Tennessee Wesleyan College

Lesson Plan (With P.E. Specific Additions)

Teachers Name: Dakota Stanley, Cayla Knight
Sharks and Minnows
Subject/Grade:
P.E. K-6_
2016
Class Period:

Lesson Title:
Date:

Modified
April 18,

__________________

Standard(s): Identify what you want to teach. Reference State, Common Core (if applicable), ACT
College Readiness Standards and/or State Competencies.

1.1.1 perform developmentally appropriate teacher designed games using a variety of locomotor,
non-locomotor and manipulative skills
1.2.2 apply basic skills in game-like situations
4.1.1 sustain moderate to vigorous physical activity for longer periods of time
5.1.1 identify appropriate rules, procedures, and safe practices for selected activities
6.2.5 enjoy participation in group activities

Big Idea(s)/Essential Question(s): What question(s), big idea(s), and/or goals drive your
instruction?

What strategies can the students use to win?

How will the students adapt to the changing rules?
Academic Language-- Strategy, running, jogging, dodging, strategy
Concepts-- 1. Learn offense and defense strategies; 2. Stay within the boundaries of the
game; 3. Follow the safety rules laid out by the instructor; 4. Use jogging and dodging skills
throughout the game
Skills Running, jogging, doding, strategy
Applications Students will use their skills to successfully play the game.
Lesson Objective(s): Clear, specific, and measurable.
1. Students will use their skills to play the game with good sportsmanship and a positive
attitude.
2. Students will use their dodging skills to not be tagged.
3. Students will be accountable for following the rules.
4. Students will stay within the given boundaries throughout the game.
Assessment/Evaluation: Formative: Student demonstration of current lesson objective(s).

Summative: The teacher will observe each students participation and ability to run and dodge in
this game. Their sportsmanship will also be evaluated. The teacher may grade the students on these
skills or simply observe.
Formal/Informal: Statements made as to what type of assessment you will use to gather student
data.

The teacher will be looking for good sportsmanship, the ability to run/jog for the entirety of
the game, and dodge those who are tagging.

Instructional Strategies/Activities:

Coaching Cues:

Students will be asked to take a lap around the gym to warm-up. The Stay in the
taggers will then be chosen. The game will be further explained.
boundaries.
Students will be told they are trying to get away from the taggers. They
will be shown the four yoga mats placed on four sides of the gym. (This
activity will take up half of the gym.) These mats will be the safe area
for those who have not been tagged yet. When the students are on this
mat they are not allowed to be tagged. The taggers goal is to tag
everyone they can. The last person tagged will be declared the winner.

Make sure to not

stay on the mat
for longer than
the requested
time.
Be kind to those
around you.
In order to be safe
on the mat, both
feet must be on
the mat.
Listen closely for
adjustments in
the game.

Materials and Resources:

Pinnies or scarves (enough for everyone in the class)
Yoga mats (or something similar) x4

Safety
Reminders:
Be aware of
others as you are
running/dodging.
Do not
push/shove other
students while
playing.
Be careful when
running onto the
mats. They may
slip.

INSTRUCTION (STEP-BY-STEP PROCEDURES) PAGE 2

BEGINNING
Assessment

Activating Strategy:
Activity/Hook

Motivator/Jump Start

Students
should
Students will be asked to take two laps around walking
the gym. This will give them time to warm up

Modifications and Strategies to Add

Diverse Learners

If the student is in a
be wheelchair they can still
or take laps around the gym.

physically and mentally.

doing
the
activity
Students will be asked to line up by height. specified by
Then the teacher will count off by fours. If the the teacher.
student is a four, then they will be considered
a tagger and go put on a pinnie/scarf.

If a student has other

things keeping them from
walking laps around the
gym, they may walk less
or do stretches to help
them warm up.

MIDDLE

STEP BY STEP PROCEDURES SEQUENCE

DISCOVER/EXPLAIN DIRECT INSTRUCTION
QUESTIONING/ENCOURAGES HIGHER ORDER THINKING
GROUPING STRATEGIES
DIFFERENTIATED INSTRUCTIONAL STRATEGIES FOR
INTERVENTION/EXTENSION

Assessment

The game will start off with 3-4 taggers and

the rest runners. In the beginning students
will be able to stay on the mats for up to 10
seconds before having to leave. They will be
able to go to any mat they wish to. Later the
teacher can change up the rules by allowing
the students only 5 seconds to stay on the
safety mat before being expected to move. To
make it more difficult the teacher can then
add the rule that the students may not run to
the mats counterclockwise or clockwise.
Instead, students must run the the mats
diagonally. This will require that the students
run further.

CLOSURE

The teacher
will
assess
the students
ability
to
follow
instructions.
The teacher
will watch for
how
the
members of
the game are
participating.
They will be
expected to
be active and
engaged
during
the
game.
Teacher will
watch
for
students
skills
of
running/joggi
ng/dodging.

Modifications and Strategies to

Address the Diverse Learners

Depending on the group

of students, the teacher
can change the rules. The
teacher can change the
amount
of
time
the
students are allowed to
stay on the safety mats.
The teacher can also
change the way in which
the students may run to
the
different
mats.
Younger students could be
asked to do different
things rather than simply
running to the mats. For
example, the students
may be asked to skip,
hop, jump, or power walk
from mat to mat. If a
student is unable to walk
they can still participate in
this game but they may
be given extra time on a
safety mat or not be
required to do some of the
things others are being
asked to do once the
game changes.

Summarizing, Reminding, Reflecting, Restating, Connecting

Include a review of the Standards, include a formative or summative assessment and provide an
explanation of when students will receive feedback on the assessment. Assign a written task (if
applicable) for student reflection.

The students will come together and discuss the different skills they believe they have
used throughout the game. The students may play this game several times before the

teacher asks them what kind of strategies they used.

TEACHER REFLECTION/FUTURE MODIFICATIONS

Reflection on the Lesson Plan and Delivery to include: To what extent did the students learn the
concepts? What will be your next instructional steps? What did you learn about yourself and your
students concerning this lesson?

Assessment Sheet for Modified Sharks and Minnows

Students will demonstrate their ability to strategize during the game.
Students will demonstrate their ability to run during the length of the game, while being
allowed small breaks.
Students will be engaged as a shark or a minnow.
Student will follow the changing directions of the teacher well.
In order for the student to win, they must be the last person tagged. The teacher may also
stop the game before everyone is tagged as a secret time and declare the students who are
untagged the winners.