goalie will be
3v3 with narrow partner and turn in one trying to block it. (8
goal (10 minutes) move. (8 minutes) minutes)
4v4 with full goal (10 4v4 with full goal and
minutes) rotate goalkeepers. (10
3v3 offense will work minutes) 2v2 with full goals plus
as a team to get open goalkeeper (10
with the ball. (10 minutes)
minutes)

Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT Objectives: SWBAT
P: SWBAT P: SWBAT P: Students will be able P: SWBAT strike the P: Students will be able
demonstrate their demonstrate that they to successfully keep ball when they are to successfully block a
ability to run around can use their reaction their opponent from trying to score during shot from inside the
and move while time and coordination gaining possession of a small, sided game. goal 7/10 times.
helping a teammate to turn while dribbling the ball during a small,
shoot a goal. the ball during small- sided game. C: SWBAT identify C: Student will be able
sided games. rules for soccer in a to explain and discuss
C: SWBAT list C: Students will be able turn and talk fashion ways to defend the ball
specific safety C: SWBAT use two to explain and discuss from going into the
procedures during stars and a wish defensive strategies A: SWBAT to goal from a goalie poin
turn and talk. regarding turning with with their group demonstrate of view during a turn
a soccer ball. members during class sportsmanship by and talk.
A: SWBAT provide discussion. giving high fives and
feedback to their A: SWBAT describe saying good job. A: Students will be able
peers on how to ways they can calm to provide feedback to
properly assist a down after a stressful A: Students will be able their peers and
teammate while they situation in a class to show sportsmanship cooperate with their
are trying to shoot a discussion. towards other students, fellow group members
goal in a turn and regardless of skill regardless of skill
talk. level. level.
Monday Tuesday Wednesday Thursday Friday
3 Tactical Problem Tactical Problem End of Unit End of Unit End of Unit
Maintaining Creating space in Tournament Tournament Tournament
possession of the attack
ball
Lesson Focus Lesson Focus
Supporting the ball One-touch passing
carrier
Tasks w/ time Tasks w/ time
3v3 game with one 2v2 with two players
on each side is a on opposite corners
target player. Target trying to get open. (10
player is along the minutes)
end line. (10
minutes)
3v1 one person will
guard all three students
4v2 (defenders) trying to get open with
possession game one pass. (8 minutes)
where players make
10 consecutive
passes. They also 4v4 in a small area
give an angle of with small goals and
support so the passer no goalie allowed. (10
can split the defense. minutes)
(8 minutes)

6v6 where the focus
is splitting the
defenders with a
pass to put a
teammate in scoring
position. (10
minutes)
Objectives: SWBAT Objectives: SWBAT
P: Student will be P: SWBAT
able to score during demonstrate that they
small sided games can create open space
while using using one-touch
strategies such as passing.
creating space and
passing the ball. C: SWBAT explain
offensive and
C: Student will be defensive strategy
able to discuss ways during peer review
to help the ball
dribbler maintain A: Students will be
possession of the able to successfully
ball while moving discuss with their
during in game group members how to
scenarios. safely use equipment
during class activity
A: Students will be
able to show
sportsmanship
towards other
students, regardless
of skill level.
Unit Focus/Content Area: TGA Soccer

Lesson #1 of 9
Date of Lesson:
Grade Level: 8th

Elementary GLSP: NA
Skill Theme: N/A
Movement Concept(s): N/A
University Supervisor (US): Mr. Neiman
 Psychomotor
State: PE.8.M.1.5 Demonstrate appropriate speed and generation of force when distance
running, sprinting, throwing, jumping, striking or kicking.
National: Standard 1: Demonstrate competency in many, and proficiency in a few, movement
Objective- SWBAT dribble around the field running while maintain control of the ball.
 Cognitive
State: PE.8.C.2.3 Explain basic offensive and defensive strategies in individual/dual sports.
National: Standard 2: Identify, analyze and evaluate movement concepts, mechanical
Objective- SWBAT explain ways the offensive side can keep the ball (dribble close, pass close,
etc.) and how the defensive side can steal the ball (intercept passes, etc) in a turn and talk.
 Affective
State: PE.8. R.5.3 Demonstrate sportsmanship during game situations.
National: Standard 5: Exhibit responsible personal and social behavior that respects self and
others in physical-activity settings
Objective- SWBAT discuss ways they can be kind to players (giving a high five, saying good
game, etc.) on the opposite team in a class discussion.
TWBAT provide the students with specific questions to have students use critical thinking.
Assessment Plans:
 Psychomotor
- Student’s ability to control a ball
- All tasks
 Cognitive
- Student’s ability to explain offensive and defensive strategies
- Closure
- Turn and talk
 Affective
- Student’s ability to discuss how to be kind
- Introduction
- Class discussion
- Teacher’s ability to use questioning properly
- Between game 1 and practice game

- Soccer balls
- Cones
Pre-Class Set Up:
Resources:
McGraw-Hill.


relationships):
- Soccer is very popular in Spanish speaking countries. It does not require a lot of equipment, so it
is accessible to most students.
-
locomotor
movements
- OHI- peer buddy
- instead of throwing hard, they can throw soft
- they can throw harder and farther
- have more distance between the thrower and the catcher

- N/A
INSTRUCTIONAL PLAN
Time: 10 minutes
morning? _____ you can be the coach. Here is the dice. Roll the dice towards me. (Student
rolls dice) What did it land on? (Student says number and then looks at board to see what the
activity is. Student then instructs class to do activity. This occurs 3 times.) Now I want you all to
line up on the red line to run a lap. _____ whenever you are ready, tell the students when to
go. (Student tells classmates to go).
Transition to the next task (scripted): Now I want you all to sit back down on your numbers so
we can go over the lesson.
Introduction (Informing): Today is the first day of out unit in soccer. I know many of you have
played soccer before, especially if I had you as a student previously. Throughput the unit we
are going to be working on different skills to help you become a well developed player. We are
going to start by playing a 3v3 game. The cues are to keep the ball close, use all parts of your
feet, and to turn and move while dribbling. The cones on the field represent your playing field.
Before we begin, we are going to discuss how we can be kind to our classmates. Raise you
hand to share. (Discuss it for a minute then continue on) Let’s begin if there are no questions!
Task 1 (i.e., Game 1): 3v3 possession game

Cues: Keep the ball close, use all parts of feet, turn and move while dribbling
Time: 10 minutes
Materials/Equipment: Soccer balls, goals
Description: In the 3v3 game, one group will be on offense and the other group will be on
defense. The offense group will dribble the ball into open space avoiding the defenders. While
the defenders are going to try and get the ball and stop them from scoring. Everyone must kick
the soccer ball at least once before attempting to score. After a goal is scored, the ball will go to
the opposite team.

Questions: What is the goal of this game? How do you get the ball to the goal? What problem
does the opponent give you? How many parts of the foot can you use as your dribble?

Extending/Refining/Application/Modification:
E- Put more players in for defense.
R- Make sure you are controlling the ball.
A- Count how many times you kick the ball.

Transition to the next task: (Blows whistle twice indicating to stop) I want everyone to come
circle up around me.

Task 2 (i.e., Practice Situation): Partner passing
Time: 8 minutes
Description: For this activity, you are going to be split into groups of two. I want you to find
someone in the game you were playing with and partner up with them. (Countdown from 5). One
person will start with the ball at this goal line (point). The other person will be at the other goal
line (point). The person with the ball will dribble on my command to the other person. Once they
get there, that partner will go and it will repeat. My commands can be “Turn” or “Speed up” or
“Slow down.” When I say that, you must do it. You need to focus on dribbling close to the ball
and be able to change speed and direction quickly.

