Department of Health, Exercise and Sport Sciences Sport Pedagogy Lesson Plan Template (Elementary and Middle School)

Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15
Department of Health, Exercise and Sport Sciences

Sport Pedagogy Lesson Plan Template (Elementary and Middle School)
Teacher: La-Toya Harris
Background Information
Date: 09 November 2015
School: Cleveland Elementary
Grade Level: 4th and 5th grade
Lesson Focus: Skill Themes: Badminton Control
# Of students: 20 students
Equipment and Facilities: 20 medium sized rackets,

and 20 shuttles. The activity will be conducted on the
blacktop.
Safety Considerations: The teacher will conduct the

activity in a quality learning environment. All
equipment used will be age appropriate and placed
in a safe manner to reduce the risk of any injuries.
Each student will be spaced out accordingly to help
prevent any conflict or injuries. The teacher will
verbally review the rules and expectations before the
start of the activity. Before the start of class, the
teacher will have knowledge of any health related
issues the students may have, which will be provided
by the school. If an emergency occur, the teacher will
remain calm while transporting the students to a safe
environment or shelter, based on the situation. If a
student is injured, the teacher will stop the activity
and have the students seated away from the injured
student while the teacher notifies the proper
authorities of the childs injuries. Each student will
be aware of the teachers signals (whistle). All
equipment will be placed on the ground/ floor while
the teacher is providing instructions and the students
hands will be placed on or above their heads.
Lesson Specifics
Behavioral Contingencies: The activities will begin
Previously Learned Skills: Students should be able to
and end on the teachers cue (whistle). Students will
balance themselves in an upright position. Students
be given two warnings before having to sit out
should have some sense of direction of how to aim an
quietly on the green bench for not following
object in the direction of their partner while using
directions, misbehaving, or any behavior that is not
locomotor skills and manipulative skills. Students
allowed in Tiger Pride. The student will sit out for the will need to have worked on team building skills and
remainder of the activity. If a fight occurs, an adult
communication.
1
supervisor will be called to detain the students who

were engaged in the altercation. The rest of the
students will be seated out the way of harm until the
situation has been resolved.
Teaching Strategy: I will start the lesson using the
command style teaching strategy. The instruction will
be provided by using an interactive approach and
verbal cues to assist the students in understanding
the techniques that will be used during the activities.
Academic Language: The key terms use will be under

hand and overhead pass, shake hand grip, follow
through, strike, and shuttle.
Psychomotor (P): SWBAT demonstrate the COTS for the underhand and overhead pass with
80 % accuracy
Student
Objectives:
Cognitive (C): SWBAT recognize and recite the COTS of the underhand and overhead pass
while identifying and demonstrating positive behaviors and self-confidence 85% of the time.
H-R Fitness (H): SWBAT maintain MVPA of 50% while participating regularly in physical
activity to develop components and fitness and motor abilities 90% of the time.
Objectives contain: A (audience), B (behavior), C (condition), and D (degree)
CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

I. Demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
II. Demonstrate knowledge of movement concepts, principles and strategies that apply to the learning and
performance of physical activities.
III. Assess and maintain a level of physical fitness to improve health and performance.
IV. Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and
performance.
V. Demonstrate and utilize knowledge of psychological and sociological concepts, principles and strategies that
apply to the learning and performance of physical activity.
NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:
1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical
activities.
2. Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
3. Demonstrates the knowledge skills to achieve and maintain a health-enhancing level of physical activity and
fitness.
4. Exhibits responsible personal and social behavior that respects self and others.
5. Values physical activity for health, enjoyment, challenge, self- expression, and/or social interaction.
Describe the pre-class arrangement

Teacher: La-Toya Harris
Students: 20 Students
Equipment: 40 Polly spots, 5 Plastic Bats, 6 colorful rag balls, 2 batting t-ball sets, 2 woofle balls.
Diagram the pre-class arrangement
polly spots (start line)
(Turn around point)
Time
5
minute
s
Content Development
Instant Activity:
Good afternoon class! I need everyone
on your feet. Were going to play hot
Management
(Illustration of
formations)
Diagram Instant
Activity
3
a) Goal Orientation for each

task
The content standards
addressed will be CA standard
I and NASPE standard 1. This
Time
30
second
s
Content Development
potato. When the music stops or the

teacher says freeze and you still have the
shuttle/ birdie, you owe me 5 fantastic
jumping jacks (the teacher will provide
each student with a racket, the teacher
will give one student the shuttle/ birdie
to begin the game). Ready? Let play!
Transition
On the teachers cue, students will place
all equipment on the ground behind them
while seated on the white base line.
Management
(Illustration of
formations)

task
activity will provide each
student with the ability to
demonstrate motor skills and
movement patterns that are
needed to perform physical
activities.
N/A
N/A
Set Induction:
Good afternoon class. This week we will
conduct our badminton unit. Today you
will work on maintaining control of the
shuttle/ birdie
Purpose:
The purpose of controlling your birdie/
shuttle is to be able to direct it towards
the area of your choice while not losing
focus or contact of the shuttle/ birdie.
Start/Stop Signals: To
gain students attention,
I will blow the whistle
and they will put the
equipment down and
place their hands on
their heads, with all
eyes on me.
This activity will address CA

content standards I and IV and
NASPE content standards 1, 2,
and 4. Each student will gain
knowledge of the COTS while
demonstrating motor skills
and movement pattern. They
will exhibit personal and
social behavior while working
with a partner.
30
second
s
Transition
On the teachers cue, the students will be
asked to stand and find an open space.
N/A
N/A
8
minute
s
Lesson Core - Task 1 Practice:

