Education assignment 2
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Assignment 2
Physical Education and Health
By:
Name
ELE 0506
Teaching Physical Education and Health Education in the Elementary School
Nova Southeastern University
November 12, 2023
The purpose of the following lesson plans is to successfully teach third graders about the
importance of physical education and health education through real life activities engaging lessons.
These plans include objectives and performance outcomes based on Florida State standards,
including ESE and ESOL students. The following lesson plans include fitness, nutrition, safety,
and personal health. It is said that one of the best ways to stay healthy is to be active, so as a
physical education and health teacher we have to show students that staying active keeps you
healthy. As mentioned on (Department of Health & Human Services) it is best to aim for thirty
(30) minutes of physical activity a day to reduce a person’s risk of health problems.
After providing my lesson plans to the physical education teacher Coach Fankhauser, he
complemented that my lesson plans were complete and well thought-out. He also mentioned that
I should make my groups smaller when having students learn a lesson and executing that said
lesson. This will allow the students to have more time practicing before the actual assessment,
especially those students that are struggling with the basic concept of the lesson or students that
have any accommodations. He also mentioned including different activities within the lesson for
any students that are not able to understand the lesson.
Lesson Plans for Unit
Name: Lesson Plan 1 Date: November 12, 2023
School: Nova Southeastern Teacher’s Name: Mrs. Cortes
Age / Grade Level: 8-9 years old / 3rd grade Subject Area: Physical Education
Lesson Title: Boundary Ball Basketball Length of Time and Date(s): three classes for
a total of 40 minutes.
Are Diverse Students Present: Yes Number of LEP / ELL Students: Yes
Number of Female Students: 11 Number of Male Students: 12
Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the
standard statement): PE.3.C.1 Identify, analyze, and evaluate movement concepts, mechanical
principles, safety considerations, and strategies/tactics regarding movement performance in a
variety of physical activities.PE.3.C.2.1 Identify the importance of purposeful movement and its
impact on quality of performance. PE.3.C.2.5 Explain how appropriate practice improves
performance of movement skills. PE.3.M.1.5 Maintain control while dribbling with hands or
feet against a defender.
Unit Title or Topic Being Taught: Fitness,
practice dribbling, passing, and shooting. Grade Level(s): 3
Time Frame: Three class period
approximately 30 minutes each class
Goal – Objective – Purpose
1. Students will have the opportunity to learn how to dribble a basketball throughout the
court with both hands.
2. Students will learn how to pass a basketball to other students in their team.
3. Students will learn how to shoot a basketball through a hoop.
4. Students will be able to explain why it is important to work together as a team.
Materials needed: a basketball court, two basketballs
Mark Additional Instructional Strategies Embedded in This Lesson
X Building Background Knowledge
(How)
X Advance Organizer (Type)
__ Cues (Hint)
__ Vocabulary (How/Format)
X Summarizing (How)
___ Note-taking (How/Type)
___ Non-linguistic Representation (Type)
___ Similarities & Differences (Type)
X Setting Objectives (How) (Teacher or
Student)
X Cooperative Learning (Type)
X Questioning (How/Type) (Teacher or
Student)
___ Generating & Testing Hypotheses (Which of the 6
Types?)
___ Homework/Practice (How)
X Descriptive Feedback (Teacher or Student)
The Lesson
Opening: How will you connect with prior knowledge/prior experience?
Teacher will ask students if they know what the sport of basketball is, the teacher will also ask if
any students have played basketball or watched a basketball game. The teacher will proceed by
explaining the sport of basketball and what dribbling, passing, and shooting the ball. The
importance to work as a team.
Instruction/Input [include ESE & ESOL individual accommodations in each section]
• Divide the class into two groups, each group will line up on the sideline of the court on
the opposite side of the court.
• Explain that three members of each group will enter the court with one ball by group.
• Students are to dribble the ball and pass it to each other.
• Once they arrive to the opposite side of the court they will try to shoot and score the
ball.
• They will continue until all students have dribbled, passed, and shoot the basketball.
Differentiated instruction to accommodate ESE and ESOL learners will include explaining the
instructions in the student’s language, teacher will also demonstrate the skills that will be needed
to proceed in the activity. (For example: teacher will dribble the ball, pass the ball to a student
helper, and teacher will shoot the ball). The teacher will also pair ESE and ESOL students with
other students. Students with a disability will start ay half court, walk throughout the court, and
have additional time to complete the activity.