E- Have the partner become a defender
R- Make sure you are listening closely.
A- Count how many times you mess


Time: 10 minutes
Description: You are now going to apply what we just worked on in another 3v3 game. So, the
offending team is going to apply keeping the ball close, turning while dribbling, and changing
speed to make a goal. It will be the same teams again.

E- Add more defenders in the game
R- Offenders make sure you are using those skills we just learned
A- Count how many goals you make.
Transition to the next task: (Blows whistle twice indicating to stop) I want everyone to put the
equipment away and sit back down on your number.
Closure (scripted): Great job today everyone. I saw lot of students use the skills learned in the
practice activity into the last game. To maintain the ball, which is what we worked on today,
we have to use offensive and defensive skills. I want you to turn to a student next to you and
explain different skills that someone on the offensive and defensive side can use. (have
students discuss for a minute and then go over answers. I’ll see you all next time. Keep up the
great work.
Unit Focus/Content Area: Invasion Games (Soccer)
Lesson #2 of 9
Date of Lesson: April 21st, 2022

Grade Level: 8th
Elementary GLSP:
Skill Theme: Offense (Possession Of The Ball, Shooting On Target)
Movement Concept(s): Body Awareness, Spatial Awareness, Effort Awareness
Collaborating Teacher (CT):
Prepared by: Alex Thompson
 Psychomotor
State- PE.8. M.1.1 Demonstrate competency in motor skills for a variety of individual/dual and
extreme/alternative sports.
Objective- Students will be able to create space and shoot on target during a 6v6 possession
game.
 Cognitive
State- PE.8. C.2.4 Explain basic offensive and defensive strategies in alternative/extreme sports
activities.
Objective- Students will be able to discuss ways to create space with their group members
during an in-class discussion
 Affective
State- PE.8. C.2.5 Provide feedback on skill patterns of self and partner by detecting and
correcting mechanical errors.
Objective- Students will be able to provide feedback to their peers and cooperate with their
fellow group members regardless of skill level.
 The teacher will be able to provide the students with both key critical elements and key
words to ensure the students are able to understand the activity.
 The teacher will be able to support the students if they are struggling or are confused.
 The teacher will go over how to use equipment properly.
 The teacher will go over how to use equipment safely
 The teacher will emphasize what to do if your ball/object goes near another
student/students.
Assessment Plans:
 Psychomotor
WHAT
 Students will be able to create space and shoot on target during a 6v6 possession
game.
WHEN
 Throughout each task provided to the students (Task 1,2,3)
HOW
 Teacher Observation
 Cognitive
WHAT
 Students will be able to discuss ways to create space with their group members during
an in-class discussion
WHEN
 During class discussions
HOW
 Turn and talk with your partner. Group discussion held at both the beginning of class
and at the end of class.
 Affective
WHAT
 Students will be able to provide feedback to their peers and cooperate with their fellow
group members regardless of skill level.
WHEN
 Throughout class activities.
HOW
 teacher observation, turn and talk held during class introduction, class activity and the
closure of class.
 Providing critical elements to students throughout class.
 Providing feedback to students throughout class.
 Soccer Ball’s
 Cones
Pre Class-Setup:
Resources:
McGraw-Hill.
 Making sure students are wearing appropriate clothing into the gymnasium.
 Ensuring the gymnasium is safe( floors are swept and the teacher has made sure
 Making sure students are not in each other's space during activities.
 Having equipment checked before class engages in any activities
 Ensuring students understand how to use equipment properly.
 If a student continues to not follow safety procedures, take away equipment for the
safety of other students

relationships):
 Placing students with a different partner or in certain groups to cooperate better.
 Placing students with a partner with the same or similar skill level.
 Reinstating positive feedback if a student is struggling
 Students will be engaging in different activities that cover different things such as
concentration and cooperation. For some students who have not engaged in soccer
activities, there will be new skills for them to learn and implement into other activities
other than soccer such as kickball.
 Soccer is a sport that is offered in many different areas as well as being able to be
played almost anywhere if you have players and a soccer ball.
 Posters in different languages
 Put a student who can speak the language with that student to help
 Autism- visuals, schedule board, token economy, peer buddy, assign less difficult
locomotor movements
 Deaf- visuals, semi-circle, peer buddy
 VI- proximity from peers, peer buddy, physical guidance, sound sources
 ID- decrease catching distances, assign less difficult locomotor movements, peer buddy
 OHI- peer buddy
 Orthopedic Impairments- peer buddy’
 SES. These students will require a bit more attention during activities and will be
provided with feedback during the activities conducted throughout class periods.
 Reminding the students of the cues if they are struggling or confused.
 Modify the activity for the student if they are struggling.
 Modify the equipment if the student is struggling.
 If available, give the student a smaller or larger ball.
 Place partners together with very similar skill levels.
 Remind students of skill cues.
provided with feedback during the activities conducted throughout class periods
INSTRUCTIONAL PLAN
Instant Activity: Toe Fencing
Time: 6-7 minutes
Materials/Equipment: Pool Noodles
Description (scripted): Good morning class! Before we begin our lesson today, we will be
warming up with Toe Fencing. Before we begin, can someone remind me of the rules of toe
fencing? (wait for correct answers). Awesome! Now when I say go, I would like you all to find a
partner. Now that everyone has a partner, when I say go again everyone may walk over and
pick up 1 pool noodle and then go into a personal space square. Remember, if you are hit in the
foot with a pool noodle, you must do 5 jumping jacks. When I say go, you may begin. 3-2-1 Go!
Set Induction: I would now like you all to please go back to your starting seats. Last class we
focused on maintaining possession of the ball and receiving passes. We are now going to get
started with our first activity. We are still following the same skill cues as last class (Keep the
ball close, use all parts of feet, turn and move while dribbling). I will now go over the shooting
skill cues. The skill cues for shooting are non-kicking foot next to the ball Contact ball below the
middle of the ball, Contact ball with shoelaces). I will now provide a quick demonstration on
how to correctly kick a soccer ball using the skill cues I just provided.
Introduction (Formal): I will now split you up into 2 different teams. We will be playing a
possession game. I will split the teams up so that they are even. Once you get into your teams,
please stand next to your teammates and await my instructions.
Task 1: 6v6 Possession Game

Shooting: Non-kicking foot next to the ball Contact ball below the middle of the ball, Contact
ball with shoelaces.
Time: 10 Minutes
Materials/Equipment: Soccer Ball’s, Cones
Description: Students will be playing in a 6v6 possession game. One group will always be on
offense while one group will always be on defense throughout the game. The offense's goal will
be to try and create space which will help them shoot on target while the defense's goal is to
stop the ball from being scored. The offensive team must require 5 passes before attempting to
shoot on target. If the offensive team misses, the defensive team will gain possession of the ball
and will then be on offense.
Questions: What was the purpose of this game? What are the skill cues of shooting? How did
you create open space for yourself? What issues did you see while attempting to shoot on
target? What did the defense do well to stop you from shooting on target?
E- Requiring more passes to be made before shooting.
R- Making smart passes, maintaining possession of the ball.
A- Keep track of how many passes it takes you to get a good shot on target.
Transition to the next task: I need everyone to come back over to me so I can go over our next
activity.
Task 2: Pass to a partner, pass back, then shoot

