NAME: Kevin Mallon

TIME: 2:40-3:20
FACILITIES: of Gymnasium

DATE TAUGHT: 1/15/15

CLASS SIZE: 20
LESSON #: 4 of 4

SCHOOL: Rebecca M. Johnson

GRADE LEVEL: 4th

EQUIPMENT NEEDS (#):

10 gymnastics mats
30 beanbags
20 hotspots
LESSON FOCUS: Balance & Forward Roll
NATIONAL (NASPE) STANDARDS:
1. Demonstrates competency in a variety of motor skills and movement patterns
4. Exhibits responsible personal and social behavior that respects self and others

UNIT: Gymnastics

Massachusetts Curriculum Frameworks:

2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption
(rigid, with bent knees) to extend versatility and improve physical performance
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and nonlocomotor (twisting, balancing, extending) skills as individuals and in teams
2.7 Demonstrate responsible personal and social conduct used in physical activity settings
STUDENT PERFORMANCE OBJECTIVES: By the end of this lesson, the students should be able to:
1. (P) Demonstrate the ability to roll forwards in at least two different positions (pike, straddle, tuck,)
2. (P) Demonstrate the ability to perform four different balances in a sequence
3. (C) Identify the skill cues for balancing when asked by the teacher at the end of the lesson
4. (A) Respect themselves, classmates, and equipment throughout the entire lesson by following all of the class rules
TEACHER PERFORMANCE GOALS: During the lesson the teacher will:
1. Demonstrate activities from multiple angles to allow the students to process the skill better
2. Give out both corrective and positive specific feedback to all students throughout the lesson
3. Keep students safe at all times
REFERENCES:
National Standards & Grade Level Outcomes for Physical Education, pages 29,36
Elementary Physical Education Teaching & Assessment, Hopple, Pg. 172

TIME

SEQUENCE OF LESSON

ORGANIZATION

REFLECTION

0-2:00

Introduction
Students will enter the gymnasium and walk over to the
meeting place and take a seat in their team lines
Teacher will introduce himself as Mr. Mallon or Mr. M

2:00-4:00

Informing
Teacher will pick a Star Student for the day to help with
demonstrations and collecting equipment
Teacher will now discuss the objectives for the class
today
Teacher will review how students should not be running
or sliding in their socks today
Teacher will now have students take shoes off and
leave them at their seat
Teacher Positioning: teacher will be in front of
whiteboard facing the class

4:00-6:00

Transition
Students will be moved by their team colors to mats
that have a colored cone, which matches their teams
cone color.
Once at the mat students are to have a seat
On each mat, there are hotspots dividing the mat in
half. There should be one student on each side of the
hot spots.

6:00-10:00

Activity #1: Gymnastics Charades

Under one of the hot spots will be a bunch of index
cards with gymnastics shapes on them
The student who finds the cards will hold them up
against their chest so that the other person on their
mat can see the shape
Whatever shape they see being held up theyre to
perform
The student holding up the shape is to guess what
shape theyre performing without looking at the cards
Students will switch roles once theyve gone through
each card
Teacher Positioning: teacher will be walking around
the gymnasium giving out feedback
Checking for Understanding: teacher will ask
students what the student without the cards is to do.

10:00-19:00

Activity #2: Rolls with Gymnastics Shapes (pike, tuck,

straddle)
Students will be on the same mat they used for the
previous activities
In this activity students will be working on the forward
roll and finishing in different shapes. Students will do
one forward roll using the length of the mat. After they
roll theyre to stand up and walk back to where they
started their roll
The next student cant begin rolling until the student
who just rolled gets back
Ask students the question, Can anybody think of a
gymnastic shape that they can finish in after
completing a forward roll?
Extension: have students try to keep a bean bag
tucked under their chin while forward rolling
Extension: have students come up with a routine that
involves finishing in different shapes and jumps in
different shapes
Teacher Positioning: teacher will be walking around
the gymnasium providing feedback to students

19:00-20:00

Transition
Students will be moved by their mats over to the
demonstration mat and have a seat

20:00-33:00

Activity #3: Exploring Balances

Teacher will discuss the skill cues for balancing and
bases of support
o Tight muscles
o Stillness (pick a spot to look at)
o Count to three
Students will be on the same mats they used for the
previous activities
Teacher will ask students to explore balancing using
different bases of support (4,3,2,1) on different body
parts
Reinforce the stillness of balancing
Teacher will pinpoint students who have unique
balances
Extension: students will come up with a balance
sequence
Extension: finish balance sequence with a pose

Extension: students can add rolls to their sequence

Extension: have students balance a beanbag on body
part

33:00-34:00

Transition
Students will be called by their mat to return to the
meeting place to put their sneakers back on

34:00-38:00

Closure
Teacher Positioning: teacher will be standing in front
of the whiteboard facing the students
1. What are different types of positions you can finish in
or begin in when doing a forward roll?
a. Pike
b. Stretch
c. Straddle
d. Star
e. Tuck
2. What are the skill cues for balancing?
a. Tight muscles
b. Stillness (pick a spot to look at)
c. Count to three
Teacher will now grade students on a 1-5 scale on their
behavior. 5 being the best.

38:00-40:00

Transition
Students will be moved by their team lines and line up
on the green line to wait for their teacher. Students will
walk to the green line