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Name: Chris Colon (lead) & Bre Snyder (assist) Equipment (be specific, consider the whole lesson):
Content/Skill theme: Striking w/ Short Handled Implements 15 bean bags, 15 pickleball paddles, 15 pickleballs, plickers cards,
(Pickleball) liquid lines or court markers, 50 poly spots, exercise cards
Lesson: 2 of 6 Date/Time: 3/28/18; 9:30-
10:20am Safety (be specific, consider the whole lesson):
th
Grade: 4 Grade Class Size: 12 Students Slippery floors, paddle safety, ball safety, heads up,
“Hello fourth graders, how is everyone doing this morning? Could you all please pick up your pedometer, and stick your nametag on your
chest, and throw the trash away, and grab the plickers card that is lying under your pedometer. Everyone remembers how to hook the
pedometer up correct? Can one of you show me?(Have student show class how to put pedometer on). So remember how Ms. Bre said that we
will be teaching you for the next few weeks? Well today is my day to teach you all, and you all were so well behaved for Ms. Bre I would love
to see you all act the same way with me. Today we are going to play some more pickleball and build off of the skills we worked on last class.
Before we play anything we are going to do a quick walk and talk with a partner. So could everyone look at the person closest to you. When I
Script say go meet back to back with that person and do five jumping jacks. Go. Ok, now when I say go, you and your partner are going to walk
around the boundaries on our half and think about the two questions. When you finish your first lap you will answer the first question by
showing me your plickers card with the answer you want on the top of the sheet like this (show demonstration). After the second lap you will
do the same thing for the second question. Once you are finished with both laps and have answered both questions you can hand Ms. Bre your
plickers cards and do jumping jacks until the rest of the class is finished. Go. (managerial strategy to gain students attention). Thank you fourth
graders you did such a great job. Now we are going to play a game for a little.
Organizational Adaptations &
Student Activities Performance Cues
Time Instant activity, task development, goal orientation progressions, learning Behavior prompts; teaching Arrangement Modifications
Potential adaptations to
(min) experiences, and game-skill practice-game specifics; instructional task cues; specific feedback; Diagram showing organization of
statements; closure teacher actions student activities to meet
students; Managerial task statements
the needs of ALL students.
10 Fitness Activity Behavior Prompts Equipment for later activities Students can do
mins Instant Activity “Thank you for not will be laid out on the outside modified push-ups if
Ultimate Tag running Jose” of the boundaries in buckets. standard push-ups are
All the students are taggers. too difficult.
They will travel using various locomotor patterns. “Laydi thank you for Students will get instructions
When tagging they must tag softly and on the tagging properly on the and play the tag game inside If students can’t grasp
shoulders or upper back. shoulders and back.” the boundaries. the concept of full
If two people tag each other at the same time they body rock paper
must do full body rock paper scissors to see who the “Jason great job on those Managerial task statements: scissors they can do
winner is. push-ups.” When I say I say go we are traditional.
The person who either gets tagged or loses rock paper going to switch from a speed
scissors will do five push-ups or sit-ups or five squats Teaching Cues walk to a skip, ready go.
outside of the boundaries, they get to choose. This will “Remember we want our
allow the student to re-enter the game. bodies to stay straight on
The winner of rock paper scissors, or the person who our push-ups.”
successfully tagged a student will continue to play.
Transition to Skill Development “For our squats we want
our torso/chest to stay
tall and our weight to be
in our heels not our
toes.”
Specific Feedback
“Feteh great job going to
90 degrees on those
push-ups.”
Teacher Actions
Constant circulation on
outside of the
boundaries.
Demonstrate proper
tagging.
Demonstrate proper
exercise technique.
Script “Ok students great job during our fitness game. Now we are going to practice some more skills using the paddles. Look at the person closest to
you if you haven’t been their partner yet when I say go meet up with that person shoulder to shoulder and do five mini jumps like this
(demonstrate). Now when I say go I want the tallest person in your group to grab paddles for the two of you, the other person will grab one
beanbag. (Have students demonstrate). Just like what they did can everyone do that?
What are we grabbing if we aren’t grabbing paddles? Correct, we are grabbing one beanbag.
Go. Great job now what is the very first thing we do when we get our paddles? Correct, we put the safety strap on and twist the paddle. Now
that everyone has done that can you all show me your handshake grip on the paddle? Very good. Now when we are holding our paddle out with
our palm up what is that called? Correct, that is your forehand. And when your palm is facing the ground what is that called? Very good, that it
your backhand.
Now when I say go you and your partner are going to stand on opposite sides of the line on the poly spots on the ground. One person will start
with the beanbag on their paddle, and the other will be waiting with a flat paddle. The person with the beanbag will use an underhand toss to
toss their partner the beanbag, the partner will do their best job to stay in place and catch the beanbag using only their paddle. You will keep
doing this for a little to help build hand eye coordination and help with keeping your paddle flat and wrist stiff. If the beanbag hits the group
you and your partner will do a shoulder stretch (demonstrate stretch) for five seconds on each shoulder then you will continue to play.
What are we doing when I say go? Correct standing on opposite sides of the line on poly spots and passing the beanbag to your partner. What
happens if the beanbag hits the ground? Correct a shoulder stretch for five seconds each side. GO!
Ok fourth graders FREEZE! Thank you all very much you did a great job. Now we are going to keep our paddle and when I say go, whoever
has the beanbag could you please trade it out for a ball, one for you and one for your partner. We are going to transition into our next game
called minesweeper!”
Teacher Actions
Use proximity to mitigate
off-task behavior.
Teacher Actions
Use proximity to mitigate
off-task behavior.
“Ok fourth graders we are going to play a game called red light green light. So when I say go you all are going to line up on the other side of
the court with your ball and your paddle in hand. When you hear the words “green light go” you will balance the ball on your paddle like Ms.
Bre is doing and WALK forewords. When you hear red light stop you will stop then practice hitting the ball up. Now we are really going to try
and practice self-control, so if your ball hits the ground you will do five push-ups. If you go before I say green light go you will do five
jumping jacks. What is something that helps us have control of the ball? Correct, a flat paddle. What is one more thing that helps us have
control of the ball? Very good, a stiff wrist.
Ok fourth graders when I say go, you can line up on the far side of the court on the sideline. Go. Now what are you doing when I say green
Script light go? Correct, we are walking while we balance our ball on our paddle. And when I say red light stop what will you do then? Yes, either hit
the ball up and catch hit and repeat this or you will hit the ball up multiple times. And what happens if your ball hits the ground? Correct you
will do five push-ups, push-ups help with our self-control so that is why you will do push-ups. And if you go without hearing me say green
light go what happens? Very good, you will do five jumping jacks, did you know jumping jacks help with listening skills? Ok fourth graders
ready green light go. Red light stop. (Repeat until all students are across the finish line). Once you cross the line I want you all to do sit-ups
until everyone in your class finishes, and cheer them on. Very good fourth graders, now when I say go could I have you all put your paddles
back in the buckets where you first picked them up, and put your ball with your paddle. Once you have done that let’s meet in the middle for
our team huddle.”