PHYSICALEDUCATIONLESSONPLAN:

LineBoogie
GRADE:2nd
STANDARD:
Standard2:
Studentsdemonstrateknowledgeofmovementconcepts,principles,andstrategiesthatapplytothelearningandperformanceofphysical
activities(pg.44)
ManipulativeSkills
2.6:Identifyopportunitiestouseunderhandandoverhandmovement(throw)patterns.

NEEDEDEQUIPMENT:
4cones(forboundaries)
1beanbagper4students
Musicandplayer

LEARNINGGOAL/OUTCOME/OBJECTIVE:
Studentswillbeabletoperformspecialmovementsoflocomotorandnonlocomotorskills
Studentswillbeabletocarryoutmovementswithingroupsusingcooperationandcommunicationskills

TIME LESSONCONTENTACTIVITY TEACHINGPOINTSAND

 Describethelessoncomponentswithmuchdetailsothatanysubstituteteacher ORGANIZATION
couldteachthelessonandsothatanysupervisorcouldeasilyseewhatyouare Whatmustyoudotobeready/preplanning
planningtodo.Note:TPATasksrequirethissametypeofdescriptivewriting. toteacheachlessoncomponentpoint?
3Min. Opening/IntroductoryActivities(Whatyouwilldotogetstudentsreadytoreceiveinstructionfor Step1DuringWarmUpactivitymodelthrough
thisstandard) stretcheswithstudentsandhavethenrepeatmotions

Topreparestudentsforthisactivitywewouldbeginbydoinga3minuteWARMUP Step2Modelspecificmovementsthatwillbeusedin
exerciseSTRETCHING.Studentswouldstandinacirclewhileteachermodels lessonandgooversafetyandpropermovementto
differentlocomotorandnonlocomotormovementsandhavestudentsrepeatback. preventaccidentsorinjury

SomeSTRETCHmotionswouldinclude: Step3Prepareequipmentforactivity,creategroups
TakingDeepBreathes andhandoutmaterials.
ExhalingandInhaling
Bendingincertainangles
Calfandhipstretch

PreppingforActivity:
Placeconesina20x20boundaryactivityarea
Creategroupsof4inasinglefileline,standing1armdistanceapart
1beanbagwiththeleaderofeachline

5min Instruction/SkillDevelopment/Concept(Whatyouwilldotoinstructthestudentsonthisstandard) Step1Havematerialsreadytoplayactivity

GuidedPractice:
Theteacherwillreviewtherulesofthegametostudentsandgivethe Step2Understandinstructionsofgameinorderto
students5minutestofirstpracticerulesandseeiftheycandoit. effectivelycommunicateinstructionstostudents

Step3Preparetopotentiallymodifygameinsidethe
classroom
 TheobjectofLineBoogieistomoveyourgroupsbeanbagdownyourline
withoutdroppingit.
Eachpersonreachesoverheadandhandsthebeanbagtothepersonbehind
them.
Continueuntilitreachestheendoftheline.Thelastinlinerunsitbackto
thefront.3
Dontletgountilyoufeelthepersonbehindyouhasagoodgriponit.
Cooperationandcommunicationwillhelpyourgroupbesuccessful.
Continueboogyingthebeanbagdownthelineuntilthesignal.(Allow5
minutestopractice.)

10min EffectivePracticeActivity(Howyouwillhavestudentspracticethisstandard Step1Introducenewchallengestotheactivity

Afterstudentshavedemonstratedthattheyunderstandthesimplemovementsofgame,the
teacherthenprovidesthemwithmoreintricatechallengestoachievewiththeirteam. Step2Havewhistletosignalwhenstudentsshould
movetothenextchallenge
Nowletstryadifferentwaytopassthebeanbag.Canyoupassitbetweenyourlegs
(under)?Acarefulhandoffkeepsthebeanbagfromdropping!(Allowpracticetime.)
 Nowletstryover/under/over/under.(Allowpracticetime.)