Independent Work [include ESE & ESOL individual accommodations in each section]
Throughout the independent work students will concentrate and work by themselves on how the
basic skills of basketball, they will be able to dribble and pass the ball with a partner. For ESOL
students they will be partnered with a student that would be able to help them in their spoken
language. ESE students will be accommodated based on the individualized plan.
Method(s) for monitoring behavior and student progress during instruction &
independent work:
Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton,
2022). Students will have the opportunity of answering questions of what they believe the lesson
will be about and at the end of the lesson the students will answer a question of what the learned
in the lesson. This will allow the teacher to know how much the student learned and if the
student mastered the knowledge.
Proactive Classroom Management
The teacher will give students positive verbal reinforcement, also reinforce consequences for
behavior to those students that are not participating and playing around with each other. (Pitts,
2023)
How will you assess the learning?
How will you know if the students met the objective(s)? How will you know if you were
successful or not? What evidence might you see or hear to indicate success?
The teacher will use the strategy of “limited selection” to evaluate how groups of students are
accomplishing the task and meeting the lesson objectives (Graham et al., 2020, p. 184). This
strategy allows the teacher to measure the students’ mastery of the skill by examining selected
students and assessing their skills to better provide feedback to the specific students (Graham et
al., 2020, p. 184). Assessment and evaluation will be based on participation, following
directions, and simple observation.
Closure
How will you end the lesson?
Students will reconvene as a whole class and turn and talk with their classmates and think, pair,
share as they reflect on the lesson. Students will discuss their thoughts with the class reflecting
on what strategies they used to help them successfully complete the task, what they felt their
biggest obstacles were, and how they could implement new methods to ensure future success.
Web & Other Resources (if applicable)
https://blog.shapeamerica.org/2019/02/5-tips-for-including-students-with-visual-impairments/
Name: Lesson Plan 2 Date: November 12, 2023
School: Teacher’s Name: Mrs. Cortes
Age / Grade Level: 8-9 years old / 3rd grade Subject Area: Physical Education /Health
Lesson Title: Nutrition, Health, and Physical
Activity.
Length of Time and Date(s): two classes for a
total of 30 minutes.
Are Diverse Students Present: Yes Number of LEP / ELL Students: Yes
Number of Female Students: 11 Number of Male Students: 12
Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the
standard statement): PE.3.L.3.1 Identify a moderate physical activity. HE.3.PHC.1.1 Describe
healthy behaviors that affect personal health. PE.3.C.2.1 Identify the importance of purposeful
movement and its impact on quality of performance. PE.3.C.2.5 Explain how appropriate
practice improves performance of movement skills.
Unit Title or Topic Being Taught: Nutrition,
healthy eating, and physical activity Grade Level(s): 3
Time Frame: Two class period approximately
30 minutes each class
Goal – Objective – Purpose
1. Students will know the importance of being healthy.
2. Students will know the importance of being active.
3. Students will learn that being active can also be fun.
Materials needed: paper, pencil, and crayons
Students Name: ____________________________ Date: ____________________________________
Students Number: __________________________
Physical Education:
Excellent 4
Good 3
Average 2
Needs Improvement
1
Dribbling Uses both hands,
keeps ball under
control. Keeps
head up. Student
can dribble ball
while moving.
Student dribbles
the basketball
but keeps head
looking at the
ball. Shows
good posture
while dribbling.
Student cannot
show good
posture while
dribbling.
Controls ball
fairly well, loses
passion of ball.
Student cannot
dribble the
basketball with
control while
moving. Losses
control every
few dribbles.
Passing Student passes
the ball
correctly.
Student usually
makes sure their
teammate is
ready for a pass.
Student can
mostly pass the
ball successfully.
Student
sometimes
makes sure the
pass recipient is ready for the
ball.
Student can
sometime pass
the ball. The
student does not
always know
when the
recipient is ready for the ball.
Student cannot
pass the ball
successfully.
Student cannot
get the pass to
teammate.
Shooting Student shoots
the ball
correctly.
Student is
usually
successful in
shooting.