Cues: Keep the ball close, use all parts of feet, turn and move while dribbling,
Shooting: Non-kicking foot next to the ball Contact ball below the middle of the ball, contact
Time: (8 minutes)
Description: There will be 2 lines located across the left side of the goal and the right side of the
goal. Each line will go after one another to prevent any issues. One student will be placed a few
feet away from these 2 lines. The student in the middle is the passer, their job is to help set up
the other students when they are shooting on target. Line 1 will start with 1 student passing the
ball to the student in the middle; the student in the middle will then kick the ball towards an
open space which will allow the student to shoot on target. Once the student shoots the ball,
they will go over to retrieve their ball then a student from line 2 will go.
E- Changing lines to shoot with your non-dominant foot.
R- Making sure you are in a good position to shoot the ball on target, do not rush.
A- Keep track of how many goals you score
activity.
Task 3: 6v6 Possession Game

ball with shoelaces, follow through.
Time: 10 Minutes
Description: Students will be playing in a 6v6 possession game. One group will always be on
offense while one group will always be on defense throughout the game. The offense's goal will
be to try and create space which will help them shoot on target while the defense's goal is to
stop the ball from being scored. The offensive team must require 5 passes before attempting to
shoot on target. If the offensive team misses, the defensive team will gain possession of the ball
and will then be on offense.
E- Requiring more passes to be made before shooting.
R- Making smart passes, maintaining possession of the ball.
A- Keep track of how many passes it takes you to get a good shot on target.
Transition to the next task: I would like everyone to please come and place your soccer ball
back into the equipment bin. Once you place the ball back into the bin, please go take a seat at
your starting seat.
Closure: Everyone did a great job today. We started today’s lesson with a 6v6 possession
game, passing to a partner then shooting and another 6v6 possession game. Our main focus
today was creating open space. I would like you to turn to your talking partner and discuss ways
we can create open space during activities. Next class we will still be focusing on creating open
space, but we will be adding defense and defenders while attempting to create open space.

Lesson #3 of 9
Date of Lesson:
Grade Level: 8th

Elementary GLSP: NA
Skill Theme: N/A
Prepared by: Albert Werden
 Psychomotor
State- PE.8.C.2.1 Identify basic rules for individual/dual sports.
SWBAT list rules the different ways they can score a goal in soccer (penalty kick, free kick,
corner kick).
 Cognitive
State- PE.8. C.2.3 Explain basic offensive and defensive strategies in individual/dual sports.
SWBAT… explain offensive and defensive strategy during peer review
 Affective
State- PE.8. R.5.2 Develop strategies for including persons of diverse backgrounds and abilities
while participating in a variety of physical activities.
SWBAT… identify strategies to include diverse backgrounds with their partner work.
TWBAT… Clearly assess students' soccer skills.
Assessment Plans:
 Psychomotor
- Students basic knowledge of rules for soccer.
-All task
 Cognitive
- students ability to attack the goal

- all task
- class discussion
 Affective
- students ability to develop groups of different backgrounds to start a game.
-introduction
- turn and talk with group members/partners.
- Students ability to assess students
-during assessments
-Teacher observation
Resources:
McGraw-Hill.


relationships):
locomotor
movements
- OHI- peer buddy

- N/A
INSTRUCTIONAL PLAN
Time: 10 minutes
go. (Student(Coach) tells classmates to go).
Transition to the next task (scripted): Great job on your fast lap! if you could find your way
back to your spot. So, we can go over the soccer lesson.
Introduction (Informing): Today we are going to be going over Soccer again this is our 3rd
lesson. We have gone over a lot, hopefully you all remember what we have done. We are now
going to get started with our first activity. We are still following the same skill cues as last class
(Keep the ball close, use all parts of feet, turn and move while dribbling). I will now go over the
shooting skill cues. The skill cues for shooting are non-kicking foot next to the ball Contact ball
below the middle of the ball, Contact ball with shoelaces). I will now provide a quick
demonstration on how to correctly kick a soccer ball using the skill cues I just provided. We are
now going to go over attacking the goal as our first activity.
Task 1 (i.e., Game 1): 6v6 attacking the goal

Time: 10 minutes
Description: You will be playing in a 6v6 possession game. One group will always be on offense
while one group will always be on defense throughout the game. The only difference from
yesterday is you get an open pass at the beginning to any player. The offense's goal will be to try
and create space which will help them shoot on target while the defenses goal is to stop the ball
from being scored. The offensive team must require 5 passes before attempting to shoot on
target. If the offensive team misses, the defensive team will gain possession of the ball and will
then be on offense.
Questions: Why are we playing this game today? How do we get open? Why should we try to
pass it to someone that is open?
E- Make the goal smaller.
R- Make sure you are making smart passes to make open shots.
A- Track how many times you score.
Transition to the next task: Okay, great job class if everyone can line up on the out of bounds line
to go over next activity.
Task 2 (i.e., Practice Situation): Practice shooting with variety of players

Time: 8 min
Description: You will be lined up behind their cones aiming at the goal. There will be a
goalkeeper. Everyone will be going down the line aiming at the goalie trying to score. You will
be aiming to shoot away from the goalie so he cannot block it to score. Make sure all your shots
are below waist level when trying to score.
E- Move your cone a couple feet back.
R- Remember all the cues before you kick.
A- Count how many times you miss the goal.
Transition to the next task: Okay class, great job on practicing I feel you are all ready to move on
to the final game!
Task 3: 6v6 attacking the goal

Time: 10 minutes
Description: you all will be playing in a 6v6 possession game. One group will always be on
offense while one group will always be on defense throughout the game. The only difference
from yesterday is you get an open pass at the beginning to any player. The offense's goal will be
to try and create space which will help them shoot on target while the defenses goal is to stop the
ball from being scored. The offensive team must require 5 passes before attempting to shoot on
target. If the offensive team misses, the defensive team will gain possession of the ball and will
then be on offense.
E- Make the goal smaller.
R- Make sure you are making smart passes to make open shots.
A- Track how many times you score.
Closure: (scripted): Great work today everyone! Raise your hand to explain how you should
kick in the goal. Where you should kick during your shot. (Have discussion with students) Keep
up the great effort everyone. I’ll see you all next time.

Lesson #4 of 9
Date of Lesson:
Grade Level: 8th

Elementary GLSP: NA
Skill Theme: N/A
 Psychomotor
State: PE.8.M.1.3 Demonstrate body management for successful participation in a variety of
modified games and activities.
Objective- SWBAT demonstrate balance, power, and agility when throwing a ball into play.
 Cognitive
State: PE.8.C.2.1 Identify basic rules for individual/dual sports.
Objective- SWBAT explain when a throw in is required and how to do it in a class discussion.
 Affective
State: PE.8.R.5.1 List ways to act independently of peer pressure during physical activities.
Objective- SWBAT explain ways they can avoid peer pressure (saying no, walking away, etc.) in
a turn and talk.
TWBAT clearly assess students
Assessment Plans:
 Psychomotor
- Student’s ability to demonstrate body management while playing.
- All tasks
 Cognitive
- Student’s ability to explain why a throw in is required
- Closure
- Class discussion
 Affective
- Student’s ability to avoid peer pressure while playing
- Introduction
- Turn and talk
- Teacher’s ability to assess students
- During assessments

- Soccer balls
- Cones
Pre-Class Set Up:
Resources:
McGraw-Hill.