Thistime,thelastinlineweavesinandoutofothersinyourlineontheirwaytobeing
theleader

2min Closure(Whatyouwilldotohelpstudentsrememberthisinstructionandhowtheymightkeepon Step1Blowwhistleandsignaleveryonetostop,look,
practicingindependently) andlisten,instructstudentstostopplayinggameand
gatheraround
WrapItUp

Howdidyourgroupworktogethertomakethisactivityfun? Step2Havestudentswrapupbydebriefingaboutthe
activityandtherelevanceithastotherealworld.

Debriefoncooperationandcommunicationskills.

Possibleanswer:
Thisgamemakessureweshareandtaketurns.Remembertodothesame
duringrecessandlunchbreaks

Assessment:Howwillyouassessprogressinthisstandard?(refertopagesinthePEFramework Step1Reintroducestandardanddiscussactivitythe
thatsupportyourplan) priorday,gooverthedifferenttypesofmovements
demonstratedwiththelastactivityandhavestudents
comeuptotheclassandshoweveryone
NextDay:
Canyouandyourgroupthinkofanotherwaytopassthebeanbagdownthe
line?Tryit!
Step2Havestudentsbreakoffintosame4groupsand
havethemcreatetheirownbeanbaglineusingthe
skillstaughtthedaybefore.
ClassManagement(Howyouwillmanagethisinstructionsothatallstudentslearnwell) Step1Haveclassgooveragreementsandsafety
precautionsbeforestartactivity
Teacherwillmanageinstructionbygoingoverexpectationsofgamebeforestartaswell
asgoingoveranysafetyconcerns.(ex.Stayingwithintheconeboundaries,nopushingor
bumpingoneanother). Step2Redirectstudentsasneeded
Teacherwillalsoprovideaclearattentiongetterforstudentstounderstandwhenitistime
tofreezeormoveontothenextchallenge.
etc.

ModificationsforSpecialTypesofLearners
ELD Learner: Step1Modelmovementsandhavechildrenrepeat
movements
Strengths- does well with hands on illustration of game

Weaknesses- does not work well in groups and Spanish speaker.

Step2Monitorgroupstoensurethatstudentisbeing
Your intervention or adaptation: Partner ELD learner with another student that can helpedandisworkingwellwithgroup
help translate any information that is confusing. Also, provide students practice time
before jumping into more challenging movements

Special Needs Learner:

Strengths- cooperates well with others and likes working in small groups
 Weaknesses- easily distracted and does not like to be sitting for long periods of time

Your intervention or adaptation: This activity is an interactive game that allows the
student to work collectively in a group to communicate and problem solve together.
Since the activity is predominantly moving around student should have no major
issues.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?

Planning instruction for a diverse student population in the content area of VAPA and PE can be most effective when understanding the
background of the students you teach. For example, when a teacher knows that her students love music the teacher can create lesson plans
that integrate the VAPA standards and CCSS and plan lessons that reach the students specific interest. Another lesson that I learned while
planning instruction for this lesson plan was that Math, Science and History can easily be integrated as well in the Performing Art and PE
lesson Plans. One idea that I could have used to integrate math into my PE lesson plan was to have the students count each time their
group runs the beanbag back to the front. On signal, Ill ask them a question about their scores. (Sample questions: Was your score higher or
lower than 5? Was your score lower than 10 minus 5? Was your score higher than 3+3?

What area of this instructional plan was easy to complete? The area of instruction that was the easiest to complete for this lesson was
finding the standards that went along with the specific lesson I was teaching. The standards are pretty straight forward and it was easy to
match the activity with the objective that I wanted my studen3ts to learn.
What area will you need more knowledge/skill in order to do the task well? I will need more knowledge in being able to integrate the PE
lesson plans into the other content areas. I will need to have more knowledge of the standards as a whole to be able to effectively move
through the standards with ease.