RUNNING HEAD: FOLLOW-UP LESSON PLAN

Follow-Up Lesson Plan

Zach Zimmer

Professor Serdyukov

ITL 608

2/25/2019

National University
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Abstract

The author of this learning map observed a high school PE class teach a fitness focused

lesson in preparation for the upcoming PFTs. After observing the lesson the author then created

a new learning map that followed up on the fitness lesson that was observed two weeks prior.

The lesson involved having students run a complete one-mile run (four laps around the track) as

well as executing key flexibility and strength exercises to prepare the class for all the PFT

examinations. Within the lesson plan the author stated clear target elements such as the goal of

the lesson, the objectives, and the standards that are encompassed in the lesson. The lesson plan

also lays out how the teacher will manage and assess the class for proper learning. The lesson

plan specifically maps out how instruction will be implemented as well as how the time allotted

will be broken up. UDL will be implemented throughout the lesson so that all students will have

access to multiple means of engagement, representation, and expression.

Introduction

In week two I had the distinct honor to observe my friend and fellow coach, Troy

Tirapelle. Coach Tirapelle has been teaching PE and coaching wrestling at Buchanan High

School going on six years. I learned a great deal about planning PE lesson by observing his 4th

period common-core PE class. The goal of this assignment is to utilize everything that I have

learned in week two and write a lesson plan that follows up the lesson Coach Tirapelle taught

two weeks ago. The lesson will be heavily involved with fitness as the PE department will be

conducting the PFTs (Physical Fitness Test) next week. Two key psychomotor domains will be

focused on in this lesson plan, fundamental movements “Fundamental movements- The student

has innate movement patterns that are built on reflex movements.” and physical abilities

“Physical abilities. The student has developed basic movements that are essential to the
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development of more highly skilled movements. The student meets the demands of complex

sustained movement.” (p. 105)

Name: Troy Tirapelle Grade Level: 9th-12th

Lesson Title: Boot Camp Date Taught: 2/25/2019

Subject: Physical Education (fitness) Length of Lesson: 120 minutes (keep in mind

10 minutes at beginning and end of period are

reserved for dressing out)

Standards:

2.1- Participate in moderate to vigorous physical activity at least four days each week.

2.3- Meet health-related physical fitness standards established by a scientifically based health

related fitness assessment.

2.5- Improve and maintain physical fitness by adjusting physical activity levels according to

the principles of exercise.

Goal

The goal of the lesson is to have 80% of the students performing at or above the PFT standards.
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Objective

● Students will run a complete mile (4 laps around the track) without stopping.

● Boys will run the mile under eight minutes while the girls will run it under 10 minutes.

● Students will execute key strength and flexibility exercises that will help them prepare

themselves for the upcoming PFT.

Students

This common-core PE class consists of 42 students. 24 girls and 18 boys. In this class there are

3 students with IEPs and 2 504s. All three special education students in the class are assigned

one on one aides that shadow throughout the day. The aides help with extra explanation of

instruction and also will help demonstrate/assist in a skill if the student is having difficulty. A

big part of the aides job is also motivating the student and assisting them through all exercises.

They will do most if not all the skills or games alongside the student. One student with an IEP in

the class is known for being a wanderer. Often the student will wander away from the class if

the teacher is not observant. For this student the teacher needs to be attentive and always keep

one eye on the student. The two 504 plans in the PE class are both asthma related. For aerobic

activity there will be accommodations made for each of them. Bad air quality days are also a

factor that teacher needs to take into account when it comes to these two students.

Teacher
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The teacher in charge of this common-core PE class is properly credentialed in physical fitness

as well as strength training. An extra bonus, is that the teacher was a student athlete for the

entirety of their academic years and wrestled in division 1 college. This teacher has worked in

education for eight years (2 in central unified, 6 in Clovis Unified). One of the firm beliefs of

the teacher is that physical fitness is one of the most important aspects that everyone should be

incorporating in their lives.

Management

Being a common-core PE class students will likely be very distracted and be off task quite a bit.

Good classroom management is quintessential for a well ran PE class. Implementing a strict

directive/behavioral method will be the best strategy for this class.

Material & Tools

Stopwatch

Whistle

CD/Cassette Player

Instruction

Roll Call- 5 minutes Students will exit the locker room and

immediately head out to their daily meeting

location (immediately outside the REC gym

south side double doors) for roll call.

Students should already be sitting in roll call

order when teacher arrives. Take roll.

Warm-Up- 10 minutes Students will take a slow jog out to the black
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top to perform a dynamic warm-up in

preparation for the mile. Split the class up

into 6 lines. Designate 6 students (3 boys 3

girls) as “line leaders” then allow the students

to evenly disperse themselves behind the line

leaders. After the students are evenly

distributed amongst the 6 lines put them

through a dynamic warm-up.

1. Butt kickers

2. High knees

3. Karaoke

4. Frankensteins

5. Knee pulls

6. Lunges

7. Lunge w/ a twist

8. Slow jog

9. Sprint

Mile Run- 30 minutes Students will then be taken out to the track.

Once out at the track, divide the class into two

groups, boys and girls.

