Lesson Plan 2

Title: Pulpo (Octopus) Activity Date: Wednesday, November 15, 2017

Class: Grade 6 PE (5 classes) Number of students: 28/29

Time: 47 Minutes Location: Fitness Room

Objective of Lesson (in own words):

Students will participate in active games that will require the use of locomotor skills as well as demonstrate
positive, respectful behavior toward themselves and their peers.

Learner Outcomes (Program of Studies): Plan for Diversity:

PE  Teacher to demonstrate while orally explaining
A6-2: consistently and confidently perform the rules in Spanish.
locomotor skills and combination of skills, by using o English to be used only if students do
elements of body and space awareness, effort and not understand how the game works
relationship. after a few attempts in Spanish.
C6-1: identify and demonstrate respectful  Spanglish permitted if students struggle to
communication skills appropriate to various physical communicate what they want to say.
activities and that reflect feelings, ideas and
experiences.
C6-6: identify and demonstrate positive behaviors
that show respect for self and others.
D6-1: demonstrate enjoyment of participation
through extended effort in physical activity.

Prerequisite Knowledge, Skills, Strategies and Materials:

Attitudes: Whistle
Active participation, respectful listening skills, ability Pinnies (For contingency game – Infection)
to follow directions, ability to understand and
respond in Spanish.

Game Explanation:
 One student to be the “Pulpo” (Octopus) and must start in the middle of the fitness room.
 The remaining students will line up on one end of the room and face the octopus.
 When the Octopus shouts “PULPO!” the remaining students must run and try to get to the other side of
the gym without getting tagged by the Octopus.
 The octopus is allowed to run anywhere in the room, but if a student is tagged by the octopus, they
must stay frozen at the spot they were tagged in stick their arms straight out. They become seaweed
(alga marina).
 The seaweed must stay in their spot. They can only tag with their hands.
 The last student at the end of the game gets to be the octopus in the next game.

Contingency:
If the students tire of the game, they can play Infection Tag. They are already familiar with this game as per
Srta. Molina.

Note: Srta. Molina will be away. Angel will be the sub

 Time What the teacher What the Resources Assessment
does. student does.
Introduction 1 min Announce that we Listening N/A Watching for polite
(Link to previous learning,
(or less) are going to play listening skills.
introduction of new Octopus and that
concepts) they may have
*NOTE: This will take played different
place after attendance versions of this
and common warm up in
main gym (10 mins). game but I will go
Students will also have to over how they will
make their way to the
fitness room upstairs (1 play it today.
min)
Activity 5 mins Explanation and Listening to Whistle (to get Watching for polite
Sequence demonstration of instructions and the students’ listening skills,
the game as noted asking for attention when followed by active
May involve Presentation,
Explanation, Guided above. Answer any clarification if necessary) and participation in the
Practice, Independent remaining necessary. pinnies in case game.
Practice
questions the they do play  Did they
OR students might Infection Tag. understand
Approaching, have. instructions?
Encountering,  Are they
Noticing
Internalizing following
Applying, 26 mins Play game with the Play game as expectations?
Refining
Personalizing, students. If they outlined and  Use of
Transforming, tire of the game, following Spanish/Span
Assessing
they will also play expectations. glish.
Infection Tag.
Closure 5 mins Dismiss to allow Listen and carry N/A Watching for polite
(Summary of learning,
time for them to out instructions, listening skills
link to upcoming learning) change and get to go change
their next class on quickly before
time. next class starts.

Reflection
This was definitely a lesson that evolved a little with each class. The first class I taught tired of it after two
rounds and we switched to revenge tag and tick, tick boom. But the remaining classes all wanted to keep
playing until the end of class. In some cases, we had to adjust some rules to make it more challenging for the
students. But overall, the reaction to the octopus game was positive and they were having a lot of fun. I
learned that as the teacher, you really need to be very flexible and adapt to the situation and students’ energy.
You also need to keep a constant eye as some students try to find ways to work around the rules and some get a
little too carried away, but it is really nice to see their enthusiasm and their energy!

As always, it’s the classroom management aspect that constantly keeps plaguing me. I find that in PE it is
even more difficult to get them to calm down and listen because it is a class where we want to see more
excitement, energy and eagerness. However, I also need them to listen to me when it is necessary. Though I
have seen some techniques used by my partner teacher, she has expressed that it is important to find what
 works best for me and my personality and teaching style. Ultimately, I know my challenge is to find something
that captures the students’ attention relatively quick without losing their excitement and interest.

I also noted that the students were using a lot of English. I need to push them to use their Spanish more in this
class as well.

Adapted from Alberta Education, Canada, 2008