Student can
sometimes shoot
the ball
successfully.
Student uses
both hands
instead of one.
Student can
shoot the ball
and hit the rim
most of the
times. Student
only uses one
hand for
shooting.
Student cannot
shoot the ball
successfully.
Student does not
follow through.
Mark Additional Instructional Strategies Embedded in This Lesson
X Building Background Knowledge
(How)
X Advance Organizer (Type)
__ Cues (Hint)
X Vocabulary (How/Format)
X Setting Objectives (How) (Teacher or
Student)
X Cooperative Learning (Type)
X Questioning (How/Type) (Teacher or
Student)
X Summarizing (How)
X Note-taking (How/Type)
___ Non-linguistic Representation (Type)
X Similarities & Differences (Type)
___ Generating & Testing Hypotheses (Which of the 6
Types?)
___ Homework/Practice (How)
X Descriptive Feedback (Teacher or Student)
The Lesson
Opening: How will you connect with prior knowledge/prior experience?
Teacher will ask students what they know about eating healthily and eating unhealthily. The
teacher will ask what students think, what will happen to our bodies if we eat healthily and
unhealthily and if we exercise. What activities can be done daily to maintain health?
Instruction/Input [include ESE & ESOL individual accommodations in each section]
• Pair each student and have them think out load about what they think about healthy
eating and physical activity.
• Show the students a short video about eating healthily and what physical activity a
person can do daily.
• Students will continue being in groups of two and divide their papers in two. In one
section students will draw as many items as possible they think are healthy foods are. On
the other side they will draw as many physical activities as possible they think are
healthy habits of exercise.
Differentiated instruction to accommodate ESE and ESOL learners will include pictures of
healthy foods, non-healthy foods with X’s on the picture and pictures of healthy exercise
activities. The teacher will pause the video and explain to the students by mimicking and
explaining through sign language what they are saying in the video. The teacher will also pair
ESE and ESOL students with other students. Students with a disability will have additional time
to complete the activity.
Independent Work [include ESE & ESOL individual accommodations in each section]
Students will watch a video about eating healthy and about physical activity. After watching the
video students will work in groups, they will brainstorm on the two topics. On one side of the
page students will draw healthy foods and on the other side students will focus on drawing
healthy habits of exercise. For ESOL students, teachers will pair them with high non ESOL
students, they will work together. For ESE students they will work one on one with the teacher.
Method(s) for monitoring behavior and student progress during instruction &
independent work:
Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton,
2022). Students will have the opportunity of answering questions of what they believe the lesson
will be about and at the end of the lesson the students will answer a question of what the learned
in the lesson. This will allow the teacher to know how much the student learned and if the
student mastered the knowledge.
Proactive Classroom Management
The teacher will give students positive verbal reinforcement, also reinforce consequences for
behavior to those students that are not participating and playing around with each other. (Pitts,
2023). The teacher will also establish a team point system to reward the team that works
together and provides the best results (Primary, P. T. B., 2023, September 22).
How will you assess the learning?
How will you know if the students met the objective(s)? How will you know if you were
successful or not? What evidence might you see or hear to indicate success?
The students will be assessed by giving an oral presentation of what they drew and what they
learned about the topic of healthy eating and daily physical activity.
Closure
How will you end the lesson?
The teacher will summarize the lesson and have students think about what they can do in their
daily life to make better decisions on food and daily activity. Students will be asked to go home
and talk to parents about better health and physical decisions.
Web & Other Resources (if applicable)
https://www.cpalms.org/PreviewIdea/Preview/2189#AccessPointsTab||false|0|1|false,undefined,
undefined
https://blog.gophersport.com/classroom-management-in-physical-education/
https://proudtobeprimary.com/classroom-management-ideas/
Name: Lesson Plan 3 Date:
School: Teacher’s Name: Mrs. Cortes
Age / Grade Level: 8-9 years old / 3rd grade Subject Area: Physical Education / Health
Lesson Title: Safe Walking Length of Time and Date(s): one classes for a
total of 50 minutes.
