Physical Education Teacher Education Lesson Plan EDSS 450P

(APE) GHOST CATCHERS

Semester/Year: FALL 2018

Teacher: Brittney Franks

Grade Level K-6 Number of Students 10 (+,-) Lesson Length 30min

Major 1. Warm up & stretches

Activities 2. Ghostie Says
Taught 3. Ghost Catchers
4. Closure

CA Content Standards Addressed:

Standard 1 Standard 1: Students demonstrate the motor skills and movement patterns needed to
perform a variety of physical activities.
Grade 1
1.10 Demonstrate the underhand movement (throw) pattern.
1.13 Catch, showing proper form, a gently thrown ball.
1.14 Catch a self-tossed ball.
Standard 2 Standard 2: Students demonstrate knowledge of movement concepts, principles, and
strategies that apply to the learning and performance of physical activities.
Grade 1
2.1 Identify the right and left sides of the body and movement from right to left and left to right.
2.2 Identify people/objects that are within personal space and within boundaries.
Standard 3 Standard 3: Students assess and maintain a level of physical fitness to improve health and
performance.
Grade 3
3.1 Demonstrate warm-up and cool-down exercises
3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings,
quadriceps, triceps, biceps, back, and neck.
3.7 Sustain continuous movement for increasing periods of time while participating in moderate
to vigorous physical activity.
Standard 5 Standard 5: Students demonstrate and utilize knowledge of psychological and sociological
concepts, principles, and strategies that apply to the learning and performance of physical
activity.
Grade 2
5.1 Participate in a variety of group settings (e.g., partners, small groups, large groups) without
interfering with others.
Grade 3
5.5 Demonstrate respect for individual differences in physical abilities.
5.6 Work in pairs or small groups to achieve an agreed-upon goal.

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Physical Education Teacher Education Lesson Plan EDSS 450P
Common Core Standards Addressed:
Speaking & Grade 2
Listening CCSS.SL.2.6 Produce complete sentences when appropriate to task and situation in other to
Standards provide requested detail or clarification.
K-5 Grade 3
CCSS.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

English Language Development Standards Addressed:

Emerging 2.1 Exchanging information and ideas: Contribute to conversations and express ideas by asking
and answering yes-no and wh- questions and responding using gestures, words, and learned
phrases.
Expanding 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, and adding relevant information.
Bridging 2.1 Exchanging information and ideas: Contribute to class, group, and partner discussions,
including sustained dialogue, by listening attentively, following turn-taking rules, asking
relevant questions, affirming others, adding pertinent information, building on responses,
and providing useful feedback.

Behavioral Objectives
Motor 1. Students will clap their hands along with the rhythm/cadence of the song at least 3/5 times
with verbal and visual prompts during the warm up song.
2. Students will self toss and catch a ghost without dropping it at least 2 times with a verbal
and visual prompt during the second activity.
3. Students will catch a ghost ball with 2 hands in any manner (trapping against body or away
from body) tossed from 3 feet away by a peer or teacher 2/3 times with a verbal prompt.
4. Students will toss a ghost ball in the direction of a peer by looking and aiming for their
chest 3/5 times throughout the activities with a verbal prompt.
Cognitive 1. Students will state or sign that they catch with 2 hands at least 2 times throughout the
activities when asked by the teacher with a visual prompt.
2. Students will identify at least 3/5 parts of their body (head, shoulder, stomach, knee, toe) by
touching the ghost to the specified body part when asked by the teacher with a visual
prompt.
Affective 1. Students will high five at least 1 peer at the end of the lesson with a verbal prompt.

Type and Quantity of Equipment:

 Poly spots  10
 Speaker  1
 IPad  1
 Tap in/tap out visual  1
 Ghost balls  10

Safety Precautions:

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 Set up all equipment before students arrive and make sure there is no extra equipment laying around.
 Make sure all students’ shoes are tied before the warm up begins.
 Tell students to make sure they are looking up at where they are going when traveling to different
stations.
 State in my directions before the last activity that we are tossing to a friend underhand and aiming for
their tummy.

Skills, Activities, Methods and Organization Instructional

Topics & Time (Skill Progressions & Diagrams) Cues,
Skill Modifications
Activity #1 WARM UP Cues:
6 minutes Purpose: “clap 2 hands”
It is important for the students to warm up before participating in
Objective physical activity in order to prevent injury. This warm up also “kick high”
Addressed reinforces the class routines as it is how the students begin every
M1 class. “jump 2 feet”

CA Content Activity Description: “arm up, touch your

Standard Students will stand on a poly spot upon arrival and teacher will back, find your
3.1 have them tap in to tell/show the teacher what mood they are in elbow, count”
3.6 and how their day is going thus far.
3.7 “feet apart, hands in
5.1 Students will perform 2 warm up songs (Clap your hands & Up front, turn, touch
5.5 and down) as a group with the teacher. knee, count”

Common Core Students will perform 2 stretches (triceps & hamstring) as a group Modifications:
CCSS.SL.2.6 with the teacher. Kick: tap foot
CCSS.RF.3.3 forward
Plan for Paraprofessionals:
 Give visual demonstrations Jump: swing arms
 If necessary, verbally and/or physically prompt the student and bend knees or
when they are off task or need assistance step forward &
 Make sure students remain on task and focused back

Diagram:

Transition Time Students will stay on their spots.