relationships):
locomotor
movements
- OHI- peer buddy

- N/A
INSTRUCTIONAL PLAN
Time: 10 minutes
go. (Student tells classmates to go).
Transition to the next task (scripted): Now I want you all to sit back down on your numbers so
we can go over the lesson.
Introduction (Informing): Today we are going to be working on our fourth lesson of soccer
today. So far, we have learned how to maintain possession of the ball and how to attack the goal.
Today we are working on throw-ins. As the thrower, you are to use two hands, have the ball
behind your head, keep two feet on the ground, throw to receiver's feet and move onto
field. Before we get started, lets go over peer-pressure. With a student next to you, discuss ways
to avoid peer pressure while playing a game. (give students a minute to discuss and go over
answers) Let’s get started if there are no questions.
Task 1 (i.e., Game 1): 6v6 Possession game

Cues: Thrower: use two hands, ball behind the head, keep two feet on the ground, throw to
receiver's feet and move onto field.
Receiver: Control and return the ball to the thrower
Time: 10 minutes
Materials/Equipment: Soccer balls,
Description: You are all going to play a 6v6 game. As you can see, the field is narrower than
normal. This is to get the ball to go out of play so that you have to practice throw-ins. To start the
game, the offensive team is going to throw in the ball and play. If the ball goes out, the other
team throws the ball in. Everyone has to throw in the ball at least once. Also, everyone has to
kick the ball once before a goal is scored.

Questions: How can you quickly get the ball into play on a throw-in? Why should you get the
ball into play quickly? Should players that are receiving be spread out or close together?

E- Make the boundary smaller (narrower)
R- Remember to stay close to the ball
A- Count how many times you kick the ball


Task 2 (i.e., Practice Situation): Practice throwing in
receiver's feet and move onto the field.
Time: 8 minutes
Materials/Equipment: Balls and cones
Description: You all are going to practice throwing in with your team. The playing field is going
to be even narrower so that throwing occurs more frequently. For the thrower to get the ball back
in the field they need to use two hands, take the ball behind their head, always keep two feet on
the ground, and throw to the receiver's feet and move onto the field. The receiver will need to
control and return the ball to the thrower. (Demonstrate as explaining). When I blow the whistle,
you may begin. (Blows whistle)

E- Add more defenders
R- Remember to throw at the receiver's feet.
A- Count how many times you go to practice throwing in the ball


receiver's feet and move onto field.
Time: 10 minutes
Materials/Equipment: Balls, cones
Description: You are all going to play a 6v6 game again. But you are going to apply the skills
that we just practiced to the game. So, you will apply your throwing in skills and the receiver's
ability to give the ball back to the thrower. The same rules apply as last time. The offensive team
is going to throw in the ball and play. If the ball goes out, the other team throws the ball in.
Everyone must throw in the ball at least once. Also, everyone has to kick the ball once before a
goal is scored. When I blow the whistle, you may begin. (Whistle blows).

E- Different thrower each time
R- Remember to keep your feet on the ground as the thrower.
A- Count how many times your throw in.

Transition to the next task: (Blows whistle twice indicating to stop) I want everyone to put the
equipment away and sit back down on your number.
Closure (scripted): Great work today everyone! Raise your hand to explain why a throw in is
required. How do you perform a throw in? (Have discussion with students) Keep up the great
effort everyone. I’ll see you all next time.
Lesson #5 of 9

Grade Level: 8th
Elementary GLSP:
Skill Theme: Offense (Corner Kicks)
Movement Concept(s): Spatial Awareness, Effort Awareness, Body Awareness
 Psychomotor
Objective- Students will be able to successfully score a goal off an unopposed corner kick during
class activity.
 Cognitive
activities.
Objective- Students will be able to discuss successful strategies to use when a corner kick is
being implemented during an in-game scenario.
 Affective
State- PE.8. R.5.5 Demonstrate appropriate etiquette, care of equipment, respect for facilities
and safe behaviors while participating in a variety of physical activities.
Objective- Students will be able to successfully discuss with their group members how to safely
use equipment during class activity
student/students.
Assessment Plans:
 Psychomotor
WHAT
 Students will be able to successfully score a goal off an unopposed corner kick during
class activity.
WHEN
HOW
 Cognitive
WHAT
 Students will be able to discuss successful strategies to use when a corner kick is being
implemented during an in-game scenario.
WHEN
HOW
 Turn and t Group discussion held at both the beginning of class and at the end of class.
 Affective
WHAT
 Students will be able to successfully discuss with their group members how to safely
use equipment during class activity
WHEN
HOW
closure of class.
 Soccer Ball’s
 Cones
 Pinnie’s
Pre Class-Setup:
Resources:
McGraw-Hill.
 Making sure students are wearing appropriate clothing in the gymnasium.
 Ensuring the gymnasium is safe (floors are swept and the teacher has made sure

relationships):
locomotor movements
 OHI- peer buddy
INSTRUCTIONAL PLAN
Instant Activity: Jump Rope and Walking

Time: 3-5 minutes
Materials/Equipment: None
Description (scripted): Good morning class! The instant activity we will be doing this morning is
Jump Rope (Walking the Line). When I say go, each of you will go over and grab a jump rope.
After grabbing a jump rope, walk to personal space while using zombie arms. You may begin the
activity once you hear the music start, when the music is paused students will get into a pushup
position and move their hands both forward and backward over the rope.
focused on throwing the ball into play. We are now going to get started with our first activity.
We are still using the same skill cues we have been using the past week (Keep the ball close, use
all parts of feet, turn and move while dribbling). For this activity we will also be shooting on
target so I will quickly remind you of the shooting skill cues we discussed on Tuesday, (Non-
kicking foot next to the ball Contact ball below the middle of the ball, contact).
Introduction: I am now going to split you all into 2 teams. Team 1 will be on offense and team 2
will be on defense. Teams will rotate roles when the ball has been scored or if a turnover occurs
during gameplay.
Task 1: 6v6 full field and teacher calls many corners kicks
Time: 10 Minutes.
Materials/Equipment: Soccer Ball’s, Corner Flags, Pinenes.
Description: Students will engage in full field games. The teacher will call corner kicks
throughout this full field game. Students will be tasked with setting up their corner kicks when
they are on offense. To perform a corner kick, one student will bring the ball to one of the
corners. The student will then place the ball in the corner, then kicking it towards the goal, in
hopes of the ball going into the goal or one of the offensive players hitting the ball into the goal.
Students are encouraged to strategize when they are on offense, so they can score multiple
ways. The defense's main job will be to stop the offensive team from scoring on a corner kick. If
the offensive team scores off a corner kick, the defensive team will then gain possession of the
ball.
Questions: How does a corner kick initially happen? Why should you be moving without the ball
during a corner kick? What are some defensive strategies you may use to stop a corner kick
from being successful?
E- Only shooting on target after the corner kick.
R- Remind students to move without the ball, create open space.
A- Keep track of how many goals each team scores after a corner kick.
activity.
Task 2: Kicking corner kick unopposed (no defense)