Each student will be provided with a
racket and a shuttle/birdie. They will be
asked to find their own space on the
basketball courts on the blacktop. The
teacher will have the students to practice
the COTS for maintaining control of the
Diagram Task 1

1
minute
Grouping Strategies:
The students will
work as 5 teams of 4.
On the teachers cue,
they will be given 5
seconds to find a
polly spot and stand
on it.
Time
Content Development
Management
(Illustration of
formations)
shuttle/ birdie.

with a partner.
Demonstration Plan:
The teacher will pinpoint one student to
demonstrate the skills that will be
conducted at each station.
Teaching Cues for Task 1:

Forehand Grip:
Shake Hands Grip
Make a V
Trigger Finger
Pass:
Cock Wrist
Steady
Stay Under Shuttle/
Birdie
Common Errors Task 1:
1. Holding racket with 2 hands
2. Hitting the shuttle/ birdie
over their heads
Questions to Check Understanding

How do you hold the racket?
Shake hand grip, Make a V, and Trigger
Finger.
What is the purpose of this activity? To
maintain control.
1
minute
8
minute
s
Transition: Students will be told on the

teachers cue to find a polly spot and
stand on it.
Lesson Core - Task 2 Stations:
Students will be placed in 5 groups
of 4. On the teachers cue, the first
person in each line will race to the
cones and back, while trying to
keep the shuttle/ birdie up
(maintain control). Once the person
reaches their partner, the next
person in line may go. The team
with all the members to complete
the task first wins the race. This
may be conducted more than once
if time is permitted.

task
N/A
N/A
Diagram Task 2

as a team.
Start line
Teaching Cues for Task 2:

Forehand Grip:
Shake Hands Grip
Make a V
Trigger Finger
Pass:
Demonstration Plan:
The teacher will pinpoint a student and
ET to demonstrate.
5
Time
Content Development
Management
(Illustration of
formations)
Questions to Check Understanding

How do you hold the racket?
Shake hand grip, Make a V, and Trigger
Finger.
What is the purpose of this activity? To
maintain control.
Transition: On the teachers cue, the

students will place all equipment in the
equipment bag and have a set on the
home base white line quietly, waiting for
further instructions.
5
minute
s
CLOSURE:
Review: Great job today class!
Can someone refresh my memory and
tell me the COTS for the forehand grip?
Shake Hands Grip, Make a V, and
Trigger Finger. What are the COTS for
the pass? Cock Wrist, Steady, and Stay
Under Shuttle/ Birdie. Tomorrow Ms.
Lauren will teach you how to serve
during a small game of 4 square. Tiger
Pride on your feet. Ready! Tiger Pride!
Cock Wrist
Steady
Stay Under Shuttle/
Birdie
Common Errors Task 2:

1. Students running with the
racket and birdie in hand
2. Students not using the
COTS correctly.
Adaptations
If the activity is too hard, I will have
everyone come back to the starting
phase and practice the COTS verbally
and through peer/ teacher
demonstrations. If the stations are too
easy I will have the students to increase
the distance and give students a time
limit to complete the race.
1
minute

task
N/A
N/A
Diagram The
Closure
X
X
X
X
X
X
X
X
X
X
X
X
6
X (teacher)
N/A
Time
Content Development
Management
(Illustration of
formations)

task
X
X
ASSESSMENT TECHNIQUES: While students are demonstrating the softball COTS within their groups and
stations, the teacher will assess the students techniques using a formal assessment. The group who is spotted
doing the technique correctly will be used as a demonstration.

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Department of Health, Exercise and Sport Sciences Sport Pedagogy Lesson Plan Template (Elementary and Middle School)

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Sport Pedagogy Elementary and Middle School Lesson Plan Template updated 5/14/15

Department of Health, Exercise and Sport Sciences

Teacher: La-Toya Harris

School: Cleveland Elementary

Grade Level: 4th and 5th grade

Lesson Focus: Skill Themes: Badminton Control

Equipment and Facilities: 20 medium sized rackets,

Safety Considerations: The teacher will conduct the

supervisor will be called to detain the students who

Academic Language: The key terms use will be under

CALIFORNIA PHYSICAL EDUCATION MODEL CONTENT STANDARDS:

NASPE PHYSICAL EDUCATION CONTENT STANDARDS a physically literate person:

Describe the pre-class arrangement

Diagram the pre-class arrangement

polly spots (start line)

(Turn around point)

a) Goal Orientation for each

potato. When the music stops or the

a) Goal Orientation for each

This activity will address CA

Lesson Core - Task 1 Practice:

This activity will address CA

will exhibit personal and

Teaching Cues for Task 1:

Questions to Check Understanding

Transition: Students will be told on the

a) Goal Orientation for each

This activity will address CA

Teaching Cues for Task 2:

Questions to Check Understanding

Transition: On the teachers cue, the

Common Errors Task 2:

a) Goal Orientation for each

a) Goal Orientation for each

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