15 seconds
Activity #2 “GHOSTIE SAYS” Cues:
4 minutes Purpose: “ghostie says…”
This activity allows the student to familiarize themselves with the
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Objective implement we will be working with in the last activity. It also “eyes are looking”
Addressed allows us to informally assess how well they know their different
M2 body parts which works on the cognitive aspect of physical “pay attention”
C2 education as well.
“touch [shoulder]”
CA Content Activity Description:
Standard Students will be standing on their spots and the teacher will toss a Modifications:
1.14 ghost ball to each student to catch and hold.  Touch the
2.1 ghost close
2.2 The teacher will then explain the game of “Simon says..” but we to the body
3.7 will be saying ghostie says. part said
5.1  If a student is not paying attention and does an activity that
5.5 doesn’t have “ghostie says” stated before it, they will have
to run touch a cone or fence and return to their spot.
Common Core The activities that “Ghostie says” include:
CCSS.SL.2.6  Put him on your…
o Head
o Shoulder
o Stomach
o Knee
o Toes
 Make him fly…
o Really high
o Really low
o Side to side
o Out in a circle (arm circles)
o Up and down (self throw and catch)

Plan for Paraprofessionals:

 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused

Diagram:

Transition Time Students will listen for their name and move to a spot across from
1 minute a partner as only half of them will be moved.

Activity #3 GHOST CATCHERS Cues:

15 minutes Purpose: “looking eyes”
The purpose of this activity is to give students opportunities to
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Objective work on their catching skills. As they are working with a partner “ready hands”
Addressed they are also required to practice their underhand tossing and
M3 aiming skills. Working with partners also increases the number of “1, 2, 3, catch”
M4 times they socially interact with their peers.
C1 “step, swing back,
Activity Description: toss”
CA Content Students will stand on a poly spots which will be set up to where
Standard they are standing across from a partner facing each other. “toss to same
1.10 friend”
1.13 Teacher will tell students what we need to catch: looking eyes,
3.7 ready hands and we say 1, 2, 3, catch “eyes are looking”
5.1  One student from each pair will have a ghost and on the
5.5 teacher’s command, or the work “go” they will toss it to “ready go”
5.6 their partner who will catch it.
 Teacher will tell students to aim for their partners tummy.
Common Core Modifications:
CCSS.SL.2.6 If the students are able to successfully toss to their partners and  Students
catch the ghost tossed from their partner, then the teacher will who have 1-
have the students toss and catch continuously rather than on 1 aids or
command. need more
 Students who complete 3 successful catches each may take assistance
1 step back with their partner. may
practice
If time and ability levels viewed allow: catching
Students may get into groups of 4 by pairing up with a pair with an
standing next to them, and play a version of hot potato with the adult.
ghost.  Move
closer/
Students may start playing this while seated and progress to further to
standing. partner
 1st time around students must toss to a student who has not  Small group
gotten the ghost yet with
 Students must toss the ghost to the same peer each time teacher’s aid
and maintain the pattern tossing to
 If students can do this with ease, the teacher may add one them
more ghost to the mix

Plan for Paraprofessionals:

 Remind students to stay in their own areas and to return to
their spot before attempting to toss or throw the equipment
again.
 Demonstrate proper form of skills
 Restate cues for students
 Provide students with verbal, visual and or physical
prompts

Diagram:
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Transition Time Students will return to and stand on their warm-up spots. *ring the bell*
45 seconds
Closure and CLOSURE
Homework Purpose:
3 minutes Having the students come together and discuss the activities
performed today is a great way to address cognitive objectives and
Objective wrap up the lesson. It also allows us to reinforce our behavior
Addressed management plan by having the students tap out (described
C1 below).
A1 Description:
Students will be standing on their warm up spots and teacher will
CA Content ask them the following questions…
Standard  What did we practice today kicking or catching? (catching)
5.1  When we catch, what do we need to have? (looking eyes,
5.5 ready hands)
Students will tap out and tell the teacher how they did today in
Common Core APE by touching and if applicable stating how they did.
CCSS.SL.2.6
CCSS.RF.3.3 Students will point to their wrists and help the teacher say that it is
time to stop then put their hands on their knees and on 3 will say
good job following the teachers lead.
Plan for Paraprofessionals:
 Give visual demonstrations
 If necessary, verbally and/or physically prompt the student
when they are off task or need assistance
 Make sure students remain on task and focused
Diagram:

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