Physical Education. How to teach soccer juggling?
Maga-1100
lesson_guide_pe_315_1.docNAU Physical Educators
Lesson Plan Guide
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Instructor: i.e: Ms. Peppy, Mountainside Elem. School Activity: i.e: Striking with long handled implements Situation: i.e: 25, 4th graders / Outdoor Class Equipment Needed: i.e: 10 cones, 25 jump ropes, 6 soccer balls, 10 plastic bats, 20 tee’s. Objectives: Include behavior, condition and criteria Standard 1: For PE 315, YOU ONLY WRITE ONE OBJECTIVE for standard 1 & one for standard 2. Standard 2: Standard 3-5 (choose one standard and write one objective for that standard): Example: Standard 1: Students will strike a ball of their choice off of a tee using a plastic bat, making the ball travel at least 10 feet in the air before it hits the ground. Standard 2: Students will write on an exit slip at least one of the following cues for striking with a long handled implement; side to target, elbow up, transfer weight, or step. |
Initial Set-up/Organization: Create a diagram of what your gym/teaching area will look like at the beginning of the lesson:
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Instant Activity (Energizer):
Get the children moving! Provide a few minutes of vigorous activity before beginning instruction. Keep it short and simple! Get the wiggles out, and this does not have to reinforce the lesson content.
Set Induction: Focus on what you specifically want them to learn. Include scaffolding (transfer), purpose and motivation (attention getter).
Content Development: (Number of tasks will depend on the lesson and objectives)
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Informing Task |
Extensions |
Cues |
Challenges |
Organization/Transition |
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Provide students with information about the task. Ie. “Throw the ball at a target on the wall.” Identify specific GLSP for each task, abbreviate. E.G. Precontrol = (PC) |
If appropriate for task) Makes the task easier or harder to match the developmental level of the child/ren. Harder- i.e. Move farther from the target Easier- i.e. Move closer to the target |
List cues appropriate for improving skill with this task. WHEN GIVING INSTRUCTION, FOCUS ON ONLY ONE CUE! E.G., . Elbow up, throw in front of moving target! |
(If appropriate for task) Provide a challenge to the children to maintain their interest in the task until it is internalized. i.e.” How many times can you jump rope in 1 minute?, can you spell your name by saying a letter every time the ball touches the ground” |
How are your students organized in space? General space, self-space, cones spread throughout general space etc…feel free to draw pictures. |
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Informing task 2 |
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Informing task 3 – 8 (include at least 8). |
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Closure: 2-3 Minutes Quickly review the key points of the lesson that were emphasized throughout the class.
Provides evidence of learning from students
Ask students to SHOW understanding whenever possible
Gives teacher knowledge of results
Reflections: Complete after the lesson has been taught. Were the lesson objectives met?
What modifications would you make the next time you teach this lesson? What will you focus on the next time you teach this class of students (classroom management, strategy for high maintenance students, instructional approach, etc.) ?
FYI, the National Standards are:
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
