Arizona State University

Mary Lou Fulton Teachers College

Physical Education Program - Lesson Plan Template
Teacher: Mr. Rasavong, Boulina, S.
Grade(s): 2nd Grade
NASPE Content Standard(s) targeted (LIST ONLY THOSE YOU TARGET IN THE
LESSON):
Standards 1, 2, 3, 4, 5, 6
Lesson Objectives (Explicit, observable):
By the end of the lesson students will be able to learn:
o Execution of variations for turning, twisting, curling, rocking, stretching, relaxing, and
tension.
o Understand the differences of turning, twisting, curling, etc.
o The benefits of turning, twisting, curling, etc.
Organization Student (individual, partners, 3's, groups of?):
Students will be partnered with one other person during introduction
Students will be on their own during fitness
Students will be on their own during lesson, except during bean bag portion
Students will be paired up during bean bag portion
All students will be on one side of room lined up for game portion.
Informal and Formal Assessment/Evidence of Mastery (Include a variety of methods of checking
for understanding & creating a record of student performance): (REMEMBER THAT FORMAL
MEANS YOU END UP WITH A PERMANENT RECORD OF STUDENT PREFORMANCE T
LESSONS END!
Ask class what are the different motions of turning, twisting, curling, etc. To be correct, the
class must answer with techniques explained during introduction of lessons.
Ask for a demonstration of turning, twisting, curling, etc.
Key vocabulary targeted: (CCR)

Twisting
Turning
Rocking
Curling
Stretching
Tension
Relaxation
Eye & hand coordination

Needed equipment and Set-up:

Cones with fitness signs

Music
Bean Bags

WHAT WILL YOU DO TO ENCOURAGE PA BEYOND THE LESSON?

Practice at home or recess. Create your own variations of turning, twisting, curling, etc.
CLASS MANAGEMENT:
Student grouping mgmt.:

(Lesson Portion) Students will be scattered in their own space during skill portion.
(Lesson Portion) Students will be paired with a partner during some of skill portion.

Equipment mgmt.:
(Lesson portion) Bean bags will be placed around the perimeter of the classroom.
(Fitness Portion) Fitness cones and signs will be placed in a square formation in middle of
class.
Mgmt. routines:
(Intro Portion) Move and Freeze 3X before intro.
(Fitness Portion) Move clockwise. After 30 seconds, pause for a challenging fitness activity.
Behavior mgmt.:
Public praise
Silent warning of deviant behavior (only when others are not watching and engaged in an
activity)
Time out after silent warning.
o Follow DPE protocol for time out.
CONTENT SEQUENCE:
Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real
life)
Today we will work on turning, twisting, curling, etc. today.
Introductory Activity/Warm-up segment:
Popcorn:
o Pair up students
o One student in push up (popcorn) position, other in standing near partner.
o Standing student moves around and/or over student in push up position.
o Student in push up position pops up & down after each time they have been moved
over by.
o Switch roles.
Fitness segment:
4-Corners:
o As each student passes a sign, they will do that activity or motion until they reach next
sign.
o Move in clockwise direction.
o After 30 seconds, pause to execute a fitness challenge as a group.
Skill Development content:
Movement skills #7 (twisting, turning, rocking, curling, tension, stretching, and choice of
skill).
o Variations of each skill and concepts.
o Bean bag, choice of teacher to improve skill
Variations of skill activities
Game Content:
Midnight:
o All students will line up on one side of room.

o A Fox will chase kids once Midnight is called out.

o Students will ask what time is it Mr. Fox?
o Mr. Fox will respond with any #-oclock = # of steps, for example: 7 oclock = 7
steps.
Feedback Statements: (specific positive and corrective)
(Positive): Good job twisting your upper body.
(Corrective): Good job twisting your upper body, but next time lets try to keep our feet in
one place to really feel the twist.
Closure/Lesson Summary:
By raising your hand, can anyone talk me through the differences between turning, twisting,
curling, etc.?
By raising your hand, can anyone tell me what was challenging during the turning, twisting,
curling, etc. lesson and what can we do to improve from those challenges?
Lesson Extension:

Follow some sport games on TV and observe the athletes when they are turning, twisting,
curling, etc. and why they are moving that way.