Time: 8 Minutes
Materials/Equipment: Soccer Ball, Corner Flags, Pinenes.
Description: We will now take some time to practice our corner kicks before going back into
our 6v6 game. For this activity we will not be playing defense, we will just be reviewing what to
do on a corner kick and what you should do if you are not kicking the ball in from the corner. If
you are on the offensive team, you should be doing things like moving without the ball and
creating open space for both yourself and your teammates. If you are on the defensive team,
you should be guarding an opposing player, doing your best to prevent them from creating
open space.
E- Placing in a defense so the offense can test out plays.
R- Finding different ways to move without the ball, creating open space quicker.
A- Count how many successful corners kicks each team does during the activity.
activity.
Task 3: 6v6 full field and teacher calls many corners kicks
Time: 10 Minutes
Materials/Equipment: Soccer Ball, Corner Flags, Pinenes.
Description: Students will engage in full field games. The teacher will call corner kicks
throughout this full field game. Students will be tasked with setting up their corner kicks when
they are on offense. To perform a corner kick, one student will bring the ball to one of the
corners. The student will then place the ball in the corner, then kicking it towards the goal, in
hopes of the ball going into the goal or one of the offensive players hitting the ball into the goal.
Students are encouraged to strategize when they are on offense, so they can score multiple
ways. The defense's main job will be to stop the offensive team from scoring on a corner kick. If
the offensive team scores off a corner kick, the defensive team will then gain possession of the
ball.
E- Only shooting on target after the corner kick.
A- Keep track of how many goals each team scores after a corner kick.
your starting seat.
Closure: Everyone did a great job today. We have come to a close on our first week of our
soccer unit and everyone has been making great progress so far since we have started on
monday. Today we practiced and engaged in a 6v6 full field game where we mainly focused on
corner kicks. I would like you all to turn to your talking partner. You and your talking partner
will discuss ways you were able to create open space without the ball and how you were able to
successfully score or defend off of a corner kick. Next class we will be focusing on supporting
the ball carrier and maintaining possession of the ball while on offense.

Lesson 6 of 9
Date of Lesson:
Grade Level: 8th

Elementary GLSP: NA
Skill Theme: N/A
 Psychomotor
State- PE.8.M.1.3 Demonstrate body management for successful participation in a variety of
modified games and activities.
SWBAT… demonstrate their ability to run around and move while helping a teammate shoot a
goal.
 Cognitive
State- PE.8.C.2.7 List specific safety procedures and equipment necessary for a variety of sport
skills and physical activities.
SWBAT… list specific safety procedures during turn and talk.
 Affective
State- PE.8. C.2.5 Provide feedback on skill patterns of self and partner by detecting and
correcting mechanical errors.
SWBAT… provide feedback to their peers on how to properly assist a teammate while they are
trying to shoot a goal in a turn and talk.
TWBAT… To asses students shooting on a smaller goal.
Assessment Plans:
 Psychomotor
-students ability to demonstrate soccer in a modified game.
-all task
 Cognitive
-Students ability to list know safety rules in soccer
- all tasks
 Affective
- Students ability to detect and correct partners shots on goal.
-All task
-Class discussion
-students ability to shoot on a smaller goal
-during class

-2soccer goal , 4 soccer balls, 8 cones
Resources:
McGraw-Hill.


relationships):
locomotor
movements
- OHI- peer buddy

- N/A
INSTRUCTIONAL PLAN
Time: 10 minutes
go. (Student(Coach) tells classmates to go).
Introduction (Informing): Today we are going to be going over Soccer again this is our 6th
lesson. We have gone over a lot, hopefully you all remember what we have done. We are now
going to get started with our first activity. We are still following the same skill cues as last class
(Keep the ball close, use all parts of feet, turn and move while dribbling). I will now go over the
shooting skill cues. The skill cues for shooting are non-kicking foot next to the ball Contact ball
below the middle of the ball, Contact ball with shoelaces). I will now provide a quick
demonstration on how to correctly kick a soccer ball using the skill cues I just provided. We are
now going to go over attacking the goal as our first activity. This is going to be more difficult
than last time, it will be smaller goals. Get Excited !!!
Task 1. 3v3 narrow goal.

Shooting. Attack passer as the defender advances.
Time:10 min
Materials/Equipment: a goal, soccer balls, cones
Description: We are going to be playing a 3v3 game with a narrow goal and field. one team will
be offense trying to score. Offense will be trying to pass with inside and outside of your feet.
Also trying to move into position to score and receive passes. The offense must pass the ball
three times before scoring. Defense will be trying to stop the offense from scoring. Remember it
is a narrow goal so try to really aim your shot! Remember if you are on offense try to make cuts
to get open so you can get in a better position to score.
Questions: How can players without the ball help a player who has the ball? Where should
supporting players go?
E- Try to score from a farther position.
A- Keep track of how many passes you make before you shoot.
Transition to the next task: Okay great job for that task huddle around me so I can go over the
practice and questions.
Task 2. 2v1 where offense is trying to find open teammates.

Cues: The defender attacks the ball on the signal, the supporter moves quickly to the side, the
attack passes as the defender advances.
Time:8 min
Materials/Equipment: goal, soccer ball, cones
Description: We are going to be doing a 2v1. where there are 2 attackers trying to score in the
goal. There is 1 person on defense. The attackers are trying to draw the defender to them to get
the attacker open to score. Offense try to do a lot of cuts to get open. Defense really try to defend
well because it is 2vs1 so do not come up to close to the ball. Offense has to pass it to a
teammate at least one time before they can shoot.
E- Try to get more than 4 passes before you score.
R- Remind the attackers to take good angles.
A- Make the goal smaller for a more difficult goal.
Transition to the next task: Awesome job today on the practice now we will be working on the
game again, hopefully you all have the right skills to perform.
Task 3. 3v3 narrow goal.

Shooting. Attack passer as the defender advances.
Time:10 min
Materials/Equipment: a goal, soccer balls, cones
Description: We are going to be playing a 3v3 game with a narrow goal and field. one team will
be offense trying to score. Offense will be trying to pass with inside and outside of your feet.
Also trying to move into position to score and receive passes. The offense must pass the ball
three times before scoring. Defense will be trying to stop the offense from scoring. Remember it
is a narrow goal so try to really aim your shot! Remember if you are on offense try to make cuts
to get open so you can get in a better position to score.
Questions: How can players without the ball help a player who has the ball? Where should
supporting players go.
E- Try to score from a farther position.
A- Keep track of how many passes you make before you shoot.
Closure (scripted): Awesome work today! I loved seeing that students used the correct safety
procedures. I want you to raise your hand if you can tell me different things you can do to be
safe during class (Discuss for a minute). Overall, today you all did a great job learning how to
score on a smaller goal. See you next time!

Lesson #7 of 9
Date of Lesson:
Grade Level: 8th
Elementary GLSP: NA
Skill Theme: N/A
 Psychomotor
State: PE.8. M.1.7 Apply skill-related components of balance, reaction time, agility,
coordination, power and speed to enhance performance levels.
Objective- SWBAT demonstrate that they can use their reaction time and coordination to turn
while dribbling the ball during small-sided games.
 Cognitive
State: PE.8. C.2.5 Provide feedback on skill patterns of self and partner by detecting and
correcting mechanical errors
Objective- SWBAT use two stars and a wish regarding turning with a soccer ball.
 Affective
State: PE.8.R.5.3 Demonstrate sportsmanship during game situations
Objective- SWBAT describe ways the can calm down after a stressful situation in a class
discussion.
TWBAT Clearly describe and demonstrate how to perform the tasks.
Assessment Plans:
 Psychomotor
- Student’s ability to react quickly while dribbling
- All tasks
 Cognitive
- Student’s ability to turn with a soccer ball
- Practice game
- Two starts and a wish
 Affective
- Student’s ability to describe how they can calm down
- Closure
- Class discussion
- Teacher’s ability to describe and demonstrate the tasks
- All tasks

- Soccer balls
- Cones
Pre-Class Set Up:
Resources:
McGraw-Hill.