Once the class is divided, start the boys

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running the mile. Explain to them beforehand

that today they will be completing the end of

the boot camp by running the full mile. They

have been working towards running a full

mile this whole six-week bootcamp. They

will have 8 minutes to complete their mile (in

accordance to PFT standards). Encourage the

students to do their best to complete the whole

mile without stopping. As the boys finish

make sure to read their time out loud to them.

After the boys finish their mile they will be

required to walk one lap around the

track(make them walk in the outermost lane

so that the females may start running their

mile).

Once the boys are done the girls will head to

the starting point to run their mile. Explain to

the girls, just like the boys, they should be

doing their best to pace themselves and run

the whole mile without stopping. They will

be given 10 minutes to complete their mile (in

accordance to PFT standards). After the girls

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are finished they will also be required to walk

a cool down lap.

Once both boys and girls have completed their

mile run head back to the gym for the strength

and flexibility section of the lesson.

Strength and Flexibility- 30 minutes Students will then transfer into the

gymnasium for strength and flexibility.

For strength and flexibility students will pair

up with a classmate and be doing a variety of

exercises to help prepare them for the PFT

Tests coming up next week (trunk lift, sit and

reach, sit-up, modified pull-ups). The pairs

will be taking turns performing the exercises.

When it is their turn to rest they will watch

and critically observe their peers form. The

following exercises will be performed

Strength

1. Normal push-ups: Sets-2 Reps- 15

a. Students who are not able to

complete 15 pushups can

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perform modified pushups

2. Sit-ups: Sets- 2 Reps- 20

3. Diamond push-ups: Sets-2 Reps- 10

4. Russian Twists: Sets- 2 Reps- 20

5. Wide grip push-ups: Sets-2 Reps-10

6. Planks: Sets- 2 Reps- 30 secs

7. Modified pull-ups: till failure

a. Will give the students an idea

where they fall according to

the PFTs.

Flexibility

8. Standing toe touch: Sets-2 Reps- 25

secs

9. Seated toe touch: Sets-2 Reps- 25 secs

10. Hurdler stretches: Sets- 2 Reps- 25

secs

11. Sexy leg stretches: Sets-2 Reps- 25

secs

12. Butterfly stretches: Sets-2 Reps-25

secs

13. Trunk Lift

a. Will be testing to show

students where they are at in

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comparison to PFT standards

Free Activity: 20 min After the students have completed the strength

and flexibility section they will have the rest

of the period to either play spike ball or

basketball.

Spike Ball - Students will know how to set up

the nets/game from a previous unit. Rules of

the game go as follows.

● Teams of 2

● Each team allowed 2 hits then has to

return ball to opposing team by

striking the net.

● Serving team must serve the ball to the

opposing team so it is easy to return.

Opposing team may call for a do over

if necessary.

● Ball may not strike the “pocket” or bar

of the net setup

○ Pocket refers to the small area

directly next to the bar

● Ball may also not roll across the net

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○ Must clearly strike the net then

bounce off

UDL

Representation- This lesson will offer multiple means of representation by pairing up students

to observe each other’s form. By observing their peers form they will be able to learn what

proper form looks like as well as the importance of practicing proper form in fitness.

Engagement-This lesson will offer multiple means of engagement by introducing students to

multiple fitness exercises that they can carry into their lives to stay physically fit. Remind

students about the discussion in week one of boot camp of how running is a great physical

exercise that everyone can do late into their life to live a healthy, fit life.

Expression- Multiple means of expression comes in the form of the students have a choice in the

form of the exercise they want to perform (push-ups or modified push-ups), as well as their

choice in a physically active game at the end of the lesson.

Outcome

The biggest outcome of today’s PE lesson is to measure the classes fitness levels ahead of the

upcoming PFTs. As stated above the goal of today’s lesson is to have 80% of the students at or

above the PFT standards when it comes to the one mile run, trunk lift, modified pull ups, and sit

ups. This lesson will at least give the students an idea of where they are in relation to the PFT

standards.

Assessment
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During the lesson there will be two different forms of assessment. The first form of assessment

will be an informal assessment throughout the lesson. During class time the teacher should be

constantly mobile, moving around the outskirts of the class making sure that students are on task,

safe, and students are attentive and focused. This is an essential preventative measure for the PE

teacher to ensure that students are not only on task but ensuring they aren't doing anything that

will results in an injury. The formal assessment will be the recorded times and scores of each

PFT exercise performed. Make sure to remind the students at both the beginning and the end of

the lesson of the upcoming PFTs. Remind them that all the components of the lesson are to help

them prepare for the test.

Questions

1. What are the PFT standards for the one-mile run? For boys? For girls?

2. What is the PFT standard for the trunk lift for boys/girls?

3. What is the PFT standard for modified pull-ups?

4. What are the PFT standards for sit-ups?

5. What are the PFT standards for sit and reach?

Reflection:

Teachers/Peers Feedback/Suggestions:

Conclusion:
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References

Gordon, D. Universal Design for Learning: Theory and Practice. [National University].

Retrieved from https://nu.vitalsource.com/#/books/9781930583542/