Are Diverse Students Present: Yes Number of LEP / ELL Students: Yes
Number of Female Students: 11 Number of Male Students: 12
Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the
standard statement): HE.3.CEH.3.1 Explore ways the community can prevent childhood injuries
in the school and community settings. PE.3.R.5.1 List ways to work cooperatively with peers of
differing skill levels. HE.3.R.4.2 Identify different solutions and potential outcomes when
problems arise. HE.3.PHC.4.1 Practice appropriate responses to unwanted, unsafe, and
threatening situations.
Unit Title or Topic Being Taught: Safe Walking, knowing
how to share spaces with cars. Knowing how to properly
cross the streets.
Grade Level(s): 3
Time Frame: One class period
approximately 50 minutes each class
Students Name: ____________________________ Date: ____________________________________
Students Number: __________________________
Nutrition, Health, and Physical Activity
Excellent
4
Good
3
Average
2
Needs
Improvement
1
Nutrition / Health
Several details connections
were made and thoroughly
explained.
A few detailed connections
were made and explained about
healthy food and nutrition.
Few connections were made but
proper detail and explanation of
nutrition and foods.
No connections were made and
had limited to no detail or
explanation
Physical
Activity
Three or more
physical activity
was explained in
detail and was
drawn.
Student was able
to draw and
explain two
physical activity
in details.
Only one
physical activity
was drawn and
lacked
explanation of
what kind of
physical activity
was drawn.
No physical
activity was
drawn or
explained.
Goal – Objective – Purpose
1. Students will have the opportunity to learn why people walk to places instead of using a
vehicle.
2. Students will learn to use and define proper pedestrian signs.
3. Students will be able to recognize the proper way to cross the streets as a pedestrian.
Materials needed: paper, pencil, crayons, pedestrian vocabulary words, pedestrian, and traffic
sign pictures, two pedestrian videos (teacher).
Mark Additional Instructional Strategies Embedded in This Lesson
X Building Background Knowledge
(How)
X Advance Organizer (Type)
X Cues (Hint)
X Vocabulary (How/Format)
X Setting Objectives (How) (Teacher or
Student)
X Cooperative Learning (Type)
X Questioning (How/Type) (Teacher or
Student)
X Summarizing (How)
X Note-taking (How/Type)
___ Non-linguistic Representation (Type)
___ Similarities & Differences (Type)
___ Generating & Testing Hypotheses (Which of the 6
Types?)
___ Homework/Practice (How)
X Descriptive Feedback (Teacher or Student)
The Lesson
Opening: How will you connect with prior knowledge/prior experience?
Teacher will ask students what the importance of walking to places is. Teacher will also ask
students if they have ever crossed a street. The teacher will ask the students if they have any
knowledge of what the proper way to cross the streets.
Instruction/Input [include ESE & ESOL individual accommodations in each section]
• The teacher will identify locations where pedestrians can walk to.
• The teacher will explain to the students the vocabulary words pedestrian, vehicle, and
traffic.
• The teacher will show two videos of walking safely.
• Students will demonstrate what they have learned through acting out what needs to be
done when walking on the streets.
• Students will be given a written assessment to demonstrate what they have learned.
• Teacher will take classroom to the sidewalk of the school so they can look at a real
sidewalk with working traffic lights. The teacher will explain the importance of looking
both ways and walking the correct way on the sidewalk.
Differentiated instruction to accommodate ESE and ESOL learners will include explaining the
instructions in the student’s language, teacher will also demonstrate the skills that will be needed
to proceed in the activity. The teacher will also pair ESE and ESOL students with other students.
Students with a disability will be able to be accommodated based on their individualized plan.
Independent Work [include ESE & ESOL individual accommodations in each section]
Students will watch two different videos about safe walking. After discussing what they learned
throughout the videos, students will perform a worksheet that they need to answer questions
about what they have learned. For ESOL students they will be partnered with a non-ESOL
student that can help them with questions, or the student can ask the teacher any questions. For
ESE students will work one on one with the teacher and have any accommodations in the
individualized plan.
Method(s) for monitoring behavior and student progress during instruction &
independent work:
Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton,
2022). Student will have the opportunity of answering questions of what they believe the lesson
will be about and at the end of the lesson the students will answer a question of what the learned
in the lesson. This will allow the teacher to know how much the student learned and if the
student mastered the knowledge.
