Mark Banasiak Date: 11/14/12 Grade/Classes: 2 nd Grade (2 Homerooms) Skill/Focus: Striking with a paddle

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1 Banasiak 1 Mark Banasiak Date: 11/14/12 Grade/Classes: 2 nd Grade (2 Homerooms) Skill/Focus: Striking with a paddle Part I. Fitness (14-16 Minutes): Objective: The students will work on the various components of physical fitness through interval jogging, animal movements, fitness exercises, and the sharing of a health tip. 1. I can spend minutes exercising! (State PE Standard 4.2.1) 2. I can increase my heart rate! (State PE Standard 4.2.5) 3. I can work on four components of physical fitness (muscular strength, muscular endurance, flexibility, and cardiorespiratory endurance)! (State PE Standard 4.1.4) 4. I can learn a health tip! (State PE Standard 4.1.4) Equipment: I will set up the ipod, stereo, and microphone prior to class. I will place my clipboard (it has my list of health tips and Skill Progression Sheet) and stopwatch on the cart in the middle of the gym. Colleague: As the class begins, 1 teacher will let the students in (the students will immediately start skipping) as I control the music and prepare to receive the 2 classes. As we move through the fitness section of this plan, both will spread out to monitor and encourage the students. Classroom Management: The floor markings will be used to identify the jogging track (the area between the solid black line and the broken black line). We will also utilize the paw prints during the Paw Print Fitness. The students will sit in/near the orange four square court during the health tip. Prior Knowledge: This section of our class is a daily routine; therefore, transitions should occur with minimal explanation and disruption. : The teachers will monitor students (general observation) as they are participating to ensure proper execution. Feedback: The teachers will provide feedback (encouragement as well as redirection) based on previously set expectations. Thinking: The students will: select their own exercise to lead. (Note: They have previously been given safety parameters to help guide their selection.) discuss places that the students enjoy going on a walk/hike. Lesson: Walk/Jog (5 minutes) heart rate 1. TSW enter the gym and begin skipping around the track. 2. TSW participate in interval jogging and walking as directed by the teacher. After about 1-2 minutes of skipping, simply state, Boys step over and the girls can slow jog. After 30 seconds then call out, Boys! and they will switch. Repeat this process a handful of times. When done, simply state, Everybody walk and they will do so for a cool down.

2 Banasiak 2 Animal Movements (1-2 minutes) muscular strength (upper body) 1. TSW execute 1-2 animal movements that require the arms to support partial body weight. As they are walking and cooling down, simply state, Feet first crab walk. Let them do this for about 30 seconds. Then state, Walk and they will do so. After about 30 seconds, state, The seal walk. After 30 seconds state, Walk and let them cool down. Paw Print Fitness (4 minutes) muscular strength, flexibility, and heart rate 1. TSW lead their classmates in an exercise. 2. TSW will follow a classmate who leads them in exercising. As they are walking and cooling down, simply state, Head to your paw prints and follow your leader. They will mimic whatever exercise their line leader is doing. State, Switch about every 30 seconds. At that point, the leader will move to the end of the line, everyone will move up one spot, and the next person will be the leader. After 4 or so minutes, then tell them to, Meet me at the stage. The students will sit in/near the orange four square court. Health/Safety/Fitness/Nutrition Tip of the Day (4-5 minutes) 1. TSW will learn a health tip. o Today we will talk about going on a walk/hike. My family loves to go on a walk in the evening around the neighborhood or on a hike at a park. Please turn to your neighbor and tell them your favorite place to go on a walk/hike. Let them turn and share with their neighbors. Make sure that everyone is a group of 2-3 persons. You can get the students attention and ready to share out by stating, Somebody, raise your hand and tell me your partner s name and what they said was their favorite place to go on a walk/hike. Call and 2-3 people who have their hand up and 2-3 people who do not have their hand up. Each person will tell you their partner s name and what they said. Going on a walk with your family is a great way to spend time together, spend time outside, and exercise! Part II. Striking With A Paddle (22 Minutes): Objective: The main objective is for each student to successfully execute a drop, hit, bounce, catch with a ping- pong ball and a paddle. To support this objective, we will work on paddle control by balancing objects as well as practicing bouncing and catching a ping- pong ball. The broader objective also encompasses providing opportunities for each student to: work on assigned tasks individually or with others in a productive manner (State PE Standard 5.2.2) use concepts and knowledge of critical elements to provide corrective feedback to others (State PE Standard 2.3.2) 1. I can balance an object on a paddle! (State PE Standard 2.2.2) 2. I can strike a ping- pong ball with a paddle! (State PE Standard 2.2.2)