relationships):
locomotor
movements
- OHI- peer buddy
- N/A
INSTRUCTIONAL PLAN
Time: 10 minutes
morning? (Student’s name), you are sitting nicely. Would you like to be the coach? Here is the
dice. Roll the dice towards me. (Student rolls dice) What did it land on? (Student says number
and then looks at board to see what the activity is. Student then instructs class to do activity.
This occurs 3 times.) Can everyone give (student’s name) a round of applause. Now I want you
all to line up on the red line. (Student’s name, whenever you are ready, tell the students when
to go. (Student tells classmates to go).
Transition to the next task (scripted): I would like everyone to sit back down so we can begin.
Introduction (Informing): Today is the seventh day of soccer. We have learned how maintain
possession of the ball, how to attack the goal through different ways, and how to restart the
game through different ways. Today, you are going to work on receiving the ball, turning in
one move and pushing the ball with the outside of the foot. Let’s get started if there are no
questions.
Task 1 (i.e., Game 1): 1v1 game

Cues: receive and turn in one move, push the ball with the outside of the foot, use a clock
analogy (receive the ball from 12 o’clock and push it to 4 or 8 o’clock)
Time: 10 minutes
Description: You all will play a 1v1 game with two feeders. One feeder will kick the ball to the
offensive player. That player will turn to pass it to the other feeder. The defensive player will try
to steal the ball. If they successfully steal the ball, they become the attacker. When I blow the
whistle, you may begin. (Blows the whistle)

Questions: What does the attacker need to do in this situation? How can the attacker turn past
the defender?

E- Add another defensive player
R- Make sure to control the ball
A- Count how many times you successfully pass the ball to the other feeder.

Transition to the next task: (Blows whistle twice indicating to stop) Freeze where you are. Put
your ball down and circle up around me.

Task 2 (i.e., Practice Situation): Partner passing
Time: 8 minutes
Description: You are going to practice receiving passes and turning with your partner. The
cues are to receive and turn in one move, push the ball with the outside of the foot, use a clock
analogy (receive the ball from 12 o’clock and push it to 4 or 8 o’clock). You need to make sure
you are focusing on those cues so that when we pal the game, you can make quick turn while in
possession of the ball. When I blow the whistle, you may begin. (Blows whistle)

E- Add a defender
R- Make sure you are using the outside of your foot.
A- Count how many times you successfully receive and turn in one move.

Transition to the next task: (Blows whistle twice indicating to stop) Freeze where you are. Put
your ball down and circle up around me.
Assessment: With your partner, I want you to tell them two things they are doing a good job on
and one thing they should improve. So, it can be how well they receive the ball and turn in one
move, how well they push the ball with the outside of the foot, or how well they keep the ball
close. (give students a minute to discuss and continue with lesson)

Task 3 (i.e., Game 2): 3v3 game
Time: 10 minutes
Description: You will all be playing a 3v3 game with two feeders. The feeders are going to stand
on the outside of the field. The feeders are going to pass to the offensive team. The defensive
team will try to steal the ball. The goal of this game is to receive the pass from a feeder and work
as a team to pass to the other feeder. There are two rules in the game that I want you to follow.
The first one is that each pass to a feeder earns 1 point. The second is that players cannot return a
pass to the feeder who gave the pass. Use the feedback your partner game to and work on it.
Once I blow the whistle, you may begin. (Blows whistle)

E- Add more defense
R- Remember to receive and turn in one move.
A- Count how many points your team earns.
Transition to the next task (scripted): (Blows whistle twice indicating to stop) I want everyone
to put the equipment away and sit back down on your number.
Closure (scripted): Great work today! I loved seeing that students used their partners feedback
in our last game. It is great that you all were so accepting of the feedback. Sometimes it can
make us frustrated. I want you to raise your hand if you can tell me different things you can do
to calm down. (Discuss for a minute). Overall, today you all did a great job learning how to
turn with the ball to make a goal. See you next time!
Unit Focus/Content Area:
Lesson #8 of 9

Grade Level: 8th
Elementary GLSP:
Skill Theme: Defense and Defensive Tactics
Movement Concept(s): Body Awareness, Spatial Awareness, Effort Awareness
 Psychomotor
Objective- Students will be able to successfully keep their opponent from gaining possession of
the ball during a small, sided game.
 Cognitive
activities.
Objective- Students will be able to explain and discuss defensive strategies with their group
members during class discussion.
 Affective
State- PE.8. R.5.4 Maintain appropriate personal, social and ethical behavior while participating
in a variety of physical activities.
Objective- Students will be able to show sportsmanship towards other students, regardless of
skill level.
student/students.
Assessment Plans:
 Psychomotor
WHAT
 Students will be able to successfully keep their opponent from gaining possession of
the ball during a small, sided game.
WHEN
HOW
 Cognitive
WHAT
 Students will be able to explain and discuss defensive strategies with their group
members during class discussion.
WHEN
HOW
 Group discussions were held at both the beginning of class and at the end of class.
 Affective
WHAT
 Students will be able to show sportsmanship towards other students, regardless of skill
level.
WHEN
HOW
closure of class.
 Soccer Ball’s
 Cones
Pre Class-Setup:
Resources:
McGraw-Hill.
relationships):
locomotor movements
 OHI- peer buddy
INSTRUCTIONAL PLAN
Instant Activity: Flip Cones

Time: 4-5 minutes
Materials/Equipment: 10-12 Cones
Description (scripted): Good morning class, is everyone having a good day? For today’s instant
activity we will be playing flip cone. To begin the activity, you will each have to find a partner.
After finding a partner, you will go over and grab a cone then find your own personal space with
your partner. You and your partner will now take turns trying to flip the cone so it is in an
upright position and whichever partner does this first, will have to do jumping jacks to inform
the rest of the class that they need a new partner. The student who did not flip the cone
upright, will then go and find a different partner quickly, this partner must be doing jumping
jacks.
focused on attacking the goal and being able to turn in different directions with the ball once
you received it. We will still be using the same dribbling cues we have been using the past week
and a half, I will remind you of the cues just in case some of you forgot (Keep the ball close, use
all parts of feet, turn and move while dribbling)
Introduction (Formal): I am now going to split you all into teams of 4. We will play this game for
around 10 minutes. I will be walking around making sure everyone is following the rules and
being safe during the game.
Task 1: 4v4 with full goal

Time: 10 Minutes
Description: Students will be engaging in a 4 versus 4 full field game with goalies. The offensive
team will be focusing on creating open space and shooting on target while the defensive team
will be preventing the offensive team from having possession of the ball and finding ways to
make the offensive team commit turnovers. If a goal is scored by the offensive team, the team
that was defending them will receive the ball and become the offensive team.
Questions: How did the defensive teamwork towards preventing the offensive team from
having possession of the ball? What strategies did the offensive team use while they were
under pressure? What are some ways we can make the offensive team commit a turnover?
E- Adding in more players to the game, requiring a certain number of passes before scoring.
R- Making sure the offensive team is controlling the ball when they are in possession.
A- Keep track of the offensive team’s goals scored and their turnovers.
activity.
Task 2: 1v1 preventing the opponent from getting the ball and turning.
Time: 8 Minutes
Description: Students will be split into groups of 3. One partner will be tasked with passing the
ball to partner 2. Partner 2’s job is to try and receive the ball then turn and begin dribbling
forward. Partner 3’s job is to try and defend partner 2 and prevent them from trying to both
receive the ball and turning. Partners will switch out of each role after each attempt. When I say
go, you may begin. 3-2-1 Go!
E- Spinning then shooting on target right after.
R- Giving students feedback on how to create open space while having a defender defending.
A- Applying different directional
activity.
Task 3: 4v4 with full goal