Proactive Classroom Management
The teacher will give students positive verbal reinforcement, also reinforce consequences for
behavior to those students that are not participating and playing around with each other. (Pitts,
2023). Teacher will also establish a team point system to reward the team that works the
together and provides the best results (Primary, P. T. B., 2023, September 22).
How will you assess the learning?
How will you know if the students met the objective(s)? How will you know if you were
successful or not? What evidence might you see or hear to indicate success?
The students will be assessed by acting out what they have learned when they need to cross the
streets and what the signs mean. The students will also be given a written assessment where they
will have to write five important details of safe walking in full sentence form.
Closure
How will you end the lesson?
Students will come together as a class and summarize what they learned throughout the lesson
as a whole class. The teacher will also ask the students what other ways they can be safe in
crossing the streets and in our community.
Web & Other Resources (if applicable)
https://blog.shapeamerica.org/2019/02/5-tips-for-including-students-with-visual-impairments/
Students Name: ____________________________ Date: ____________________________________
Students Number: __________________________
Crossing the Streets
Excellent
4
Good
3
Average
2
Needs
Improvement
1
Participation Student works and
communicates well with other
students. Student participates in all
class discussion.
Student works well with most
students. Student participates in
most class discussion.
Student has limited
communication with other
students. Student didn’t answer
any question
when called on
for class
discussion.
Student does not work with other
students. Student refuses to
participate in class discussion.
Rules for
crossing the
streets
Student has a
clear
understanding of
what needs to be
done when
crossing the
streets. Students
understand the
when, where and
how of crossing
the street.
Student has a
good
understanding of
what needs to be
done when
crossing the
streets.
Student has
general
understanding of
what needs to be
done when
crossing the
streets.
Student does not
understand what
to do when
crossing the
streets.
Name: Lesson Plan 4 Date:
School: Teacher’s Name: Mrs. Cortes
Age / Grade Level: 8-9 years old / 3rd grade Subject Area: Health
Lesson Title: Growth and Development Length of Time and Date(s): one class for a
total of 50 minutes.
Are Diverse Students Present: Yes Number of LEP / ELL Students: Yes
Number of Female Students: 11 Number of Male Students: 12
Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the
standard statement): HE.3.CH.3.1Describe criteria for selecting health information, resources,
products, and services. HE.3.PHC.1.3 Recognize that body parts and organs work together to
form human body systems. HE.3.PHC.1.5 Demonstrate health behaviors to maintain or improve
personal health.
Unit Title or Topic Being Taught: Health – Growth and
Development Grade Level(s): 3
Time Frame: one class for 50
minutes
Goal – Objective – Purpose
1. Students will have the opportunity to learn about the different stages of life. the cycle of
life, and what factors affect growth and development.
2. Students will learn about the cycle of life.
3. Students will learn what factors may affect the growth and development of children.
Materials needed: power point, videos, paper, pencil and worksheet.
Mark Additional Instructional Strategies Embedded in This Lesson
X Building Background Knowledge
(How)
X Advance Organizer (Type)
__ Cues (Hint)
__ Vocabulary (How/Format)
X Setting Objectives (How) (Teacher or
Student)
X Cooperative Learning (Type)
X Summarizing (How)
___ Note-taking (How/Type)
___ Non-linguistic Representation (Type)
___ Similarities & Differences (Type)
___ Generating & Testing Hypotheses (Which of the 6
Types?)
___ Homework/Practice (How)
X Questioning (How/Type) (Teacher or
Student)
X Descriptive Feedback (Teacher or Student)
The Lesson
Opening: How will you connect with prior knowledge/prior experience?
The teacher will ask the class what happens when someone or something grows. The teacher
will also ask why people grow and the importance of growing.
Instruction/Input [include ESE & ESOL individual accommodations in each section]
• Students will watch a video of growth and development explaining the different stages
of human development.
• The teacher will have a class discussion about topics that were prompted in the video.
• The teacher will show a power point with the key stages of development and things
that can impact growth.
• The teacher will give a worksheet about Stages of Human Life, where students are to
do it independently.
Differentiated instruction to accommodate ESE and ESOL learners will include different
pictures labeled in both English and Spanish. Lesson will also be explained in Spanish. The
teacher will also demonstrate through nonverbal cues. The teacher will also pair ESE and ESOL
students with other students. Students with a disability will be given extra time and they will
also have one on one time with the teacher to complete the activity.
