PHYSICAL EDUCATION LESSON PLAN FORMAT

GRADE: 6th grade

STANDARD: Write out completely (Add PE Frameworks page #)
1. Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
1.9 Combine relationships, levels, speed, direction, and pathways in complex individual and group physical activities. (Pg. 25)
4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
4.1 Distinguish between effective and ineffective warm-up and cool-down techniques. (Pg. 27)
NEEDED EQUIPMENT:
Cones
Measuring tape/wheel
LEARNING GOAL/OUTCOME/OBJECTIVE:
Students in the 6th grade, will be able to accurately display proper running technique and proprioception while changing speed and
direction using speed cones as visual targets. Students will also be able to accurately explain the importance of proper warm-up and
cool-down techniques.

TIME LESSON CONTENT ACTIVITY TEACHING POINTS AND ORGANIZATION

Describe the lesson components with detail so that any substitute teacher could What must you do to be
teach the lesson and so that any supervisor could easily see what you are ready/preplanning to teach each
planning to do. Note: edTPA Tasks require this same type of descriptive writing. lesson component point?
10 Min. Opening /Introductory Activities: Warm-up Step 1- Set up 10 cones, 2 yards apart
Once roll has been taken in the square, send students to their warm-up on a horizontal line. (These will be used
cones. (Students know which line they belong in. I have attached an as a visual target for students to stand
arrangement list for you to view each students position in line.) behind to begin warm-ups.)
Verbally ask students to explain the benefits of properly warming up Step 2- Use the measuring wheel to
before starting a physical activity. measure out 10 yards in front of the
Remind students of proper running technique by modeling the following cones placed in step 1. After measuring
prior to beginning warm-ups: (maintain a 90-degree bend at the elbow, 10 yards, place 10 more cones mirroring
verbally state and display, palm to ear and palm to hip. Also, maintain the cones placed in step 1.
90-degree bend at the knee. Verbally state and display, knees to chest Step 3- View pamphlet in teachers
and using opposite arm and opposite leg.) desk, displaying appropriate running
Remind students to stay in line and only proceed with the drill when technique and warm-up drill
instructed by the teacher. expectations.
Check for understanding.
Begin warm-ups, students will complete the following drills from the starting
cone to the cone 10 yards in front of them, wait for every student in the
line to get to their target, and complete the same drill back to the starting
cone.
 o Jog (Emphasis on running technique)
o High knees
o Butt kicks
o Back pedal
o Lateral shuffle (face the same side going to and from target)
o Lateral carioca
o Toe touches
o Inch-worms
o Bear crawl
20 min Instruction/Skill Development/Concept (What you will do to instruct the students Step 1/Station 1- Keep students in their
on this standard) warm-up lines and use the same set up.
Information for all stations: Each line will have 2 cones, 10 yards
Students will physically display the ability to follow directions and complete apart.
the drills listed below with maximum effort, while demonstrating accurate Step 2/Station 2- You will now move
technique and understanding of each drill. away from the warm-up lines and need
Each drill will allow all students to begin from a complete stop, accelerate, to create 5 areas of the following.
decelerate, make a cut, and accelerate to a max effort movement. Make a square with each cone being
Students will go through the drill three times, once at half speed to get an exactly 5 yards away from each other.
adequate understanding of how the drill is to be ran, a second attempt at Use the measuring wheel to accurately
full speed, and the third attempt at full speed, using the teachers place the cones. Each cone in the
feedback to have a more efficient attempt at the skills being square needs a different color and the
demonstrated. colors will be exactly the same for all 5
The teacher is responsible for modelling (or chose a student to model) areas created to avoid confusion for
each drill a minimum of one time, assuming there are no questions. The the students.
teacher will model as many times as they see fit and time allows, until
each student understands the task at hand. Be sure and check for
understanding before the students start every drill. Completing these drills
with great technique are key to maintaining a safe environment for the
students.
The students in line will wait on the teachers cue before beginning each
drill. The teacher will blow the whistle one time to indicate that the next
student in line is to begin the drill.
Station #1 2 Cone Drill
o Drill #1 Student will sprint from the starting cone to the second
cone, 10 yards directly in front of them. The student will then make a
cut around the second cone, and sprint back to the first cone.
o Drill #2 Student will sprint from the starting cone to the second
cone. The student will then make a cut around the second cone,
and back pedal to the first cone.
 o Drill #3 Student will sprint from the starting cone to the second
cone. The student will then cut around the second cone, and
lateral shuffle back to the second cone.
o Drill #4 Student will sprint from the starting cone to the second
cone. The student will then cut around the second cone, and
lateral shuffle, in the opposite direction, back to the first cone.
o Drill #5 Student will back pedal from the first cone around the
second cone. The student will then sprint back to the first cone.
Station # 2 4 Cone Drill
o Drill #1 The students at each station will start at the red cone,
facing the blue cone directly in front of them. Student will sprint
from the red cone to the blue cone, student will cut around the
blue cone and sprint to the yellow cone, student will cut around the
yellow cone and sprint to the green cone, student will cut around
the green cone and sprint to the red cone, student will cut around
the red cone and finish with a sprint through the blue cone.
o Drill # 2 The students at each station will start at the red cone, with
their right foot on the red cone, facing the green cone. Student will
lateral shuffle from the red cone to the blue cone, student will cut
around the blue cone and lateral shuffle to the yellow cone,
student will cut around the yellow cone and lateral shuffle to the
green cone, student will cut around the green cone and lateral
shuffle to the red cone, student will cut around the red cone and
finish with a sprint through the blue cone.
o Drill #3 The students at each station will start at the red cone.
Student will sprint from the red cone forward to the blue cone,
student will cut around the blue cone and shuffle left towards the
yellow cone, student will cut around the yellow cone and back
pedal to the green cone, student will cut around the green cone
and shuffle right to the red cone, student will cut around the red
cone and finish with a sprint through the blue cone.
15 min Effective Practice Activity (How you will have students practice this standard) Step 1/Game 1 Set up a large square
For both games, the teacher needs to properly explain the rules of the boundary with cones. Lay down 4
game which are provided below. Be sure and emphasize that going out- cones, 15 yards apart from one
of-bounds results in the student being out. The teacher needs to use a few another, this will be the playing area.
students to model the rules and what students are to do for each scenario You will then designate 2 sides of the
of the game. Check for students understanding of how the game is to be square as the out zone areas. The
played. cones will need to be approximately 7-9
Deliver the following expectations There will be no hitting, kicking, or yards apart and be outside the tag
disrespecting your peers. If any of you display these behaviors, you will zone.
immediately be removed from the game and not be allowed to Step 2/Game 2 Use the same set up
participate the rest of the period. used for game 1. Make sure and note
Check for understanding of the rules and begin playing the game. who the 10 winners of the game are so
they can be rewarded as line leader for
Students will play Everyone is it (5 Minutes) the next day.
Designate the playing area and the boundaries. Have the students
spread about in a scatter formation. On the signal to begin, all students
are "It" and may tag any other student. Once a player is tagged, they
leave the playing area to perform 20 stationary high knees (using great
arm and leg action). Once the student has completed their 20 high knees,
they may enter back into the game.
Students play Snake in the Grass (10 minutes)
Select two or three students to be the snakes. Have the snakes join arms in
the center of the playing area. All other players will gather around and
place one finger on the snakes. The teacher will then shout, snakes
alive". The snakes will work together and stay linked up attempting to tag
other players. The players are running around the snakes. Once a student
is tagged by a snake, they become a snake as well. The game will be
played twice and the last 5 students remaining from each game will be
the line leaders the next day.
*Note These games will be used as a way for the students to use their learned
proprioceptive techniques of accelerating, decelerating, cutting, using lateral
movements, and back pedal to avoid being tagged.