Time: 10 Minutes.
Description: Students will be engaging in a 4 versus 4 full field game with goalies. The offensive
team will be focusing on creating open space and shooting on target while the defensive team
will be preventing the offensive team from having possession of the ball and finding ways to
make the offensive team commit turnovers. If a goal is scored by the offensive team, the team
that was defending them will receive the ball and become the offensive team.
E- Adding in more players to the game, requiring a certain number of passes before scoring.
R- Making sure the offensive team is controlling the ball when they are in possession.
A- Keep track of the offensive team’s goals scored and their turnovers.
your starting seat.
Closure: Everyone did a great job today. Today we focused on defense where we placed an
emphasis on guarding the ball and putting pressure on the offensive team. I want you all to turn
to your talking partner now. You and your talking partner will discuss ways we can defend
against offensive teams. You and your partner will also discuss different defensive strategies
you used today to place pressure on the offensive team during our 4v4 game.

Lesson #9 of 9
Date of Lesson:
Grade Level: 8th

Elementary GLSP: NA
Skill Theme: N/A
 Psychomotor
State- PE.8. M.1.2 Demonstrate critical elements when striking with an object or implement.
SWBAT… strike the ball when they are trying to score during a small, sided game.
 Cognitive
State- PE.8.C.2.1 Identify basic rules for individual/dual sports.

SWBAT… identify rules for soccer in a turn and talk fashion.
 Affective
State- PE.8.R.5.3 Demonstrate sportsmanship during game situations.
SWBAT… to demonstrate sportsmanship by giving high fives and saying good job.
Teacher Objective:
-The teacher will go over how to use equipment safely
Assessment Plans:
 Psychomotor
-Students will be able to successfully strike an object.
-Through each task.
-teacher observation
 Cognitive
-Students will be able to identify basic rules for soccer.
-During all task
- Class discussion
 Affective
- students will be able to demonstrate good sportsmanship
-Closure
- Class discussion
-How to use equipment safely.
-Throughout class
- teacher observation

-
Soccer balls, Soccer goals, Cones.
Resources:
McGraw-Hill.
relationships):
locomotor movements
 OHI- peer buddy
INSTRUCTIONAL PLAN
Time: 10 minutes
go. (Student (Coach) tells classmates to go).
Introduction (Informing): Today we are going to be going over Soccer again this is our last
lesson. We have gone over a lot, hopefully you all remember what we have done throughout
the lesson. We are now going to get started with our first activity. We are still following the
same skill cues as last class (Keep the ball close, use all parts of feet, turn and move while
dribbling). I will now go over the shooting skill cues. The skill cues for shooting are non-kicking
foot next to the ball Contact ball below the middle of the ball, Contact ball with shoelaces). I
will now provide a quick demonstration on how to correctly kick a soccer ball using the skill
cues I just provided. We are now going to go over attacking the goal as our first activity with a
full game. This will be very high paced with 2v2 and a goalie. So get ready to run a lot and have
fun this Is the last day of the lesson Get Excited !!!
Task 1 2v2 with full goal and one goalkeeper per team,
Cues: Stay low, Come off the goal line towards the ball. Keep the ball close, use all parts of feet,
Time:10 min
Materials/Equipment: Goal, soccer ball, cones
Description: We will be doing a 2v2 full field. Two goalies and one person on offense and one
person on defense. This will be very fast paced with only one ball and two people on the field.
The goalkeeper cannot come past the ten-yard line. Make sure to stay low and defend the goal
and do not let them score. Offense Make sure to dribble and make a lot of cuts to create an open
shot. Defense make sure to press the person on offense they have no one to pass it to.
Questions: How can the goalkeeper give the attacker less area to shoot.
E- Add in one more player on the offensive side so harder on the goalkeeper.
R- Make sure the goalkeeper is always in position.
A- Keep track how many shots on goal there is.
Transition to the next task: Great job on the 2v2 game that was very fast paced you all had very
good questions. Now get ready for the practice.
Task 2 (i.e. Practice Situation): goalkeeper vs goalkeeper

Cues: Stay low, Come off the goal line towards the ball. Keep the ball close, use all parts of feet.
Time:8 min
Materials/Equipment: goal, soccer ball
Description: it's going to be one vs one, each player will be in their own goal. It will only be 10
yards apart from the 2 goals. Each goalkeeper will be trying to score in the opposing goalkeeper's
goal. Remember to stay low and move side to side to block the goal. Make sure to stay in your
goalie box and follow the cues.
E- Move the goals farther away from each other.
R- remember to stay low when ball comes.
A- Keep track of how many goals there are.
Transition to the next task: Great job on the practice field today that practice went very well.
Now it is time for the final game of the day and lesson.
Task 3 2v2 with full goal and one goalkeeper per tea,
Cues: Stay low, Come off the goal line towards the ball. Keep the ball close, use all parts of feet,
Time:10 min
Materials/Equipment: Goal, soccer ball, cones
Description: We will be doing a 2v2 full field. Two goalies and one person on offense and one
person on defense. This will be very fast paced with only one ball and two people on the field.
The goalkeeper cannot come past the ten-yard line. Make sure to stay low and defend the goal
and do not let them score. Offense Make sure to dribble and make a lot of cuts to create an open
shot. Defense make sure to press the person on offense they have no one to pass it to.
Questions: How can the goalkeeper give the attacker less area to shoot.
E- Add in one more player on the offensive side so harder on the goalkeeper.
R- Make sure the goalkeeper is always in position.
A- Keep track how many shots on goal there is.
Closure (scripted): Awesome work today! I loved seeing students using great sportsmanship
throughout the class. I want you to raise your hand if you can tell me different things you can
do to be a better teammate (Discuss for a minute). Overall, today you all did a great job
learning how to score a smaller goal. I had so much fun teaching this lesson to you all.
Hopefully you all had a lot of fun and learned something new.
Coaching Philosophy
Coaching is not easy; it demands time, energy, and effort. It requires the coach to be an
instructor, a disciplinarian, a role model, a counselor, and a trainer. Coaches should develop a
coaching philosophy to guarantee they are prepared for the task at hand. A well-developed
coaching philosophy aids in the development of a successful team by answering questions that
may arise before, during, and after the season. Additionally, it serves as a resource for parents
and student-athletes to understand what is expected of them.
My mission as a coach is to provide my student-athletes with a welcoming environment
where they have the opportunity to excel academically and physically in their sport while
developing their character, ethical standards, and, most importantly, having fun. To accomplish
this, my athletes must follow my three principles: respect, communication, and trust. I will focus
on meeting each unique athlete’s demands to ensure everyone participates and has fun. There
will always be a place on my team for any athlete to join. This will allow me to have an athlete-
centered environment where they can contribute to decision-making, resulting in increased
commitment to the sport and team.
As a coach, I want to ensure that all is fair. This means that I have to make judgments
regarding ethical issues. I believe that my athletes and I should play fair. It is not a good win if
we have to bend or twist the rules to win. I want my team to play ethically and fairly while
adhering to the spirit of the rules. To me, this is more important than ensuring our win. As
mentioned previously, my goal is to grow my athlete’s character and morals by respecting rules.
If I notice an athlete does not respect the rules, there will be consequences. I am not going
to punish them by making them run laps. That is counterproductive, making them consider
running as a punishment. I will have a one-on-one talk about their decision. I want to find their
reason for why they broke the rules and explain how it was a poor choice. I will relate it to how
breaking rules can affect their future. Additionally, I will have them sit out at a competition/race.
This will show that their actions have consequences.
Communication is a crucial component of a successful team. I expect my athletes to
communicate with me about how they feel emotionally and physically. Their emotions can affect
how well they perform. If there is trouble at home, school, with friends, etc., it can affect
their performance negatively. As their coach, I will be there to offer advice, console, or listen. If
they feel any physical pain, I expect them to notify me. Pushing through pain will not improve
their performance; it can hinder it. Since I expect communication from them, I will communicate
with them. I will make it clear how I am feeling about the team. I will provide praise and
feedback about the team and individual athletes. I will implement a team saying we will say
before practices and competitions. This helps with building trust.
A sports team runs on trust. I want my athletes to trust that I am preparing them for
competitions and life. To have my athletes trust me, I will respect and communicate with them,
as mentioned previously. This entails allowing my athletes to make decisions on their own. If
they choose not to compete in an event they usually run, I will respect their wishes, but I will
ask why. If they feel injured, I will assist with recovering. If they feel burnt out, they will have
that time to relax. I am there to support my athletes, which allows me to build respect,
communication, and trust. These principles lead to a successful team.
A successful team is not determined by their wins. It is determined by their participation
and community. I believe that winning is a crucial component of competition; however, it is not
everything. I want to focus on my athletes’ participation in practice and competition. Having fun
will instill a passion in the athlete toward the sport they are playing. They will be more
committed to improving their skills and themselves if they have that desire. It is essential that
they have fun while learning valuable lessons that will benefit them throughout their lives.
Deciding on the frequency and time devoted to practices and competitions can be
challenging. A coach can emphasize quantity or quality; I want to accentuate quality. My athletes
are students before players. I will provide them time to dedicate to their academics,
extracurriculars, and social activities. Furthermore, focusing on well-organized,
efficient practices helps the athletes master the skill faster through carefully developed drills
rather than on repetition. This helps to accomplish more in less time, preventing burnout. A
competition schedule should allow players to demonstrate improvement but not enough to cause
overuse injuries.
While a coaching philosophy tells the students what they should expect from me as their
coach, I want to check in on myself to ensure that I am following my philosophy. Am I ensuring
all athletes are involved? Are my athletes contributing to the decision-making? Am I obeying
and respecting the rules of the sport? Are my athletes obeying and respecting the rules of the
sport? Am I holding my athletes accountable for their actions? Am I encouraging and supporting
my athletes? Am I preparing my athletes to the best of my ability? Am I respecting my athletes’
time? Checking in with myself before, during, and after the season will help ensure that I am
coaching to the best of my ability.
Overall, I want my team to become a family. We will spend a lot of time together, so
there must be respect, communication, and trust. I will be there to support my athletes in any way
possible. For instance, provide positive feedback, have a team saying, and focus on participation
and quality practices. However, there will be consequences for athletes that do not obey
these principles. I do not anticipate enforcing my consequences since I know my team will be
terrific students, athletes, and citizens.
Coaching Certification
CPR/AED/First-Aid Certification
Elementary Assessments
Golf Psychomotor
Student Stance Grip Swing Notes