Independent Work [include ESE & ESOL individual accommodations in each section]
Throughout the independent work students will work on their worksheet. With the worksheet
students will have to demonstrate the correct stages of a human life and label the life stages
correctly. Students will also have to complete a worksheet with various questions. For ESOL
students they will be partnered with a non-ESOL student that would be able to help them in their
spoken language. ESE students will be accommodated based on the individualized plan and
work one on one with the teacher.
Method(s) for monitoring behavior and student progress during instruction &
independent work:
Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton,
2022). Students will have the opportunity of answering questions of what they believe the lesson
will be about and at the end of the lesson the students will answer a question of what the learned
in the lesson. This will allow the teacher to know how much the student learned and if the
student mastered the knowledge.
Proactive Classroom Management
The teacher will give students positive verbal reinforcement, also reinforce consequences for
behavior to those students that are not participating and playing around with each other. (Pitts,
2023)
How will you assess the learning?
How will you know if the students met the objective(s)? How will you know if you were
successful or not? What evidence might you see or hear to indicate success?
The students will be assessed by being involved in classroom discussion. Students will be
assessed by correctly demonstrating the correct cycle of development of a human and answering
questions through classroom discussion and through worksheets.
Closure
How will you end the lesson?
Teacher will collect both worksheet and teacher will have a final discussion of what the students
have learned. Students will reflect on what will happen to our development if students were to
make negative choices in life.
Web & Other Resources (if applicable)
https://blog.shapeamerica.org/2019/02/5-tips-for-including-students-with-visual-impairments/
Name: Lesson Plan 5 Date:
School: Teacher’s Name: Mrs. Cortes
Age / Grade Level: 8-9 years old / 3rd grade Subject Area: Physical Education
Lesson Title: Kickball Length of Time and Date(s): three classes for
a total of 40 minutes.
Are Diverse Students Present: Yes Number of LEP / ELL Students: Yes
Number of Female Students: 11 Number of Male Students: 12
Standard(s) that the lesson addresses (write the grade, content, indicator – ex. 5.R.2.1 and the
standard statement): PE.3.M.1.1 Apply locomotor skills in a variety of movement settings.
PE.3.C.2.5 Explain how appropriate practice improves performance of movement skills.
PE.3.M.1.2 Strike a stationary object from a stationary position using body parts so that the
object travels in the intended direction at the desired height.
Unit Title or Topic Being Taught: Proper
way to play kickball Grade Level(s): 3
Time Frame: Three class period approximately $0
minutes each class
Goal – Objective – Purpose
1. Students will be able to successfully kick a ball that is moving towards them.
2. Students will be able to catch or attempt to catch a ball that is thrown to them.
3. Students will have the opportunity to learn the basic skill of kicking a ball.
4. Students will be able to follow the rules for kickball.
Materials needed: a field (open space), 4 cones, kickball, bases
Mark Additional Instructional Strategies Embedded in This Lesson
X Building Background Knowledge
(How)
X Advance Organizer (Type)
__ Cues (Hint)
__ Vocabulary (How/Format)
X Setting Objectives (How) (Teacher or
Student)
X Cooperative Learning (Type)
X Summarizing (How)
___ Note-taking (How/Type)
___ Non-linguistic Representation (Type)
___ Similarities & Differences (Type)
___ Generating & Testing Hypotheses (Which of the 6
Types?)
___ Homework/Practice (How)
X Descriptive Feedback (Teacher or Student)
X Questioning (How/Type) (Teacher or
Student)
The Lesson
Opening: How will you connect with prior knowledge/prior experience?
The teacher will start with a whole class warm-up and discuss what kickball game is all about.
The teacher will ask the students if they have played before.
Instruction/Input [include ESE & ESOL individual accommodations in each section]
• The teacher will demonstrate the proper way to roll a ball for the opponent player to
have a chance to kick the ball.
• The teacher will demonstrate the proper way of kicking the ball.
• The teacher will demonstrate the proper way to catch a kickball.
• Teacher will divide the class into groups of 2 and students will practice how to kick,
throw, roll, and catch a kickball.
• When students master the basic skills, the teacher will divide the class in two teams,
and they will play a full game of kickball.