3 Banasiak 3 Clear Target(s): At the conclusion of the health tip, I will state, Today we are going to continue to work on striking. We will work on balancing objects on our paddles as well as striking a ping pong ball. Please note that a more specific target is communicated during the discussion of the skill as well as immediately prior to any assessment that is given (e.g., If we see you execute a 3- alligator balance while standing, you will get to Equipment: We will use 1 paddle, koosh ball, small rubber ball, and ping- pong ball for each student. The koosh balls will be located in the middle of the gym. All paddles will be divided into 4 crates that are spread out around the gym. Each crate will have a bucket of ping- pong balls nearby. The small rubber balls will be divided into two buckets (1 for each teacher to carry around). Colleague: As this section of the lesson begins, both teachers will monitor the large group during our discussion. During the striking lesson, both will spread out to monitor and encourage the students. Classroom Management: We will utilize the red, orange, and black four- square courts to help spread the students out while practicing the balance progression. As each student earns the enrichment balance activities, we will utilize their fitness spots (yellow dots on broken black lines and the orange letters/blue numbers around the outside of the solid black line). We will also use the black circles during demonstrations. The teachers will divide the gym during the individual assessments based on the wall labels (East/West). Prior Knowledge: This is day #3 in our unit. Day #1 and #2 included basic instruction in striking an object (balloon) with a hand as well as with a paddle. The students also learned about the forehand grip, the backhand grip, and how to care for a paddle. Everyone progressed through a series of individual, partner, and multiple partner activities and is ready to begin working towards striking a ping- pong ball. : We will execute a variety of assessments during the striking lesson. Note: having the students to stand, change equipment, or move to another area as part of the assessment helps the teacher identify who has already progressed and who needs additional help. Self- /Progression: The students will work themselves through two different self- progressions while practicing the balancing activities. They will self- progress from kneeling to standing while balancing a koosh ball and the small rubber ball. If they can execute a 3- alligator balance while kneeling, then they may progress to standing. Individual : o Each student will be individually assessed as they work to master balancing an object while standing. If they can execute a 3- alligator balance while standing with a koosh ball, then they will earn a small rubber ball to balance while kneeling. If they can execute a 3- alligator balance while standing with a small rubber ball, then they will earn the chance to move to their fitness spot and perform some enrichment activities (balance while turning in a circle, on 1 foot, or changing levels). Note: moving those who have the balance under control to the enrichment activities will allow the others additional time to practice and receive feedback from the teachers.

4 Banasiak 4 o Each student will be individually assessed as they work to master the Drop, Hit, Bounce, Catch (DHBC) while kneeling. If they can execute the DHBC while kneeling, then they will be progressed to the DHBC while standing. Note: Some students may struggle with the catch. If so, the main skill is striking the ball up so that it could be easily caught. If after several attempts the ball is struck correctly yet the student simply cannot catch the ball, then go ahead and progress them. General Observation: The teacher will use general observation to monitor the students as they participate in the self- assessments as well as while they practice the Drop, Bounce, Catch with the ping- pong ball. They will provide encouragement and feedback as they monitor. Student of the Teacher s Example/Non- Example: The student s will be asked to rate the two non- examples and one example given of how to execute the DHBC. They will be asked to give a thumbs up or a thumbs down. Feedback: The teachers will provide feedback (encouragement as well as redirection) based on the critical elements and common mistakes of the skill they are practicing that are listed in the skill progression. Thinking: The students will: predict what will happen to the ball if the paddle is turned (when balancing and striking). rate the teacher s performance during a demonstration. have to decide which way to manipulate the paddle to help keep the ball balanced. Lesson: Introduction (1-2 minutes): The students will be introduced to what skills we will be practicing today (balancing and object on the paddle and striking a ping- pong ball). They will also be reminded of what we practiced during the previous class (individual, partner, and multiple partner striking with a balloon). Transition: (1-2 minutes): The boys will be instructed to get a koosh ball and then a paddle; whereas, the girls will be instructed to get a paddle and then a koosh ball. All students should then move to the corner of a red, orange, or black four- square court, have a seat, and place their equipment on the floor. Instruction (19 minutes): All students will begin to follow the following skills progression for balancing and striking an object. The progression outlines sequential steps of practicing the skills. As we move through this progression, we will use the various forms of assessment as outlined above. While the students are practicing, we will each take a section to monitor in order to provide feedback (East/West side of gym). (Please see the progression on the next page)