10 min Closure: Cool-down Step 1- View cool-down pamphlet, in

Bring students back to their warm-up cones to form a single file line. teachers desk, to get a better
understanding of the proper stretching
 Walk each student forward, towards the cones 10 yards in front of them. and breathing techniques and
Stop walking the students forward once they have 2-3 yards between expectations.
them.
Once stopped and spread out, have the students in the front of the line
turn and face the rest of their peers. (These are your line leaders)
Ask students to verbally explain the importance of a proper cool-down
after completing a physical activity.
Complete the following stretch routine as a cool-down; (Teacher will lead
students to count through 10 seconds of each stretch, out loud.)
o Feet together, calf/toe touch
o Feet apart, calf/toe touch each leg, reach through middle
o Foot grab, heel to glute, each leg
o Arm across body, each arm
o Palm to back, each arm
o Lunge stretch
o Seated 90/90 stretch
o Calf stretch
o Cobra to dog stretch
*Note- While the students are stretching, walk around and observe the students
to ensure students are using proper stretching and breathing techniques.
Send students to the locker room to get cleaned up and dressed for the
rest of the day.
Assessment: How will you assess progress in this standard? Step 1- View the included rubric to
grade each student on behavior, effort,
affective, and psychomotor. This rubric
can be located in the teachers desk to
have on hand when teaching the
students.
Class Management:
Students are required to meet in the square outside of the locker room
and be in their designated lines, lined up in alphabetical order.
Students are to stay in the square until roll has been taken and they have
been directed elsewhere by the teacher.
Students are designated a certain cone with a line leader for each
warm-up and cool-down activity.
To maintain control of the group on the field, the teacher will blow the
whistle 2 times, students will respond by sitting down wherever they are.
Modifications for Special Types of Learners (Refer to PE Frameworks and provide
page numbers)
ELD Learner: Jose Step 1- Use a stand out student to
Strengths- Visual learner, plays soccer outside of school hours, great at math, model each drill for the other students
hard worker. to view proper technique and
Weaknesses- Speaks very little English, gets frustrated very easily. expectations. Refer to the pamphlet to
Your intervention or adaptation: I will visually model each drill, to allow the student refresh proper techniques and
an opportunity to visually see the drill before having to complete it. expectations for each drill.
 Special Needs Learner: Stephanie - Autism
Strengths- Great with technology, full of energy, loves to read
Weaknesses- Social anxiety, communication skills, math
Your intervention or adaptation:
I will pair the student up with a partner to demonstrate and participate in the drills
alongside Stephanie.

Reflection: What have you learned about planning instruction for a diverse student population in this content area?
I have learned that I need to keep an open mind to the needs of all of my students. I need to understand that all students
learn differently and be more willing to broaden my way of teaching these skills.
What area of this instructional plan was easy to complete?
Planning the step-by-step instructions and techniques of the drills was very easy for me because I am very familiar with them
through a lifetime of experience.
What area will you need more knowledge/skill in order to do the task well?
I need to explore more ways in explaining and teaching these skills to all students. I need to constantly remind myself that
every student learns differently and that I need to be able to reach every need, in order to maximize their learning abilities.