Differentiated instruction to accommodate ESE and ESOL learners will include explaining the
instructions in the student’s language, and through demonstration. (For example: teacher will
kick ball, throw the ball to a student helper, and teacher will attempt to catch the ball). The
teacher will also pair ESE and ESOL students with other students. Students with a disability will
be accommodated depending on their disability and have additional time to master the basic
skills.
Independent Work [include ESE & ESOL individual accommodations in each section]
Students will work in groups to master the throwing, kicking, and catching of kickball. After all
students have mastered the basic skills, the class will play a kickball game among each other.
For ESOL students they will be partnered with a non-ESOL student that speaks both languages
that would be able to guide the student in their language. For ESE students will be
accommodated based on the individualized plan.
Method(s) for monitoring behavior and student progress during instruction &
independent work:
Teacher will monitor students by providing them with an entrance and exit ticket. (Fulton,
2022). Students will have the opportunity of answering questions about what they believe the
lesson will be about and at the end of the lesson the students will answer a question of what the
learned in the lesson. This will allow the teacher to know how much the student learned and if
the student mastered the knowledge.
Proactive Classroom Management
The teacher will give students positive verbal reinforcement, also reenforce consequences for
behavior to those students that are not participating and playing around with each other. (Pitts,
2023)
How will you assess the learning?
How will you know if the students met the objective(s)? How will you know if you were
successful or not? What evidence might you see or hear to indicate success?
The students will be able to demonstrate mastery by being able to successfully play and
contribute to class wide kickball game. Also, the student’s mastery will be shown by being an
active participant in a kickball game. Students will be able to kick, throw, pass, and catch a
kickball.
Closure
How will you end the lesson?
The teacher will discuss the benefits of playing kickball. The teacher will have a class discussion
and ask random questions on how many outs do you need to get in order to switch? What are the
rules for kickball? After the discussionteacher will encourage students to play kickball with their
family members.
Web & Other Resources (if applicable)
https://blog.shapeamerica.org/2019/02/5-tips-for-including-students-with-visual-impairments/
Students Name: ____________________________
Date: ____________________________________ Students Number: __________________________
Kickball
Excellent
4
Good
3
Average
2
Needs
Improvement
1
Participation Student works and
communicates well with other
students. Student participates in all
class discussion.
Student works well with most
students. Student participates in
most class discussion.
Student has limited
communication with other
students. Student didn’t answer
any question
when called on
for class
discussion.
Student does not work with other
students. Student refuses to
participate in class discussion.
Rules of
catching,
kicking, and
throwing
Student has a
clear
understanding of
the game and id
able to play a
well-organized
game.
Student has a
good
understanding of
the game is able
to play an
organized game.
Student has
general
understanding of
the rules of the
game.
Student does not
understand the
rules of the
game.
References
Pitts, T. (2022, October 31). 7 Tips for Effective Classroom management in Physical Education.
PE Blog – Read & Discuss Current PE Topics. https://blog.gophersport.com/classroom-
management-in-physical-education/
Primary, P. T. B. (2023, September 22). Classroom Management Ideas: The Positive Teacher’s
Guide. Proud to Be Primary. https://proudtobeprimary.com/classroom-management-
ideas/
Fulton, J. (2022, June 2). How to guide and monitor student learning - Classcraft Blog. Resource
hub for schools and districts. https://www.classcraft.com/blog/monitoring-student-
learning/
Benefits of physical activity. (2023, August 1). Centers for Disease Control and
Prevention. https://www.cdc.gov/physicalactivity/basics/pa-
health/index.htm#:~:text=Regular%20physical%20activity%20is%20one,ability%20to%
20do%20everyday%20activities.
Department of Health & Human Services. (n.d.). Physical activity - it’s important. Better Health
Channel. https://www.betterhealth.vic.gov.au/health/healthyliving/physical-activity-its-
important
Pennsylvania Department of Transportation. (2015, March 27). “Walk This Way”: Pedestrian
safety for young children [Video]. YouTube. https://www.youtube.com/watch?v=-
t2oX6zQEyU
NCDOTcommunications. (2013, July 9). Let’s go walking! Lesson 1: Walking safely near
traffic [Video]. YouTube. https://www.youtube.com/watch?v=2H1iEAk-9Rg