5 Banasiak 5 General Observation & Self- Individual General Observation Student Of the Teacher Individual Continuously balance an object on a ping- pong paddle - TSW: balance a koosh ball while kneeling. balance a koosh ball while standing. balance a small rubber ball while kneeling. discuss the effect of moving/tilting the paddle. Note: The students will be called together for this discussion. The teacher will allow the students to predict what will happen if the paddle is tilted and then will demonstrate what actually happens if the paddle is tilted when balancing. balance a small rubber ball while standing. **Enrichment** balance a small rubber ball while turning in a circle, standing on one foot, or while changing levels. Strike a ping pong ball while on their knees/standing - TSW: discuss how to care for the ping- pong ball (do not smash, carefully pick up). Note: The students will be called together for this discussion. The teacher will also demonstrate the next skill to practice ( Drop, Bounce, Catch ). The students will get a ping pong ball on their way back to their fitness spot. practice the Drop, Bounce, Catch while on their knees. discuss how to execute the Drop, Hit, Bounce, Catch (DHBC). Note: The students will be called together for this discussion. The teacher will discuss the critical elements (hold ball out and drop, forehand grip, strike with medium force, catch). discuss the effect of moving/tilting the paddle while striking. Note: The students will be reminded of their previous discussion and allowed to predict what will happen if the paddle is tilted when executing the DHBC. The teacher will then demonstrate what actually happens if the paddle is tilted when striking. discuss some common mistakes of the DHBC (non- examples). Note: The teacher will execute two non- examples (hit to high, drop to low) and one correct example of the DHBC. The students will rate the examples with a thumbs up or a thumbs down. execute the DHBC while kneeling. execute the DHBC while standing. Data: At the end of the class, I will record where we stopped on my Skill Progression Sheet as well as the names of those students who were still executing the DHBC while kneeling. Part III. Closure/Clean- Up/Line- Up (2 Minutes): Closure: At the end of the lesson, I will sit every one down in order to: review what we accomplished today (balancing an object on our paddle and executing the DHBC) preview Friday s lesson (execute multiple hits and striking with a partner). Classroom Management: The floor markings will be used to identify our seating chart (paw prints) and the line- up lines.

6 Banasiak 6 Prior Knowledge: This section of our class is a daily routine; therefore, transitions should occur with minimal explanation and disruption. Clean- Up: At the conclusion of the class, the students will help clean up the equipment we used as the other teacher gets the class ready for the kindergarten lesson. Line- Up: The students will be asked to return to their paw prints (they are allowed to talk until our line- up procedure begins). Once the majority of the students are at their designated paw print, I will state: 1. Quietly stand (at this point I will remind them of our line- up expectations) 2. Walk to your leader 3. Leaders take them to the door When all are at the door, I will ask my door holders to open the door and begin to let the students leave the gym. I usually give high fives as they leave if it they have earned their ticket and encourage them to play outside. At this time, I will communicate any pertinent information to the classroom teachers. Progression Developed By: Sango Elementary School Physical Education Department References: Newgy National Schools Program, Balloon Play, and other best practices observed over our combined years of teaching.

Fitness assessments should not be used as to evaluate teacher effectiveness or for determining grades for students. THE FOUR PART LESSON FORMAT:

Fitness assessments should not be used as to evaluate teacher effectiveness or for determining grades for students. THE FOUR PART LESSON FORMAT: Solving Fitness Mysteries is a collection of activities that designed to motivate, challenge, and get students excited about fitness. Students will learn the F.I.T.T. principle and to address the difference