Lesson Plan

Lesson Title: Roll, Kick and Catch Grade:6 Date:12/4/1018

Subject/Strand: Physical Education Unit: Active Living Location: Hillcrest Public School Times: 12:35am-1:25 pm
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
The lesson will focus on having the students play one game using their running, dodging, throwing and rolling skills when throwing a
foam ball. Students will have to follow the rules and switch teams when they are hit until the game has finished.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Active living
A 1 Participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that
encourage lifelong participation in physical activity
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance),
according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged and
moving throughout the activity, using time effectively, being open to new activities, displaying fair play by taking turns and sharing,
listening to others, not blaming or taking advantage of others) [PS, IS] (K,T,A)

Learning Goals Discuss with students: What will I be learning today?(Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
I am learning how to participate in a wide variety of physical activities
I am learning how to play fair by going to the other team when I am hit with the ball
STEP 2: ASSESSMENT
Purpose of the lesson(indicate purpose for this lesson/assessment) [ ]FOR [x ]AS [ ]OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn?(Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can participate in a wide variety of physical activities
I can play fair by playing by the rules of both games
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Do Students following the rules of the game. Anecdotal notes
Students are throwing and rolling the ball. Checklist of the different physical activities
Participating in all parts of both games. each student participates in
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Students will have already worked on their running, throwing and dodging from previous physical education classes.
I.E.P. program implications: Accommodations, Modifications
Closer Proximity to the instructor as needed
More time during the explanation of the activity
Student with ESL can use Google translate as needed
Santi – ESL – use of Google Translate as needed
Differentiation: Content, Process, Product, Environment, Assessment
N/A
Learning Skills/Work Habits:[x ] responsibility, [x ] organization, [ ] independent work, [x ] collaboration, [ ] initiative, [x ] self-regulation

Vocabulary :( for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

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Foam ball
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Indoor shoes, shorts, t-shirts, foam balls, pylons, indoor gym with lines painted on the floor for boundaries,
clipboard and whistle for teacher

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _12:35pm-_12:45pm) (Indicate time breakdown of instructional elements)
-The students will be watching the videos that explain each game
-The teacher will show the students a video on YouTube of how
to play the game. -The students will be participating by asking questions after they
have watched the video
https://www.youtube.com/watch?v=lMiIw03CWac&list=PLqAp
WQm0obyHf3Q-17oAZDg10VZ0gQyL4&index=25 -The students might ask “What happens if I am hit with the ball?
What happens if I am the last one left? Where do I go when I am
https://www.youtube.com/watch?v=9zY2g7MY5D4&index=3&t hit with the ball for the first game? Where do I go for the second
=0s&list=PLqApWQm0obyHf3Q-17oAZDg10VZ0gQyL4 game?”

https://www.youtube.com/watch?v=_QQMwlYbru8&inde -The students will be thinking about what the rules for each game
x=98&list=PLqApWQm0obyHf3Q-17oAZDg10VZ0gQyL4 and how they can survive the longest in each game

-The students will think about the rules of the four corners dodge
-The teacher will reiterate the rules and where you must go ball game and what happens when
when you are hit with the ball

-The teacher will explain the four corners dodge ball game by
referring to the video of what happens once a team has no more
players on it

-The teacher will make sure that everyone understands the

game before leaving the room so that they have the ability to
play the video one more time if some of the students are having
a hard time understanding what to do when the class gets into
the gym.

Action: During /Working on it(time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: __12:45pm_-1:20pm (Indicate time breakdown of instructional elements)
-The students will thinking about the videos that were shown in
-The teacher will go over the first game and demonstrate where the classroom
the boundaries are and where to go when you are hit with the
ball. -The students will think about what the rules are and where the
boundaries are
-The teacher will show the students how to throw and dodge the
ball ensuring students throw the ball at the students below the -The students will think about where to hit the other students with
shoulders.

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 the ball to ensure the game is safe for everyone that is
-The students will begin playing the first game participating

-The teacher will use the checklist on their clipboard to ensure -The students will use their dodging, agility, running and throwing
students are meeting the success criteria, learning goals, skills during both games
used and anecdotal notes

-The teacher will blow the game down as needed. -The students will be thinking about being a good teammate, being
fair and changing teams when they are hit.
-Once the game only has one person left they are the winner
-The students will working with other students and will not take
-The teacher will start another game and continue to monitor advantage of them while being fair.
and use their clipboard

-The teacher will play the game with the class 3 -4 times and
then switch to the next activity

- The teacher will go over the second game and demonstrate

where the boundaries are and what happens when one team is
eliminated

-The teacher will also show how to throw the ball properly

-The teacher will monitor the students as the participate in the

activity and make anecdotal notes/use checklist on their
clipboard

Consolidation & Connection (Reflect and Connect)(5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: _1:20pm- 1:25pm_ (Indicate time breakdown of instructional elements)
-The students will participate in the discussion
-The teacher will ask the students what skills they had to focus
on for each of the activities -The students will think about what skills they had to focus on for
each of the activities
-The teacher will ask the class where they think that they can
improve their skills for next time.
- The students will reflect on what skills they can improve for next
-The teacher will ask the students if they feel that they all time.
participated in the activities the best that they could have.
-The students will think about how well they participated in both
-The teacher will ask the class how well the thought they did at of the activities.
playing fair and by the rules
-The students will think about how well the thought they did at
playing fair and by the rules

Extension Activities/Next Steps (where will this lesson lead to next)

Having the students participate in more than two different activities during the next lesson period for physical education. The activity
will focus on skills that were not used in this lesson (catching, etc)

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.

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Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?

Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?
Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?

September 2018