Number Legs A – Arms Y – Nondominant 1st – Dominant Y – Swing – Y
Dot the eye 2nd – Glue together
1 = Needs work 2 = Improving 3 = Got it!
Golf Cognitive & Affective
1. Circle the sport that uses the same vertical swing as in golf.
(Basketball) (Softball) (Volleyball) (Soccer)

(Floor Hockey) (Tennis)
2. What way is one way that sport is similar to golf? ___________________________________

________________________________________________________________________
________________________________________________________________________
3. What is one way that sport is different than golf? ____________________________________

________________________________________________________________________
________________________________________________________________________
4. Who is responsible for checking all sides? _________________________________________
5. What are the 3 ABC’s of golf?
a. __________________________
b. __________________________
c. __________________________
6. What safety issue can happen if the ABC’s of golf are not enforced?
______________________________________________________________________________
______________________________________________________________________________
Basketball – Dribbling Psychomotor
Student #_____ Date______
Student Eyes up Using finger pads Keeping ball at Keeping ball on the
Number waist side of body
1 = Needs work 2 = Improving 3 = Got it!
Basketball – dribbling Cognitive

Student name ________________________________
1. On the picture below find where the finger pads are located.
(Circle the Finger pads)
2. When dribbling the basketball, it is important that we look down at the basketball while we
dribble.
Circle the correct answer.
TRUE FALSE
3. When dribbling the basketball, you should keep it near what area of your body?
A. Shoulder
B. Knees
C. Waist
D. Chest
4. Which of the following is NOT a cue in order to successfully dribble a basketball?
A. Eyes up
B. Keep ball on side of body
C. Use finger pads
D. Use palms of hands
Basketball – Dribbling Affective
To assess the students on the affective domain, I will ask the students to put 1 finger up if they
felt discouraged and 2 fingers up if they felt happy while dribbling the basketball. After, teacher
can discuss why they may feel discourage and how they can change that feeling to happiness.
Secondary Assessments
Soccer Psychomotor
Soccer Cognitive & Affective
Student Work/Photos
Professional Development

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To whom it may concern,

January 2023 – March 2023

October 2022 – November 2022

May 2017 – May 2022

June 2021 – August 2021

Awards and Achievements

Peer-Reviewed Conference Presentations

August 2021 – Present

August 2014 – May 2020

PREPARING FOR THE SCHOOL YEAR:

How I will assess, collect data, and grade your students.

 I will collect data through:

 I will grade students on 4 factors:

A list of general adaptations/modifications I will make for ESE/APE (adapted physical

PROCEDURES & ROUTINES:

How I will take attendance

How my class and I will handle an emergency or injury.

COMMUNICATON HOME (10 points):

Beginning of the school year introduction (meet the teacher)

CLASS RULES (10 points):

List of class rules with graphics.

Date of Lesson: Day 2 of week 2 (3/27/2023 – 3/31/2023)

Grade Level: 1-2

Central Learning Focus/Objectives:

Pre-Class Set Up:

Unit Focus/Content Area: Passing - Basketball

Date of Lesson: 2/15/2022

Grade Level: 1st and 2nd

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

WHEN? (what task #'s?)

Materials/Equipment Needed (specific types & amounts):

Pre-Class Set Up:

Psychological/Emotional Safety Considerations (i.e., skill level, grouping, student

Individual Learning Needs:

Specific Accommodations (if applicable):

TASK #1: Bounce pass station

TASK #2: Chest pass station

TASK #3: Underhand pass station

TASK #4: Overhand pass station

Secondary Lesson plans (2)

Date of Lesson: 2/9/2022

Grade Level: 9-12

Materials/Equipment Needed (specific types & amounts):

Pre-Class Set Up:

Task #1: Dynamic Stretching

TASK #3: Core workout

Unit Focus/Content Area: Basketball 2

Date of Lesson: 2/6/2022

Grade Level: 9-12

Materials/Equipment Needed (specific types & amounts):

Pre-Class Set Up:

TASK #1: Small sided game

Week 2 Day 2 Day 2

Unit Focus/Content Area: Dance

Grade Level: 5th

Central Learning Focus/Objectives (including interdisciplinary focus in at least one objective):

Materials/Equipment Needed (specific types & amounts):

Pre-Class Set Up: